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

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

Nerrière Eléna

2006-04-01

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Results of Romanian Teachers Survey on Assessment in Early Education  

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

Dan Sporea

2014-12-01

3

Revealing and development of innovative potential of teachers as the important problem of skilled-experimental work of educational institution  

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Full Text Available Article acquaints with technology of revealing and system of development of innovative potential of the teachers working in the system of skilled-experimental educational institutions.

Kostejchuk O. V.

2012-06-01

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SECONDARY SCHOOL HEAD TEACHERS’ JOB SATISFACTION IN SAUDI ARABIA: THE RESULTS OF A MIXED METHODS APPROACH  

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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.

AHMED MOHAMED ALZAIDI

2008-11-01

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Violence Directed against Teachers: Results from a National Survey  

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

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

2014-01-01

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What Makes Art Teachers Still Enjoy Teaching Art? Summary of results from an empirical action research training project  

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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.

Charlotte Heinritz

2012-07-01

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What Makes Professional Development Effective? Results from a National Sample of Teachers.  

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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…

Garet, Michael S.; Porter, Andrew C.; Desimone, Laura; Birman, Beatrice F.; Yoon, Kwang Suk

2001-01-01

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

DEFF Research Database (Denmark)

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

Dolin, Jens; Evans, Robert Harry

2011-01-01

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Teacher’s comments on the process and the results of theIn-service training studies  

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Full Text Available The aim of this research is to identify the ideas of teachers about the process and results of the in-service training studies. This research includes totally 153 volunteer teachers; as 21 preschool and 132 primary school teachers in Istanbul in 2011-2012 academic year. This research is descriptive. In this research the effectiveness of the in-service training evaluation scale, which is also used to asses the effectiveness of the European Community Study Visits, is used in order to ases teachers’ in- service training process and results. In this research the following results were reached upon evaluating participant teachers’ comments on in-service training courses, seminars and other activities. It is obvious that there appears a lot of differances among teachers in terms of duration. It can be interpreted that the differance of the periods of the in-service training is caused by the differance in retirement and willingness or unwillingness for the attendance to the teachers’ in-service training studies.

Süleyman Göksoy

2014-03-01

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Teacher Behavior and Student Outcomes: Results of a European Study  

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This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…

Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž

2014-01-01

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

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

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

2014-07-01

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Improving Mathematics Teacher Education in Germany: Empirical Results from a Longitudinal Evaluation of Innovative Programs  

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Innovative programs for restructuring the entry phase of mathematics teacher education programs have been implemented at various German universities within the last few years. This article reports about the design and the results of a longitudinal evaluation study of the effectiveness of two of these programs aiming to improve mathematics teacher

Buchholtz, Nils; Kaiser, Gabriele

2013-01-01

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

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

Seung, Eulsun; Park, Soonhye; Narayan, Ratna

2011-12-01

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

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Full Text Available Teachers’ knowledge and perceptions of bioenergy, and their motivation to teach such a topic, can largely determine the success of implementing bioenergy related education in schools. The study aimed to explore science teachers’ knowledge and perceptions of bioenergy in India. A questionnaire-based survey was conducted among 28 science teachers from four urban schools in India. Results indicated that the science teachers were fairly knowledgeable regarding bioenergy and they also demonstrated positive perceptions of bioenergy. In addition, they were positive towards the prospect of receiving more information to increase their own knowledge of bioenergy. However, the science teachers appeared to have some misconceptions regarding the issue of CO2 emission from using bioenergy. It also emerged that although the existing Science syllabus for Grade X in Indian schools includes a topic on bioenergy, the majority of the science teachers were not aware of it. Policy makers and educators are recommended to provide science teachers more support to improve their capacity for teaching energy and environmental topics in schools in India. In addition, an improvement of the current learning and teaching environment in Indian schools could help teachers to deliver energy and environmental education more effectively to their students.

Pradipta Halder

2014-10-01

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... Teachers & Teacher Education SIG ? Australian Association for Environmental Education Home About Us National Executive Council Vision, Values & Objectives AAEE Biennial ...Conference 2014 Papers Submissions Reports Education for Sustainability Partnership Project Environmental Awards Publications Aust Jrnl of Environmental Ed AAEE Conference Papers ozEEnews Links & ...SIG Local Government SIG Marine Educators SIG Nature Educators SIG Research SIG Teachers & Teacher Education SIG Contact Us Join Us Donate Our Vision To connect ...through education to advance understandings and actions in relation to environmental and sustainability issues across all communities and education sectors. Teachers & Teacher Education SIG ...

16

Chemistry teachers training from the explanation of everyday phenomena: a proposal with results  

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Full Text Available This paper shows the research results obtained with a group of pre-service chemistry teachers at Universidad Pedagógica Nacional, employing didactic units focused in everyday chemistry as strategy for chemistry teaching. The explanations of pre-service chemistry teachers for the analyzed everyday chemical phenomena were characterized according to its admissibility and chemical levels of representation. The project allowed consolidating a space which employs coherently disciplinary and didactic aspects of chemistry, contributing to the pre-service teachers with resources and methodologies to transform the traditional forms of teaching, learning and evaluation of chemistry.

Morales Pérez, Roy Waldhiersen;

2012-01-01

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

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

Italla Maira Pinheiro Bezerra

2011-09-01

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

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

Salman Ilaiyan

2013-06-01

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Are High School Economics Teachers the Same as Other Social Studies Teachers? The Results of a National Survey  

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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…

Schug, Mark C.; Dieterle, David; Clark, J. R.

2009-01-01

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

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

Garofalo, Jorge H.

2009-01-01

 
 
 
 
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The Context and Profile of Teachers in Developing Countries in the Last Decadea Revealing Discussion for Further Investigation  

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Purpose: The aim of this paper is to examine the teacher's career in developing countries based on a review of studies published in refereed journals of comparative education and of teaching education, and to suggest further lines of research on teaching and teachers in these countries. Design/methodology/approach: The paper is based partially on…

Oplatka, Izhar

2007-01-01

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Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.  

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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,…

Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

2002-01-01

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Teachers Using Continuous GPS Data to Learn About Earthquakes - Sharing Research Results in the Classroom Through Lesson Study  

Science.gov (United States)

This EarthScope-funded project is a collaboration between high school science teachers and their students, undergraduate and graduate students, and faculty from California State University San Bernardino (CSUSB), University of Arizona, and the Southern California Earthquake Center (SCEC). As high school teachers and their students work alongside one another, they are exposed to and contribute to an authentic research process that will lead to publishable results. The scientific goal of this project is to measure plate tectonic movement within the San Bernardino mountain area and the Inland Empire region of Southern California utilizing the Global Positioning System (GPS). Teachers and high school students collected survey-mode GPS data from 11 sites (among a total of 25 sampled by the larger group of participants) during a 5-day campaign from July 14 -19, 2011. The information obtained will be useful for understanding and characterizing seismic hazards in that region of Southern California. To enhance this experience, all of the teachers and their students have been invited to present their results at the SCEC Annual Meeting in September 2011. As part of the classroom implementation phase of the program the teachers are introduced to the Lesson Study approach. Lesson Study is a professional development process where teachers systematically examine their practice with the goal of becoming more effective. This process centers on teachers working collaboratively on a small number of Research Lessons. First, they identify the areas where their students are encountering challenges in learning standards-based content. The challenging areas are identified through results from standardized exams (e.g. California Standards Tests) or other assessment tools. To address areas of difficulty the teachers develop, test, and improve an instructional experience that promotes student learning of that standards-based material. Lesson Study is different from "lesson planning" because it focuses on what teachers want students to learn rather than on what teachers plan to teach. The 2011 teachers divided into three groups and each group is developing a Research Lesson. One of each of the group members teaches the lesson while the others observe the student learning. After the Research Lesson is taught the entire group comes together to debrief the lesson, make revisions, and another member of the group re-teaches the lesson (at a later date and at a different school) to incorporate what has been learned. This presentation will discuss how the CSUSB project has developed a successful framework for providing teachers with a valuable research experience as well as allowing an opportunity for them to think systematically about their craft, learn from experience, and become members of a learning community of practice.

de Groot, R. M.; McGill, S. F.

2011-12-01

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Differential Outcome Effects in Teacher Training Research as a Result of Functional Versus Structural Behavioral Recording  

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Teacher behavior variables in an experimental teacher training study were coded in two ways; one method of coding was based on the formal structural properties of discrete teaching acts; the other method of coding was based upon the functional properties (consequential student behaviors) of discrete teaching acts. (Author/JC)

Martin, J.; Auerbach, S.

1977-01-01

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

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

Nathanson, Steven; Pruslow, John; Levitt, Roberta

2008-01-01

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Facilitating Teachers in Developing Online PBL Courses  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Miao, Yongwu; Samaka, Mohammed; Impagliazzo, John

2013-01-01

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PROSPECTIVE TEACHERS' SENSE OF RESPONSIBILITY TOWARDS ENVIRONMENT  

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Full Text Available Teachers play a prominent role in national and social reconstruction and in transmission of wisdom, knowledge and experiences of one generation, to another generation. This study was carried out to identify the prospective teachers' Sense of responsibility towards environment at bachelor of education level in National Capital Region (NCR. The sample comprised of 100 prospective teachers (males & females of B. Ed colleges. Data was collected from prospective teachers, through an Environmental Responsibility Assessment Inventory (ERAI. The results of the study revealed that State Board and CBSE Board prospective teachers are equally aware of environmental issues and overall responsibilities. English and Hindi Medium prospective teachers also bear equal environmental responsibilities.

TAMANNA KAUSHAL

2013-02-01

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The Teacher Internship Experiences of Prospective High School Mathematics Teachers  

Science.gov (United States)

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…

Rhoads, Kathryn; Radu, Iuliana; Weber, Keith

2011-01-01

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

Science.gov (United States)

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

Strychasz, Gloria; Arredondo, Mary

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Fatih Karaku?; Akbulut, O?mer Engin

2010-01-01

31

High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On  

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What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

Tesfaye, Casey Langer; White, Susan

2014-01-01

32

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Birbal Saha

2012-01-01

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Preservice Teachers’ Metaphors about University Teacher and Metaphor as an Evaluation Tool  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of this study is to reveal preservice teachers’ metaphors about the lecturers at university. Study group of the research consists of 347 preservice teachers enrolled at three different education faculties in Turkey in 2011-2012 academic year. Data was obtained from the preservice teachers??? completion of the sentences such as “University teacher is like ..., because ...”. For analysing the data quantitative and qualitative research methods were used. As a result, 183 meta...

Tortop, Hasan Said

2013-01-01

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

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

Volkan Hasan Kaya,

2013-03-01

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Learner Orientation through Professional Development of Teachers? Empirical Results from Cascade Training in Anglophone Cameroon  

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This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three…

Lange, Sarah

2014-01-01

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Mathematics Education Values Questionnaire for Turkish Preservice Mathematics Teachers: Design, Validation, and Results  

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The purpose of this study was to develop a questionnaire that could measure preservice mathematics teachers' mathematics educational values. Development and validation of the questionnaire involved a sequential inquiry in which design principles were established from the existing literature and a pool of items was constructed then submitted to…

Dede, Yuksel

2011-01-01

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

Science.gov (United States)

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

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

2012-01-01

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Effects of Sex and Setting on Students' Interpretation of Teachers' Excessive Use of Immediacy  

Science.gov (United States)

Using a message interpretation perspective, this study (N = 379) examined how sex of the student, sex of the teacher, and the setting affect the messages students receive from a teacher's excessive use of immediacy. Results reveal that students interpret excessive immediacy from female teachers as caring, but the same behavior from male teachers

Rester, Carolyn H.; Edwards, Renee

2007-01-01

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

Science.gov (United States)

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

Tryon, Lisa A.

40

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

Science.gov (United States)

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

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

2003-04-01

 
 
 
 
41

Emotional Competence and Stressors of Female School Teachers  

Science.gov (United States)

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

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

2011-01-01

42

An Investigation of KPSS 2013 Results in Terms of Candidate Teachers’ Fields  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The incentive behind this study is to compare the KPSS 2013 test scores in terms of the achievement by teacher candidates graduating from education faculties, the major source for teaching profession, and by those who graduated from other faculties. In line with this objective, the research was carried out on ten fields, both graduates of education faculties and other faculties who took the test and are appointed to the teaching posts (Physics, Chemistry, Biology, Mathematics, History, Geogra...

Safran, Mustafa Gazi U?niversitesi; Kan, Adnan Gazi U?niversitesi; U?stu?ndag?, Mutlu Tahsin Gazi U?niversitesi; Bi?rbudak, Togay Sec?kin Gazi U?niversitesi; Yildirim, Osman Milli Eg?itim Bakanl?g??

2014-01-01

43

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

CERN Document Server

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

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

2014-01-01

44

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

Science.gov (United States)

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

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

2014-10-01

45

History teaching, learning and Junior Certificate (JC) examination results in Lesotho, 2000 - 2006: implications for teacher education.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 ...

Ntabeni, Mary

2007-01-01

46

Environmental Awareness Among Upper Primary School Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Vipinder Nagra; Kulwant Kaur

2013-01-01

47

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

Science.gov (United States)

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

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

2011-04-01

48

Helping Italian science teachers to make earth and climate active lessons. Results of 3 years support with the ICLEEN project  

Science.gov (United States)

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.

Cattadori, M.

2013-12-01

49

Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034  

Science.gov (United States)

In practice, teacher induction is common, but induction that is intensive, comprehensive, structured, and sequentially delivered in response to teachers' emerging pedagogical needs is less so. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The National Center for Education Evaluation and Regional…

Glazerman, Steven; Dolfin, Sarah; Bleeker, Martha; Johnson, Amy; Isenberg, Eric; Lugo-Gil, Julieta; Grider, Mary; Britton, Edward; Ali, Melanie

2008-01-01

50

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

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

Mervi A. Asikainen

2013-01-01

51

The Culturally Responsive Teacher Educator  

Science.gov (United States)

Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators'…

Gist, Conra D.

2014-01-01

52

Primary School Student Teachers' Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis  

Science.gov (United States)

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 communication styles used and the students' pre- and post-conceptualisation of climate change based on results obtained via essay writing and drawings. The essays and drawings concerned the students' unprompted pre- and post-conceptions about climate change, collected before and after each of the four inquiry-based science sessions (in physics, chemistry, biology and geography). Concept mapping was used in the analysis of the students' responses. The communication used in the four sessions was analysed with a communicative approach in order to find out the discussion about climate change between teacher and students. The analyses indicated that the students did not have the knowledge or the courage to participate in discussion, but post-conceptualisation map showed that students' thinking had become more coherent after the four sessions. Given the results of the present study, proposals for using concepts maps and/or communication analysis in studying students' conceptions are presented.

Ratinen, Ilkka; Viiri, Jouni; Lehesvuori, Sami

2012-11-01

53

The Impact of NBPTS Participation on Teacher Practice: Learning from Teacher Perspectives  

Science.gov (United States)

This study presents the results of qualitative interviews of teachers who completed the National Board for Professional Teaching Standards (NBPTS) certification process. Teachers (N=25) were asked a series of questions about how the NBPTS process impacted their teaching. The findings revealed that the themes of reflection, assessment, and…

Tracz, Susan M.; Daughtry, Jody; Henderson-Sparks, Joan; Newman, Carole; Sienty, Sarah

2005-01-01

54

Involvement of AACTE Institutions in Competency Based Teacher Education: A Quest for Quality in Teacher Preparation.  

Science.gov (United States)

A followup study was done in 1980 to determine if trends were evident in the involvement of American Association of Colleges for Teacher Education (AACTE) institutions in competency based teacher education programs (CBTE). The results were compared with those obtained in 1973, 1975, and 1977, revealing some leveling of trends. It was found that…

Sandefur, Walter S.; Nicklas, Willis L.

55

Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices  

Science.gov (United States)

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

McKool, Sharon S.; Gespass, Suzanne

2009-01-01

56

Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility  

Science.gov (United States)

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

Finn, Amber N.; Ledbetter, Andrew M.

2013-01-01

57

Teacher Supply and Demand: Surprises from Primary Research  

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Full Text Available An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.

Andrew J. Wayne

2000-09-01

58

Environmental Awareness Among Upper Primary School Teachers  

Directory of Open Access Journals (Sweden)

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

Vipinder Nagra

2013-08-01

59

Preservice Teachers’ Metaphors about University Teacher and Metaphor as an Evaluation Tool  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to reveal preservice teachers’ metaphors about the lecturers at university. Study group of the research consists of 347 preservice teachers enrolled at three different education faculties in Turkey in 2011-2012 academic year. Data was obtained from the preservice teachers??? completion of the sentences such as “University teacher is like ..., because ...”. For analysing the data quantitative and qualitative research methods were used. As a result, 183 metaphors were determined about University teachers in 16 conceptual categories. The categories which produced metaphors most about the University teachers are as follows; university teachers as the source and passer one of the knowledge (42 metaphors, the university teacher as a guide one (38 metaphors, the university teacher as a changing one (24 metaphors, the university teacher as a scary-repelling one (21 metaphors, the university teacher as a versatile one (17 metaphors respectively. Besides, the metaphors can be used as an evaluation tool for determining the performance of a university teacher at studies of increasing quality in higher education.

Hasan Said TORTOP

2013-01-01

60

Primary school teachers tendencies towards being administrators: Esenyurt sample  

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Full Text Available The purpose of this study is to determine primary school teachers’ tendencies towards being administrators. 145 teachers from 12 schools, chosen constituted the study sample. Scale previously devised by Aksu (2004 was used as a tool for data collection. SPSS 13 was used in the analysis of the data. Scale consisted of two dimensions entitled as individual tendency and general tendency. As for the general tendency scale, teachers revealed low and moderate levels of tendency. However, as for the individual tendency, teachers were found to have moderate level of tendency towards being school administrators. Results of the study revealed that both women and men have moderate level of tendency towards being school administrators. T test conducted on gender variable showed that women teachers’ individual tendency values appeared to be higher than that of men’s individual tendency scores. Analysis on experience variable revealed that tendency values of teachers within difference experience groups did not differ significantly.

Mehmet Bingül

2011-02-01

 
 
 
 
61

Effect of Teacher’s Qualification on the Performance of Senior Secondary School Physics Students: Implication on Technology in Nigeria  

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Full Text Available The study examined the effect of teacher’s qualification on the performance of Senior Secondary School students in Physics. The purpose was to determine whether the status of the teacher has any impact on the performance of the students in Physics. The survey type of descriptive research design was adopted. The sample for the study consisted of 100 Senior Secondary Schools Physics students in Ekiti State and the teachers that prepared and presented the students in each school for 2009/2010 West African School Certificate Examination. The year’s result summary for each school was collated with the bio-data of their respective Physics teachers. Four hypotheses were postulated and tested at 0.05 significance level. The data collated were analysed using inferential statistics. The results revealed that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. It was also showed that students performed better in physics when taught by professional teachers. The result also showed that teacher’s gender has no effect on their ability to impact knowledge on the students, much as he/she is a skilled teacher in that field of study. However, the experience of the teacher is significant at impacting the students’ academic performance in Physics. Based on the findings, it was recommended that experienced teachers with professional qualifications in higher level should teach Physics at the certificate class.

Owolabi, Olabode Thomas

2012-05-01

62

Mathematics Anxiety and Mathematical Beliefs: What Is the Relationship in Elementary Pre-Service Teachers?  

Science.gov (United States)

Three hundred-one pre-service teachers enrolled in elementary teacher education program were administered two surveys to measure mathematics anxiety and mathematical beliefs. Results of the study revealed that there were significant differences between third year and fourth year pre-service teachers regarding their mathematics anxiety and…

Haciomeroglu, Guney

2013-01-01

63

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

DEFF Research Database (Denmark)

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

Brok, J.; Thorlund, K.

2008-01-01

64

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

Science.gov (United States)

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

Holden, Heather; Ozok, Ant; Rada, Roy

2008-01-01

65

Black Teacher Education Candidates' Performance on PRAXIS I: What Test Results Do Not Tell Us  

Science.gov (United States)

This investigation examined the Praxis I perceptions of Black undergraduate Education majors seeking admission into the Teacher Education Program at a historically Black university. Participants were 52 students conveniently selected from an Introduction to Teacher Education course where preparation for the Praxis I is emphasized. Academic…

Graham, Anthony

2013-01-01

66

Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. NCEE 2009-4072  

Science.gov (United States)

One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the…

Isenberg, Eric; Glazerman, Steven; Bleeker, Martha; Johnson, Amy; Lugo-Gil, Julieta; Grider, Mary; Dolfin, Sarah; Britton, Edward

2009-01-01

67

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

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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.

Birbal Saha

2012-10-01

68

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

DEFF Research Database (Denmark)

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

Naredo, ee.; MØller, I.

2006-01-01

69

Thick Description of the Teacher-student Relationship in the Educational Context of School: Results of an Ethnographic Field Study  

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Full Text Available Complexities of essential aspects of the teacher-student relationship were identified in a group of German adolescents and their teachers through participant observation. It is already known that the determinants of the teacher-student relationship cannot be simply categorized and analyzed as univariate features. Using Clifford Geertz’s concept of “thick description,” empirical data were collected during a six-month field study at a secondary school in the south of Germany. Thematic analyses of the extant empirical database identified six sociological principles that constitute fundamental components of the teacher-student relationship: power, dualism, solidarity, productivity, sympathy, and identity. Analyses showed that meaningful ritualized structures limit teachers and students to institutional roles that are incongruent with the general aim of having productive interactions in educational settings. The complexity of educational settings can only be grasped if the teacher-student relationship is understood as an interpersonal process. When reduced to their institutional roles, both teachers and students experienced their relationship and educational settings as unsatisfactory.

Diana Raufelder

2013-04-01

70

The Relationships between Child Temperament, Teacher-Child Relationships, and Teacher-Child Interactions  

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Full Text Available 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 the classrooms, Task Orientation was negatively correlated with the Conflict subscale. Behavior Management was the only teacher interaction behavior that was somewhat related to temperament in all of the classrooms. Although the effect of temperament on each teacher was different, the results suggest that teachers’ relationships and interactions with children are affected by child temperament; however, there might be other factors affecting the relationships, such as teacher temperament.  The results and suggestions are discussed further in the article.

Meral Oren

2009-10-01

71

Teacher Burnout in Agricultural Education.  

Science.gov (United States)

Results of the Maslach Burnout Inventory completed by 164 secondary agriculture teachers revealed moderate levels of emotional exhaustion, low levels of depersonalization in relationships, and a high degree of personal accomplishment. Gender, degree, contract length, preservice versus lateral entry method, school/department size, and community…

Croom, D. Barry

2003-01-01

72

Reframing the Australian nurse teacher competencies: do they reflect the 'REAL' world of nurse teacher practice?  

Science.gov (United States)

The Australian nurse teacher competencies were introduced in 1996; however, the researchers perceived that changes to the health care system and a nursing workforce shortage may have affected nurse teacher roles over the past decade. This study aimed to explore perceptions of nurse teachers on the applicability of the current Australian nurse teacher competencies to practice, and modify the nurse teacher competencies to better reflect current practice. Methodology utilized mixed methods, and data collection was via focus groups, telephone interviews, and survey data. Results revealed that participants were mostly positive about the original competency statements, although there were some variations between items. Themes that emerged from the qualitative data were: changing trends in health care; preparation for teaching; understanding of the competencies, contextual influences on education role; nurse teachers as change agents, and resource management. Conclusions were that the Australian nurse teacher competencies (1996) were reflective of the current generic roles of nurse teachers however some of the competencies needed reframing to meet the current needs of nurse teachers. However, changes needed to be made in areas such as reducing complex language, inclusion of technology, and cultural competencies. Nurse teachers were supportive of the research because they valued the teacher competencies for reflection on their practice and the development of portfolios, job descriptions and performance appraisals. PMID:21093124

Guy, Jacqui; Taylor, Christine; Roden, Janet; Blundell, Jennifer; Tolhurst, Gerda

2011-04-01

73

Implementing Teacher Work Sampling  

Science.gov (United States)

This article describes how the teacher work sample methodology of the Renaissance Partnership for Improving Teacher Quality was implemented within the teacher education program at a small liberal arts college. Resulting program improvements are described, as well as on-going challenges. The adapted teacher work sample prompt and scoring rubric are…

Kinne, Lenore J.; Watson, Dwight C.

2005-01-01

74

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

Science.gov (United States)

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

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

2012-01-01

75

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

Directory of Open Access Journals (Sweden)

Full Text Available This paper, an exploratory case study, examines how students’ preferences and motivation to learn English are influenced by their perceptions of teaching practices – both of native English teachers and local English teachers. To better understand the context of this research question, this study adopts a method of triangulation in collecting data: classroom observation, student interviews and teacher interviews. For intrinsic motivation, results reveal that Chinese students prefer a native-English-speaking teacher’s approach to communication language teaching. However, for extrinsic motivations, students preferred the curriculum-oriented approach of local teachers due to the relevance to the ultimately- important English examinations.

Ruth Wong

2013-12-01

76

Antecedents of Teachers Fostering Effort within two different management regimes: An assessment-based accountability regime and regime without external pressure on results  

Directory of Open Access Journals (Sweden)

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.

Knut-Andreas Christophersen

2012-12-01

77

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

Directory of Open Access Journals (Sweden)

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

Mahin SALIMI

2010-04-01

78

Linking Resources to Results: The Chicago Public Education Fund's Master Teacher Initiative. Principles for Effective Education Grantmaking. Case in Brief Number 1  

Science.gov (United States)

"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…

Grantmakers for Education, 2012

2012-01-01

79

A longitudinal study of the professional dispositions of teacher candidates  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to examine the professional disposition scores of Physical Education teacher candidates over time. In ad-dition, differences between teacher and student ratings were investigated. Participants were 65 students who completed three methods courses (A, B, and C across a two-year period. Both the teacher and the students completed a profes-sional dispositions instrument in each of the three classes. Results indicated a decrease in disposition self ratings and teacher ratings over time. A 2 (Rater x 3 (Time ANOVA revealed that the student and teacher ratings were different for classes A and B but not for class C. The findings are encouraging in light of the strong alignment between teacher and student ratings in the upper-level class. The dispositions in-strument appears to be a valid and reliable method to assess the professional behaviors of teacher candidates.

Arlene Ignico

2010-03-01

80

Teacher Resources  

...ResourcesPrimary ResourcesPost Primary ResourcesTeacher ResourcesFactsheetsNanotechnologyLooking for HelpTeacher...Teacher ResourcesFactsheetsNanotechnologyLooking for HelpTeacher ResourcesLast updated: 15 May 2014TeachersWoodland...

 
 
 
 
81

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

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

Cemalettin ?pek

2012-10-01

82

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

Science.gov (United States)

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

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

2010-01-01

83

Relationship between High School Principals' Humor Styles and Teacher Leadership  

Directory of Open Access Journals (Sweden)

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

Ali Ça?atay K?l?nç

2014-07-01

84

Teacher Evaluation and the Career Ladder.  

Science.gov (United States)

Surveys of Texas classroom teachers' attitudes were made in 1984, 1985, and 1986. Teachers' perceptions of competency testing, career ladders, teacher morale, teacher persistence, public support, and student achievement were requested. Results are presented. (MT)

Capps, Emerson; And Others

1987-01-01

85

Study results of picking high amplitude reflectors in turbidite channel to reveal detail of methane hydrate concentrated zone  

Energy Technology Data Exchange (ETDEWEB)

Bottom simulating reflectors are found extensively in the eastern Nankai Trough. BSR is considered as a bottom of methane hydrate bearing sediments. High resolution three-dimensional seismic surveys were conducted in 2002 and a multi-well drilling campaign was executed in 2004. This paper discussed the resource potential of methane hydrate in this area. The paper discussed an evaluation of more than 10 methane hydrate concentrated zones in the Nankai Trough. Methane hydrated concentrated zones in this area are roughly classified into 2 types of turbidite sedimentary facies from the seismic geomorphological point of view known as lobe and channel. This paper attempted to interpret a detailed structure of a channel type methane hydrate concentrated zone. High amplitude reflector patches may indicate sand dominated bodies with high methane hydrate concentration. It was concluded that picked reflector patches demonstrated that the methane hydrate concentrated zone was biforked at a lower current area. Detailed observations also revealed that the methane hydrate concentrated zone was developed in a channel complex of which fluid migration was slowly shifted.

Shimoda, N.; Saeki, T.; Inamori, T.; Kobayashi, T.; Fujii, T. [Japan Oil, Gas and Metals National Corp., Mihama-ku, Chiba (Japan). Technology Research Center

2008-07-01

86

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

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

Mustafa Ergun

2012-06-01

87

Pedagogical beliefs and attitudes of computer science teachers in Greece  

Directory of Open Access Journals (Sweden)

Full Text Available Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The research data reveal that computer science teachers usually hold mixed traditional and constructivist theories which are generally irrelevant to either demographic factors or their pedagogical training. In some cases statistically significant correlations to the educational level or the total teaching service are detected. The results of the study set out suggestions concerning the design of pedagogical training programs.

Georgios Fessakis

2011-01-01

88

Views of parents, teachers and children on health promotion in kindergarten : first results from formative focus groups and observations  

DEFF Research Database (Denmark)

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.

Sansolios, Sanne; Mikkelsen, Bent Egberg

2011-01-01

89

English Language Teacher Motivation in Sri Lankan Public Schools  

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Full Text Available Drawing on in-depth qualitative data from fifty-four surveys and five interviews, this study investigated aspects of motivation and demotivation among Sri Lankan English language teachers. The participants included a convenience sample of English teachers currently employed in public schools. The results of the study revealed that students themselves, the act of teaching students, and the prestigious social position for English teachers in Sri Lanka are main motivators for teachers. The main demotivators for the participants included limited facilities for teaching and learning in schools, inefficiency of school administration and zonal education offices, difficulties in obtaining teacher transfers, the discrepancy between the English curriculum and students’ English proficiency, and the poor relationship between colleagues. Overall results of the study indicate that teacher demotivation is a significant issue in Sri Lankan public schools which needs the immediate attention of the country’s education policy designers and management. 

Sujeewa Hettiarachchi

2013-01-01

90

CONTINUOUS AND COMPREHENSIVE EVALUATION- A STUDY OF TEACHERS’ ATTITUDE  

Directory of Open Access Journals (Sweden)

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

Indu Rathee

2014-09-01

91

Teacher Sorting, Teacher Quality, and Student Composition : Evidence from Norway  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne

2003-01-01

92

TEACHERS’ AND STUDENTS’ VIEWS ABOUT THE HIGH SCHOOL TEACHERS’ DEMOCRATIC CLASSROOM MANAGEMENT BEHAVIORS  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this research is to determine the teachers’ and students’ views about to what extend high school teachers display democratic attitudes and behaviors while managing classroom. This study also aims at investigating both teachers’ views according to gender, professional experiences, and subject variables and students’ views according to gender and grade variables. To this end “Democratic Classroom Management Scale” was administered on the participating teachers and students. The teacher of this descriptive study comprises of a total number of 916 teachers and a total number of 22.023 students from state high schools in Malatya city center during 2005-2006 semester. The sample of the study is 227 teachers and 953 students selected from 8 state high schools. Research results revealed that teachers’ and students’ views differed significantly. While teachers state that they behave in a democratic manner, students think the opposite. Also it was found that students’ views differed significantly according to gender and grade variables.

Gülcan YALÇIN- DURMU?

2009-11-01

93

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

The recent M9 Tohoku Japan earthquake of March 11, 2011 was the largest recorded earthquake ever to hit this nation. We retrospectively analyzed the temporal and spatial variations of four different physical parameters - outgoing long wave radiation (OLR), GPS/TEC, Low-Earth orbit tomography and critical frequency foF2. These changes characterize the state of the atmosphere and ionosphere several days before the onset of this earthquake. Our first results show that on March ...

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

2011-01-01

94

The analysis of principle’s, supervisor’s and teacher’s perception of the term “teacher  

Directory of Open Access Journals (Sweden)

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.

Atila Y?ld?r?m

2011-07-01

95

A case study of a mathematics teacher's and science teacher's use of teacher wisdom in integrating middle school mathematics and science content  

Science.gov (United States)

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.

Saam, Julie Reinhardt

96

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

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

Shih-Hsiung Liu

2014-07-01

97

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

Directory of Open Access Journals (Sweden)

Full Text Available

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

Parisa Daftarifard

2011-01-01

98

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

Science.gov (United States)

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

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

2011-01-01

99

THE KING’S CARPET: DRAMA PLAY IN TEACHER EDUCATION  

Directory of Open Access Journals (Sweden)

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.

Judit Kerekes

2010-01-01

100

Teachers Helping Teachers  

Science.gov (United States)

This website called Teachers Helping Teachers has been in operation since 1995 and is maintained by Dr. Scott Mandel, who is also Director of the a musical theater group and an author. The resources provided here are posted by teachers and available at no cost. During the school year the website is updated weekly. As of this report, they were soliciting contributions that relate a teachers favorite lessons from the year or lesson ideas for the end-of-the-year, Fathers' Day or graduation time. The teacher-created lesson plans are organized by subject area, such as math, science, social studies, language arts, special education and the arts. Separate sections discuss classroom management and provide book reviews. Each week a new lesson topic is highlighted and a teacher's suggested stress reduction strategy is posted. The Educational Resources Page provides links to a variety of other resources online.

Mandel, Scott M.

 
 
 
 
101

Vocational Teacher Education Study.  

Science.gov (United States)

A study was conducted to determine the present state of vocational education in Kentucky and the supply of and demand for vocational teachers. Results are summarized for vocational teacher education in general and for teachers in the areas of agricultural education, business and office education, marketing and distributive education, health and…

Tulloch, Charlotte

102

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

Directory of Open Access Journals (Sweden)

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

Gregor Wolbring

2013-02-01

103

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

Directory of Open Access Journals (Sweden)

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

Samuel Olufemi ADENIYI

2009-06-01

104

Teachers’ Attitudes Towards inclusive Education in Austria  

Directory of Open Access Journals (Sweden)

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.

Peter Rossmann

2011-12-01

105

Preservice teachers' belief systems toward curricular outcomes for physical education.  

Science.gov (United States)

This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical "tensions" are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs. PMID:20527304

Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

2010-06-01

106

DEPRESSION AMONG THE PRIMARY SCHOOL TEACHERS  

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Full Text Available Background: Depression is one of the most severe disabling disorders in the world in view of teachers occupational stress, this study was desinged to measure the magnitude of depression among them. Methods: 291 Teachers from 21 primary schools in esfahan city were enamined by means of beck"s test. Results: This study revealed that 89% of the teachers suffered from afferent degrees of depression i.e ,33% mild , 28.3% moderate and 27.2% sever the degree of depression decreased as the level of education increased and with age the degree of depression increased. Conclusion: In view of their occupational roles, teachers are rulencable and more attention must be paid to their needs.

GH GHASEMI

2003-12-01

107

EFL Teachers' Self-regulation and Job Performance  

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

Atiyeh Kamyabi Gol

2013-10-01

108

Effective Communication between Preservice and Cooperating Teachers  

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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…

Lawley, Ji Ji; Moore, Jenifer; Smajic, Almir

2014-01-01

109

The Role of Teacher Leaders in School Improvement through the Perceptions of Principals and Teachers  

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Full Text Available 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 leadership roles on school improvement. Implications for practice are important to principals, teachers, and district level personnel.

Nancy Akert

2012-10-01

110

Effective Teacher Professionalization in Networks?  

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Teacher professionalization has been focused too strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that…

Hofman, Roelande H.; Dijkstra, Bernadette J.

2010-01-01

111

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results  

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Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

112

Perspectives: Mentoring New Teachers  

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Beginning teachers have much to learn about teaching (Odell 1990), including navigating their own classrooms and learning new school procedures and policies. Mentors can assist beginning teachers in making the difficult transition from student to teacher. Smith and Ingersoll (2004) examined data from a national survey and found that beginning teachers who had the support of mentors and well-planned induction programs experienced increased job satisfaction and self-efficacy. This month's column describes how experienced teachers can be effective mentors and the benefits of a mentor-mentee relationship that can obtained as a result.

Hanuscin, Deborah L.; Lee, Michelle H.

2008-07-01

113

Administrational Factors as Predictors of Teacher Burnout across Iranian and Turkish EFL Teachers  

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Full Text Available The study aimed at measuring the perceived burnout levels of Iranian (N= 230 and Turkish (N=156 EFL teachers and determining the role of four administrational factors (i.e., Teacher Autonomy, Reward Adequacy, Fairness, and Fringe Benefits in predicting EE, DP and PA burnout processes across Iranian and Turkish EFL teachers. The MBI-ES was used to measure the perceived burnout levels of the participants, and a four-dimension scale (41 items was developed based on the literature study to measure the participants’ perceptions in these four areas. The average internal consistency reliability of the 41-item scale was r = 0.703. The results of t-tests analyses showed that there was a slight significant difference between Iranian and Turkish groups only in EE burnout processes. Moreover, the results of regression analyses showed that EE, DP, and PA subscales were better predicted by Fairness factor among Iranian teachers, while by Teacher Autonomy among Turkish teachers. Finally, the contrasted results also revealed that Teacher Autonomy, Reward Adequacy, and Fairness factors had cross-culturally discriminatory roles, while Fringe Benefits factor did not have.

Ebrahim KHEZERLOU

2013-06-01

114

Learning by Mentoring: Prospective Teachers as Mentors to Children At-Risk  

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This survey-based study examined the benefits of mentoring for 299 pre-service teachers who voluntarily worked with children at-risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at-risk and to children as individuals, and…

Fresko, Barbara; Wertheim, Cheruta

2006-01-01

115

The Impact of Physical Attractiveness, Gender, and Teaching Philosophy on Teacher Evaluations.  

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Results of a study in which 42 college seniors were given photographs of teachers, accompanied by written statements of the teachers' instructional approach, did not reveal any main effects of attractiveness or gender upon perceptions of competence; although a significant interaction occurred between attractiveness, gender, and authoritarianism.…

Buck, Stephen; Tiene, Drew

1989-01-01

116

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

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

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

2010-01-01

117

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

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

Karakus, Ufuk

2013-01-01

118

OPINIONS OF TURKISH TEACHERS ABOUT MEASUREMENT- ASSESSMENT APPROACH OF RENEWED TURKISH EDUCATION PROGRAMMES  

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Full Text Available This study aims at finding out the opinions of Turkish teachers about measurement-assessment approach on renewed Turkish Education Programmes. This research was carried out in 2007 fall semester with 20 primary school teachers of Turkish in Artvin city center. In this research, qualitative research methodology has been used. Firstly, a 20-minute interview on new measurement–assessment approach has been applied to two randomly selected Turkish teachers. According to data that were collected from the interviews, a semi-structured interview form has been developed. This interview form has been implemented on 20 teachers of Turkish. The results of study have revealed that teachers of Turkish have positive perceptions about the new measurement–assessment approach. However, the study has revealed that teachers do not apply any new measurement–assessment activities efficiently because of the high cost, insufficient time, insufficient knowledge.

Mustafa MET?N

2009-11-01

119

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

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

Filiz Erbay*

2011-08-01

120

Teacher Perceptions of Teacher Bullying  

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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…

Zerillo, Christine; Osterman, Karen F

2011-01-01

 
 
 
 
121

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

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

Arafat Hamouda

2011-08-01

122

Teachers’ intuition and knowledge in detecting specific learning disabilities  

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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 chi...

Obradovi? Svetlana; Krsti? Nadežda

2012-01-01

123

Examining the Content of Preservice Teachers' Reflections of Early Field Experiences  

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This paper describes an exploratory study that examined the content of preservice elementary teachers' reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers' early field experiences.

Subramaniam, Karthigeyan

2012-12-01

124

"You Really Don't Know How Much It Hurts:" Children's and Preservice Teachers' Reactions to Childhood Teasing.  

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Examines the sensitivity of preservice teachers to the impact of teasing on children. Results revealed several important differences between responses of preservice teachers and children, including the effectiveness of the child's response to discourage subsequent teasing. Results are discussed in terms of their implications for understanding…

Landau, Steven; Milich, Richard; Harris, Monica J.; Larson, Sarah E.

2001-01-01

125

Internationally Educated Teachers and Student Teachers in Iceland: Two Qualitative Studies  

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This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within…

Ragnarsdottir, Hanna

2010-01-01

126

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories  

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In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of…

Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

2014-01-01

127

Reflection in Teacher Education Programmes for Novice EFL Teachers  

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

Panagiota G. Karkaletsi

2010-02-01

128

HIGHER SECONDARY TEACHER'S ATTITUDE TOWARDS E-LEARNING  

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

P. C. Naga Subramani

2014-08-01

129

Over-Graduate Thesis Physical Education and Sports Teacher’s Self Efficacy of Their Jobs (Nev?ehir City Model  

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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.

Gürkan YILMAZ

130

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform  

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Full Text Available Educational change initiatives, whether they involve the implementation of new policies or curriculum reforms, often fail to reach the level of teachers’ classroom practices. In the search for explanations, numerous studies have either characterized teachers as resistant to change or focused on how schools’ workplace conditions have failed to influence teacher change. This study draws attention to these issues by investigating teachers’ perceptions of the degree to which a national curriculum reform has brought about changes in their teaching. The study also proposes a model of how teachers’ perceptions of school-based conditions (i.e., school leadership, teacher collaboration, and development of school-based curricula are related to teachers’ general orientations towards change and teachers’ perceptions of change as a result of the reform. The participants were 738 Norwegian teachers in public primary and lower secondary schools, and the data were analyzed using descriptive data, correlation analysis and structural equation modeling (SEM.The results indicate that the overall influence of the reform on teachers’ teaching was moderate. The results also revealed positive relationships between teachers’ perceptions of school-based conditions, teachers’ general orientations towards change and the degree of perceived reform changes in teachers’ teaching. However, a surprising finding is that school leadership and teacher collaboration were only indirectly related to teachers’ perceptions of reform changes, mediated through teachers’ general orientations towards change. The article highlights important relationships between educational reform, school-based conditions and teachers. It also contributes knowledge that is relevant to consider for successful reform of schools and education.

Magnus R. Ramberg

2014-05-01

131

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

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

Burruss, Linda D.

132

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

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

Shockley, Robert; Watlington, Eliah; Felsher, Rivka

2011-01-01

133

THE EFFECT OF PREVENTIVE CLASSROOM MANAGEMENT TRAINING PROGRAM ON APPROVAL AND DISAPPROVAL BEHAVIORS OF TEACHERS  

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Full Text Available In this study, the effect of Preventive Classroom Management Training Program (PCMTP on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21 who had a training using PCMTP and the control group (n=24. The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower.

Nevin Güner

2012-01-01

134

Mathematics Courses for Elementary Teachers.  

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Reported are the results of a survey of sixty-one high-rated institutions concerning the mathematics preparation of elementary teachers. The problem of the mathematical competence of elementary school teachers is discussed. (MP)

Swadener, Marc

1978-01-01

135

READY STATE OF STUDENTS OF TEACHER TRAINING UNIVERSITY TO ACTIVITY UNDER THE PREVENTION OF GAME (COMPUTER DEPENDENCE OF YOUNGER SCHOOLCHILDREN ?????????? ?????????? ????????? ??????? ? ???????????? ?? ?????????????? ??????? (???????????? ??????????? ??????? ??????????  

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Full Text Available In the article, ready state of students of teacher training University to activity under the prevention of game (computer dependence of schoolchildren is considered. Results of the spent poll directed on revealing of an initial ready state of students of teacher training University to activity under the prevention of game (computer dependence of younger schoolchildren are presented

Shavyrkina E. V.

2012-01-01

136

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

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

Mir, Imran Anwar

2012-01-01

137

EFL Teachers’ Attitudes towards Being Supervised in an EFL Context  

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Full Text Available This study was an attempt to explore Iranian EFL teachers’ attitude towards supervision and its influence on their classroom decision making. The study also examined the relationship between teachers’ teaching experience and their attitude towards classroom supervision. 74 male and female English teachers holding BA, MA, or PhD degrees participated in this survey. Classroom observation and a teachers’ questionnaire were used for the purpose of the study. The findings reveal that among the less experienced teachers those who had less than five years of teaching experience were found to be more influenced by the supervision process when it came to making decisions in the classroom. These teachers indicated the importance of supervision for their classroom improvement and their teaching skills and appeared to hold positive attitudes towards supervision program they were experiencing.  Teachers with six to ten years of teaching experience appeared to be the most pessimists amongst others. In addition, from the results of the qualitative analysis it can be concluded that the supervision program obviously failed to function for those teachers who had 16 years of teaching experience and more as well. In this case, the program seemed to be only a paperwork job.

Ramin Rahmany

2014-03-01

138

CEC Teacher of the Year.  

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This interview with Brenda Jean Robbins, a Florida music therapist and teacher selected as 1995 Teacher of the Year by the Council for Exceptional Children, reveals her views about music therapy, goals, relationship of music therapy to the special education classroom, musical performance, and getting parents involved. (DB)

Voyles, Lynda

1995-01-01

139

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

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

Parviz Birjandi

2010-11-01

140

Evidence, explanations, and recommendations for teachers' field trip strategies  

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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

Rebar, Bryan

 
 
 
 
141

Teacher Perceptions of Gender-Based Differences among Elementary School Teachers  

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Full Text Available The purpose of this study was to examine teacher perceptions of gender-based differences among elementary school teachers. In this mixed-methods study, the researcher utilized an online survey to collect data. Quantitative analysis revealed no statistically significant differences; however, qualitative analysis showed that there were more negative responses to survey statements pertaining to males. More than half of the participants perceived differences between female and male elementary teachers, including beliefs that female teachers are more nurturing, that male teachers are more laidback, and that male teachers are more dominant and commanding with students. Four conclusions were drawn: elementary teachers perceive differences between female and male teachers, male elementary teachers are perceived more negatively than female colleagues, a vast majority of participants feel that more male elementary teachers are needed in the elementary schools, and differences between female and male elementary teachers remain unclear.

Tracy Darrin Wood

2012-03-01

142

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

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

Brian R. Evans

2010-01-01

143

Teacher Candidates' Level of Concerns about Environment  

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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.

Osman Çimen

2014-04-01

144

Preservice Teachers: Teacher Preparation, Multicultural Curriculum and Culturally Relevant Teaching  

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This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…

Hopkins-Gillispie, Delphina

2009-01-01

145

Constructing constructivism: The voyage of elementary science teachers  

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

Freed, Andrea Beth

146

Teachers' Conceptions of Creativity and Creative Students  

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Teachers' conceptions of creativity and creative students were investigated. Questionnaires were administered to elementary school teachers to examine their attitudes, beliefs, and current classroom practices. Teachers were found to possess inaccurate concepts regarding what constitutes creativity and revealed conflicts with the classroom…

Aljughaiman, Abdullah; Mowrer-Reynolds, Elizabeth

2005-01-01

147

How Malaysian School Teachers View Professional Development?  

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The present study was conducted on a group of Malaysian Math and Science teachers to investigate their needs in the professional development activities. The findings indicated a majority of these teachers' needs for such activities. Analysis of the data also revealed that most of the teachers regarded these activities as moderately or highly…

Mukundan, Jayakaran; Nimehchisalem, Vahid; Hajimohammadi, Reza

2011-01-01

148

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

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

Cemalettin ?PEK

2010-04-01

149

Training of adult education teachers : experiences from a teacher training programme in cooperative learning  

DEFF Research Database (Denmark)

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.

Wahlgren, Bjarne

2011-01-01

150

Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry  

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The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed by teachers differed based on the mode of inquiry underlying the topic. Specifically, how did the structure and content of arguments differ between experimentally and historically based topics? In addition, what factors mediate these differences? Four highly experienced high school science teachers were observed daily during instructional units for both experimental and historical science topics. Data sources include classroom observations, field notes, reflective memos, classroom artifacts, a nature of science survey, and teacher interviews. The arguments were analyzed for structure and content using Toulmin's argumentation pattern and Walton's schemes for presumptive reasoning revealing specific patterns of use between the two modes of inquiry. Interview data was analyzed to determine possible factors mediating these patterns. The results of this study reveal that highly experienced teachers present arguments to their students that, while simple in structure, reveal authentic images of science based on experimental and historical modes of inquiry. Structural analysis of the data revealed a common trend toward a greater amount of scientific data used to evidence knowledge claims in the historical science units. The presumptive reasoning analysis revealed that, while some presumptive reasoning schemes remained stable across the two units (e.g. 'causal inferences' and 'sign' schemes), others revealed different patterns of use including the 'analogy', 'evidence to hypothesis', 'example', and 'expert opinion' schemes. Finally, examination of the interview and survey data revealed five specific factors mediating the arguments constructed by the teachers: view of the nature of science, nature of the topic, teacher personal factors, view of students, and pedagogical decisions. These factors influenced both the structure and use of presumptive reasoning in the arguments. The results have implications for classroom practice, teacher education, and further research.

Gray, Ron E.

151

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

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

Littlejohn, Vania

152

Working with "rookies": A case study of science teachers mentors  

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To gain insight into the world of mentoring new science teachers it is imperative to examine how a veteran science teacher is influenced through his or her work mentoring a new teacher. The impacts of mentoring new teachers have been extensively researched within the literature, documenting many of the factors that may enhance the teaching abilities of new teachers (Hobson, Ashby, Malderez & Tomlinson, 2008; Ingersoll & Kralik, 2004; Wang & Odell, 2002). A thorough search of the literature reveals an unbalanced representation of research focusing on the many influences mentoring may bring to a new teacher while ignoring the impact on the mentor. It is when the activity of mentoring a new teacher is examined within the theoretical frame work of social cognitive learning, it is apparent that not only are two individuals participating in working together, but also that research needs to investigate both sides of the relationship. Also, since the mentoring relationship is situated within a community of practice, it becomes important to utilize a situated learning theoretical framework in tandem with social cognitive learning to provide the clearest picture of this dynamic social relationship. This case study seeks to share the impacts experienced by mentors through their work with new teachers and provide balance to the other side of research into the social partnership of mentoring. Five science teachers mentoring new teachers online, through the University of Minnesota's Science Engineering, Math Mentoring Program (STEMMP) and Science Teacher Induction Network (TIN), participated in this study that explores their experiences through a phenomenographic lens and follows an interpretive research approach. Four main themes emerged that identified how science teacher mentors were impacted from mentoring which included: (1) impacts to their teaching practice, (2) perceptions influenced from feedback, (3) enhanced reflection, and (4) enhancement of self-efficacy. The results of this study also provide a model by which science teacher mentor characteristics can be identified. This case study has implications for improvement of science teacher mentoring programs and policies for professional support of mentor teachers and their mentees.

Meagher, Thomas Francis

153

Reflective Journal Writing on the Way to Becoming Teachers  

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Full Text Available In this qualitative research study, the purpose was to analyze the reflective journal entries of the 26 pre-service teachers attending the teacher education department of a state university. These teacher candidates were asked to write their reflections on a weekly basis during the “school experience” course in the fall semester. Twelve weekly entries and the end of the year reflection reports of these pre-service teachers (338 documents all together were analyzed according to the contents; similar issues were coded; common themes were found; in the second phase, the findings were analyzed again in the light of reflective practice research to find out about the learning experiences of the pre-service teachers and to analyze in which stage of reflective practice their entries mostly fell into. The results revealed that pre-service teachers benefitted from keeping reflective journals and their reflections mostly fell under the “interpersonal stage” and did not have many comments reflecting the other stages which were procedural and conceptual. The results show that in order for the pre-service teachers to gain more awareness through reflective writing, they need to be trained on how to write reflections effectively and on the different stages related to the reflective practice.

Feyza Doyran

2013-03-01

154

An analysis of scientific understandings of preservice elementary teacher education  

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This research examines 321 preservice elementary teachers in a study designed to investigate their intuitive scientific ideas and understandings. Results reveal that the majority of subjects, with the exception of a high proportion of those who has a successful high school background in physics and chemistry, have misunderstandings regarding some physical science concepts.

Ginns, Ian S.; Watters, James J.

2006-05-08

155

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

Scientific Electronic Library Online (English)

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

Hacer Hande, Uysal; Mehmet, Bardakci.

2014-01-01

156

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

Scientific Electronic Library Online (English)

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

Hacer Hande, Uysal; Mehmet, Bardakci.

157

Students’ Perceptions of their Teachers’ Teaching of Mathematics: The Case of Ghana  

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Full Text Available The purpose of this study was to examine students’ perceptions of their teachers’ teaching practices and how it impact on their learning experiences. The sample of the study involved 358 students from 12 Junior High Schools (12-14years who were randomly selected to complete a semi-structured questionnaire. The study revealed that students’ perceptions of their teachers’ teaching varies as the results established that both teacher-centred and student-centred teaching approaches were used by mathematics teachers. The study also established that teachers’ actions and inactions impact positively or negatively on students learning experiences as majority of the respondents reported that their learning experiences are to a larger extent controlled by that teacher. Majority of the respondents indicated that their teachers normally tell them which questions to solve and which methods to use. Although the study was limited only to 12 schools, the findings provide a conceptual framework for further research into how students’ views could be used by both teachers and educational authorities in improving the teaching and learning of mathematics as students’ are in a better position to provide useful information regarding their teachers teaching and how it impacts on their learning. Among others, it is recommended that students’ ratings or evaluation of their teaachers’ teaching should be considered in evaluating teachers’ teaching and effectiveness.© 2012 IOJES. All rights reserved

Ernest Ampadu

2012-08-01

158

Revealing Rembrandt  

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Full Text Available The power and significance of artwork in shaping human cognition is self-evident. The starting point for our empirical investigations is the view that the task of neuroscience is to integrate itself with other forms of knowledge, rather than to seek to supplant them. In our recent work, we examined a particular aspect of the appreciation of artwork using present-day functional magnetic resonance imaging (fMRI. Our results emphasised the continuity between viewing artwork and other human cognitive activities. We also showed that appreciation of a particular aspect of artwork, namely authenticity, depends upon the co-ordinated activity between the brain regions involved in multiple decision making and those responsible for processing visual information. The findings about brain function probably have no specific consequences for understanding how people respond to the art of Rembrandt in comparison with their response to other artworks. However, the use of images of Rembrandt’s portraits, his most intimate and personal works, clearly had a significant impact upon our viewers, even though they have been spatially confined to the interior of an MRI scanner at the time of viewing. Neuroscientific studies of humans viewing artwork have the capacity to reveal the diversity of human cognitive responses that may be induced by external advice or context as people view artwork in a variety of frameworks and settings.

Andrew J Parker

2014-04-01

159

Evaluating Teacher-Candidates’ Teaching in the Extended Practicum  

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Full Text Available This study reports the aggregate results of the evaluations of the teaching performance of 17 cohorts of teacher-candidates (n = 374, who completed their extended practicum during their pre-service teacher-education program at one Western Canadian university. Over a 15-year period, one of the researchers served as the College Supervisor for these cohorts in their respective four-month internship in schools in a variety of locations throughout the province. The teacher-candidates’ final evaluations on nine categories of teaching performance revealed varying levels of strength among the skill areas. Implications of the findings are drawn: (a for the undergraduate program administrators, faculty members, and practicum-program personnel at the university connected to this study, and (b for other teacher-education institutions interested in making use of this information to help inform their deliberations in assessing/improving their own pre-service and practicum initiatives.

Edwin G. Ralph

2004-07-01

160

Belief in a just world, teacher justice, and bullying behavior.  

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The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed. PMID:22531994

Donat, Matthias; Umlauft, Sören; Dalbert, Claudia; Kamble, Shanmukh V

2012-01-01

 
 
 
 
161

Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.  

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When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations. PMID:24765710

Skaalvik, Einar M; Skaalvik, Sidsel

2014-02-01

162

Effects of EFL Teachers’ Self-efficacy on Motivational Teaching Behaviors  

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Full Text Available This study examined the predictability of EFL teachers’ self-efficacy on their motivational teaching behaviors. Participants involved 112 English teachers from China’s tertiary education institutes selected by a “snowball” sampling strategy and also from an EFL teacher training camp. They completed a questionnaire survey of the demographic information of participants, their perception of self-efficacy, and their motivational teaching behaviors in English classroom. Results from the descriptive statistics and a multiple regression analysis were generated based on the survey. It indicated that college EFL teachers perceived themselves with much higher self-efficacy for instructional strategies than efficacy for classroom management and efficacy for student engagement. Also, the results revealed that two most frequently used motivational strategies by teachers in language classroom were strategies for generating students’ initial motivation and strategies for maintaining and protecting students’ motivation. The results also showed that teachers’ self-efficacy significantly contributed to the prediction of teachers’ motivational teaching behaviors and accounted for more than one third of the variance to teachers’ motivational teaching behaviors. This study confirmed that there was a direct causal relationship between English teachers’ perceptions of their self-efficacy and their adoption of motivational strategies.

Wei Huangfu

2012-12-01

163

TESOL in-Service Teachers’ Attitudes towards Computer Use  

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Full Text Available The way education is being delivered has been altered via the rapid development of computer technology. This is especially the case in the delivery of English language teaching where the combination of various variables is pertinent to computer attitudes to enhance instructional outcomes. This paper reports the study undertaken to elucidate whether the correlation exists between TESOL in-service teachers’ attitudes towards computer and their computer attributes scale and to explore the proportion of variance in TESOL in-service teachers’ attitudes towards computer that can be explained by their cultural perception scale and computer competence scale. A questionnaire (ATCT was utilized to obtain the necessary information about teachers’ characteristics, their computer attributes, cultural perceptions, computer competence and attitudes of the sample (45 TESOL in-service teachers at Universiti Sains Malaysia. The results revealed that there was a significant correlation between teachers’ computer attitudes and computer attributes. A further finding revealed that both of cultural perception scale and computer competence scale were predictors of teachers’ computer attitudes; yet, cultural perception scale was the best predictor. Suggestions based on these outcomes have been offered in this paper.

Abbas Ali Rezaee

2012-01-01

164

ICT Teachers' Assigned Roles and Expectations from Them  

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

Topu, Fatma Burcu; Goktas, Yuksel

2012-01-01

165

How Does Using Technology Affect Student Attitudes about Teachers?  

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

Forman, David W.

1997-01-01

166

Personal Knowledge in Educational Autobiography: An Investigation on "Good Teachers"  

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A good teacher has various characteristics. We can observe directly teachers' behaviors or read their professional papers. However, the effective way is to have teachers tell their personal life history or educational autobiography. The personal knowledge of a good teacher will be revealed through the personal life history. According to numerous…

Liu, Lianghua

2009-01-01

167

Educating Pre-Primary Teachers to Teach for Multiple Intelligences  

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

Cheung, Kwok Cheung

2006-01-01

168

The Effect of Involvement in Decision Making on Teacher Retention  

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Retaining teachers continues to be an ongoing challenge for administrators. For a school, when teachers migrate from one school to another to teach or leave the profession all together, the school looses a teacher. A review of selected literature revealed the most frequently cited working conditions that impact teacher retention include: (a)…

Lynch, Donna V.

2010-01-01

169

Single-centre all-comers registry reveals promising long-term clinical results of the EndeavorTM-Stent  

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Full Text Available 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% had a 3-vessel disease, 96 (29% presented with myocardial infarction ? 72 hrs, 19 (6% with a left ventricular ejection fraction < 25%. In summary, 379 lesions (50% type B2, 23% type C, mean lesion length 20.2 ± 10.0 mm, mean reference vessel diameter 3.0 ± 0.4 mm were treated with EndeavorTM-Stent-Stents. Per patient, 0.4 ± 0.7 bare metal stents were implanted. Median follow-up time was 35.3 months, during follow-up 165 patients (50.6% had repeated angiography. After 12 (24 months overall mortality was 5.8% (7.3%, cardiac mortality 3.1% (3.5%, myocardial infarction rate 1.5% (4.1%, target-vessel revascu-larization rate 8.7% (12.4%, target-lesion revascu-larization rate 6.1% (8.4%, and cumulative MACE-rate 14.1% (21.9%. In total, 2 definite or likely stent-thromboses (0.6% occurred during follow-up. Logistic regression revealed the treatment of saphenous vein grafts and aorto-coronary ostial lesions as risk factors for target lesion revascularization. Conclusion: The EndeavorTM-Stent-Stent is a safe and effective drug-eluting stent in the treatment of daily-life coronary patients. Treatment of vein grafts and aorto-coronary ostial lesions appear to be associated with a higher need for re-interventions.

Klaus Hertting

2012-04-01

170

The Role of Teacher and Faculty Trust in Forming Teachers' Job Satisfaction: Do Years of Experience Make a Difference?  

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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…

Van Maele, Dimitri; Van Houtte, Mieke

2012-01-01

171

MISASSIGNMENT OF TEACHERS IN OREGON, A STUDY COMMISSIONED BY THE TEACHER STANDARDS AND PRACTICES COMMISSION OF THE STATE OF OREGON.  

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A STUDY OF 1966-1967 OREGON SECONDARY SCHOOL TEACHERS REVEALED THAT TEACHER ASSIGNMENTS WERE GENERALLY IN ACCORD WITH THEIR PREPARATION. FOUR RECOMMENDATIONS WERE MADE BASED ON STUDY FINDINGS AND RELATED RESEARCH--(1) A MORE STANDARDIZED DEFINITION OF TEACHER PREPARATION SHOULD BE ADOPTED, (2) A UNIFORM AND USABLE RECORD-KEEPING SYSTEM ON TEACHER

CROFT, JOHN C.

172

Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions  

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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. Regression analyses revealed statistically significant relationships between teachers' beliefs and…

Clark, Lawrence M.; DePiper, Jill Neumayer; Frank, Toya Jones; Nishio, Masako; Campbell, Patricia F.; Smith, Toni M.; Griffin, Matthew J.; Rust, Amber H.; Conant, Darcy L.; Choi, Youyoung

2014-01-01

173

Helping Teachers Teach Plasma Physics  

Science.gov (United States)

Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

Correll, Donald

2008-11-01

174

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2008-01-01

175

Using Large Scale Test Results for Pedagogical Purposes  

DEFF Research Database (Denmark)

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

Dolin, Jens

176

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

Scientific Electronic Library Online (English)

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

Cassie, Swanepoel.

177

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

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

Cassie Swanepoel

2008-02-01

178

In their words, through their eyes: Novice teachers reflect on teaching and their preservice education  

Science.gov (United States)

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.

Heath, James Edward

179

The Role of Teachers' Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum  

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The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social emotional curriculum. Results revealed that teachers' psychological experiences…

Ransford, Carolyn R.; Greenberg, Mark T.; Domitrovich, Celene E.; Small, Meg; Jacobson, Linda

2009-01-01

180

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

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

Jahanbakhsh Nikoopour

2012-11-01

 
 
 
 
181

Teacher Educators' Beliefs and Technology Uses as Predictors of Preservice Teachers' Beliefs and Technology Attitudes  

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This study examined preservice teachers' pedagogical beliefs and attitudes toward technology in relation to teacher educators' pedagogical beliefs and technology uses. Regression analyses were conducted to answer the research questions. The findings of this study revealed that teacher educators' learner-centered beliefs and nonlearner-centered…

Bai, Hua; Ertmer, Peggy

2008-01-01

182

Improving Preservice Teacher Preparation through the Teacher Work Sample: Exploring Assessment and Analysis of Student Learning  

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This study focuses on the Renaissance Teacher Work Sample's critical sections Assessment Plan and Analysis of Student Learning. Preliminary review of scoring data based on the sample revealed that preservice teachers at a large comprehensive institution teacher program appeared to be most challenged with designing assessments and analyzing student…

Stobaugh, Rebecca Ruth; Tassell, Janet Lynne; Norman, Antony D.

2010-01-01

183

Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools  

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The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover; urban high school

Rak, Rosemary C.

184

Teacher community in elementary charter schools.  

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Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

Marisa Cannata

2007-05-01

185

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

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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.

Ahmet Naci Çoklar

2010-07-01

186

Teacher Educator Identity Emerging through Positioning Self and Others  

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Research exploring the process of becoming a teacher educator always reveals the difficult balancing act that developing an identity as a teacher educator involves and the articles in this issue do just that. The Rice and McNeil studies of teacher educator identity in this issue are very revealing; they were conducted from the perspective of…

Pinnegar, Stefinee; Murphy, M. Shaun

2011-01-01

187

Impacting Teachers' Understanding of Geometric Similarity: Results from Field Testing of the Learning and Teaching Geometry Professional Development Materials  

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The main goal of the Learning and Teaching Geometry project is to build professional development materials that provide opportunities for teachers to learn about mathematical similarity through the use of videocases, in which specific and increasingly complex mathematical ideas are presented within the dynamics of classroom practice. The central…

Seago, Nanette M.; Jacobs, Jennifer K.; Heck, Daniel J.; Nelson, Courtney L.; Malzahn, Kristen A.

2014-01-01

188

Influences of Teacher Preparation Program on Preservice Science Teachers’ Beliefs  

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Full Text Available Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students’ understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what preservice teachers are capable of performing the pedagogical practices. Sixty seven preservice science teachers were described the influences of teacher preparation. Results indicated that preservice teachers enrolled in professional experiences courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.

Prasart Nuangchalerm

2010-01-01

189

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

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

Rubina Hanif

2011-12-01

190

The effect of teacher’s positive personal resource of features of students’ emotional states  

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Full Text Available We reveal the psychological mechanisms of impact of the formation level of the teacher’s positive values on the academic performance of students, one of the key components of which are the emotional states of students. We describe a study aimed to test the hypothesis that the positive values and standing behind them “strong” character traits of the teacher determine the emotional states specific of his students during the lesson. The study involved 241 teachers of school subjects and 498 pupils of VI, VIII, X, XI grades of several schools in Krivoy Rog. The study demonstrated that a high level of expression of teacher’s positive values, reflected in his professional qualities, provide the appearance of positive emotional states of students. We also revealed patterns of influence of teacher’s positive personal resource on the intensity of the emotional states experienced by students during lessons.

R.A. Trulyaev

2013-10-01

191

Teacher educators and student-directed learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article describes the results of a study on the views of teacher educators, and the way these views are expressed in practice. The study focuses on views of learning and teaching that can promote a shift from teacher educator-directed learning to student-directed learning. We found that teacher educators did not always ‘teach as they preach’, especially on aspects that distinguish the profession of teacher educators from the profession of teachers. The article concludes by d...

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

2003-01-01

192

TEACHERS? ACCOUNTS OF LANGUAGE VARIATIONS  

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Full Text Available This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers? implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research questions turned to how the participating teachers understood nonstandard language; and to how their understandings are reflected on their language teaching. The viewing of the teachers? videotaped classes and Repertory Grid activities inspired reflective conversations with the two teacher participants on their language and classroom experiences. These conversations were audio-recorded, transcribed and their analysis followed the thematizing approach of Hermeneutic Phenomenology. The study revealed teachers? implicit theories about language variation defining pedagogies based on deficit and standard grammar perspectives. These pedagogies are in constant interaction with the teachers? lived experiences, the contextual restrictions of schools and the limitations of teacher education programs.

Telles João A.

1998-01-01

193

Beliefs about English Language Learning Held by EFL Pre-Service and In-Service Teachers in Lao People’s Democratic Republic  

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Full Text Available The present investigation aims to explore the existence of similarities and differences of beliefs about English Language learning held by EFL pre-service and in-service teachers in Lao P.D.R. A total of 962 pre-service teachers and 129 in-service teachers from 3 universities and 8 Teachers’ Training Colleges were involved in this study. Two questionnaires were used to collect the data. Chi-square (x2 tests were used to analyze the quantitative data from both pre-service teachers’ and in-service teachers’ questionnaires. The results of the chi-square (x2 tests revealed that 13 out of 39 items of beliefs varied significantly between pre-service and in-service teachers.

Athithouthay Chatouphonexay

2014-02-01

194

Teachers Voices Interpreting Standards  

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Full Text Available The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has happened because teachers’ views and experiences have driven neither the setting of standards nor the assessment of their achievement. We use data from essays by teachers in an innovative masters program to compare teachers’ experiences involving the Virginia Standards of Learning with ideal standards for professional development adopted by the National Board for Professional Teaching Standards. We argue that there are serious negative consequences of the failure to include dialogue with K-12 teachers in setting standards and especially in the creation of assessments to measure performances relative to the standards. We believe the most successful, honest, and morally defensible processes must be built on the experience and wisdom of classroom teachers.

Leo C. Rigsby

2003-11-01

195

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

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

Mustafa Albayrak

2013-04-01

196

Towards a Personal Knowledge Model (PKM) in Collaborative Environment of School Teachers’ Community  

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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 d...

Rusli Abdullah 3; Amir Mohamed Talib

2012-01-01

197

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

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

Constance BITSO

2012-08-01

198

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

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

Adedeji TELLA

2008-10-01

199

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

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

Naser Jamil Al-Zaidiyeen

2010-04-01

200

Job satisfaction among secondary school teachers  

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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.

Muhammad Madi Abdullah

2009-06-01

 
 
 
 
201

Better Teachers.  

Science.gov (United States)

This publication examines an in-service teacher training program in Beirut, Lebanon sponsored by the Unesco Institute of Education and set up by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). The program provides professional training for unqualified Palestine refugee teachers working in schools…

United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.

202

Teacher Talk  

Science.gov (United States)

Teacher Talk is published by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington, IN. It is a publication for preservice, secondary education teachers and exists on the Web documents in a print. Content is indexed by topic making it easy to find specific information.

203

Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning  

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Full Text Available Classroom questioning is a crucial learning and instructional strategy. It has also been regarded as an important aspect of Assessment for Learning (AfL by researchers. Classroom questioning helps students gain a better appreciation of what they are learning as well as how they are learning. It also helps teachers understand students’ learning progress. This qualitative case study is a part of a larger study on classroom questioning during AfL and it has to be reminded that only a part of the study is presented here which involves two ESL teachers (one teaching Year One and the other teaching Year Two class and the types of questions they used during AfL. The current study was conducted in a selected primary school in Kuala Lumpur, Malaysia. To collect data, ten periods of each teacher’s classroom were observed and then interview was conducted with each teacher. Observations and interviews were tape-recorded and transcribed for further analysis. The results of this study showed that the participating teachers were aware of the importance of questioning technique during AfL, however, they asked lower cognitive questions that did not trigger thoughtful reflection. The data also revealed that the teachers in this study formulated questions that at the first sight may seem to be open questions but they expected the students to provide a short-specific answer. Although questions were designed to suit the content of the lesson, it was observed that most of the questions asked by the teachers focused on content, structure and students’ background knowledge and elicited specific, predetermined answers. In short, Most of the questions asked by the teachers in their mixed ability classes were below the students’ Zone of Proximal Development (ZPD and did not help the students promote their thinking skills.

Sedigheh Abbasnasab Sardareh

2013-07-01

204

Teachers’ intuition and knowledge in detecting specific learning disabilities  

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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.

Obradovi? Svetlana

2012-01-01

205

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

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

Yasemin DEVEC?O?LU-KAYMAKÇI

2009-11-01

206

A Study on ELT High School Teachers’ Practices to Foster Learner Autonomy  

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Full Text Available The present study aims to identify the practices of ELT high school teachers to foster learner autonomy and to examine the differences with respect to the background variable of gender. The participants of the study were ELT high school teachers in the province of ?zmir, Turkey (N=118. Data were collected by means of Autonomy Practices Questionnaire, which is a structured quantitative and qualitative measure. The analysis revealed that ELT teachers are highly motivated to foster autonomy through some particular practices such as activity-based practices, material-based practices, student-centered practices, and objective-based practices. Moreover, gender has significant effect on ELT teachers' student-centered practices to foster autonomy. The results were discussed with regard to real practices of ELT teachers and ELT curriculum implementation.

Mehmet Fatih Ürün

2014-07-01

207

The Determining Teacher Candidates’ Levels of Understanding Some Concepts and Misconceptions on Internet  

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Full Text Available Teacher candidates come across many concepts while using the Internet and the concepts which are not understood may lead to misconceptions. With this study, teacher candidates’ comprehension levels of some concepts about the Internet and misconceptionswere tried to be determined. The research data was obtained by administering the prepared form of “Concept Defining” to 156 teacher candidates studying at Ahi Evran University Education Faculty. The findings revealed that the teacher candidates understand most of the internet partially or they have the idea about these concepts. Theresults also showed that they only understand “Chat Programs” very well. In addition to these results, the teacher candidates’ levels of understanding some concepts and their misconceptions were examined in term of some variables.

U?ur BA?ARMAK

2010-12-01

208

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

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

Gül?ah KÜLEKÇ?

2009-12-01

209

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

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This study explored the variations in democratic beliefs among teachers based on gender and locus of control. The study groups comprised of 286 teachers. The results demonstrated that the level of adherence to democratic beliefs on the part of female teachers was significantly higher than those of male teachers, especially in terms of equality and…

Kesici, Sahin

2008-01-01

210

Investigation of urban science teachers' pedagogical engagements: Are urban science teachers culturally responsive?  

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This study utilized mixed methodology of quantitative and qualitative research approach to explore the current pedagogical engagements of twenty middle school urban science teachers in the Midwest region of the United States. It qualitatively examined twelve of these teachers' knowledge of culturally responsive pedagogy. The study investigated the following questions: What are the current pedagogical practices of urban middle school science teachers? To what extent are middle school science teachers' pedagogical practices in urban schools culturally responsive? What are urban students' perspectives of their teachers' current pedagogical engagements? The design of the study was qualitative and quantitative methods in order to investigate these teachers' pedagogical practices. Data collections were drawn from multiple sources such as lesson plans, students' sample works, district curriculum, surveys, observational and interview notes. Analysis of collected data was a mixed methodology that involved qualitative and quantitative methods using descriptive, interpretative, pattern codes, and statistical procedures respectively. Purposeful sampling was selected for this study. Thus, demographically there were twenty participants who quantitatively took part in this study. Among them were seven (35%) males and thirteen (65%) females, three (15%) African Americans and seventeen (85%) Caucasians. In determining to what extent urban science teachers' pedagogical practices were culturally responsive, eight questions were analyzed based on four cluster themes: (a) teachers' social disposition, (b) culturally responsive curriculum, (c) classroom interactions, and (d) power pedagogy. Study result revealed that only five (25%) of the participants were engaged in culturally responsive pedagogy while fifteen (75%) were engaged in what Haberman (1991) called the pedagogy of poverty. The goal was to investigate urban science teachers' pedagogical engagements and to examine urban students' perspective of their science teachers' pedagogical practices, and ensure that all students have a sense of ownership of their knowledge, a sense that is empowering and liberating. The implications of these findings were to promote urban students' achievements in science and see them employed in science and engineering. I hope this study helps in developing better professional development that will be culturally responsive and to ensure that all students have a sense of ownership of their knowledge.

Udokwu, Chukwudi John

211

Peer Coaching: Teachers Supporting Teachers.  

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This article describes peer coaching as a method for teacher improvement and offers guidelines for establishing a peer coaching program for early childhood and early childhood special education teachers and related services professionals. It also identifies common problems and possible solutions of peer coaching programs. Sample forms for use in…

Donegan, Mary M.; Ostrosky, Michaelene M.; Fowler, Susan A.

2000-01-01

212

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

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

Adriana de Carvalho Kuerten Dellagnelo

2008-04-01

213

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

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

Vlasova, Tatiana

2010-05-01

214

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

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

Çavu? ?AH?N

2010-08-01

215

WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES  

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

BROŽOVÁ, Helena

2011-12-01

216

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

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

Omer Mahfoodh

2011-08-01

217

Investigating Factors Affecting Science Teachers’ Performance and Satisfaction toward their Teaching Process at Najran University for Girls’ Science Colleges  

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Full Text Available In Saudi educational system, many factors have led to a various need for teaching qualifications in higher educational institutions. One main aim of this study was to determine the perception of college teachers on how to assess the effectiveness of the teaching process and what most students consider when evaluating their teachers. Further, it aimed to investigate the problems that academic teachers face in providing well-planned and effective services. To determine teachers’ perspectives, semi-structured interviews were conducted with 27 teachers selected at random from science departments at Najran University. It focused on several areas of teaching methods, such as curriculum programming, syllabus coverage of classes, teachers, and methods of effective teaching. Evaluation and student feedback was recorded. The collected data were analyzed through a list of key issues, concerns and themes to be discussed by the set of participants. The results revealed that teachers had some difficulties in addressing practical problems with implementing the current curriculum, using sufficient supplementation for teaching methods, and understanding validation of the evaluation process presented by students on the teachers’ achievements. Based on these findings, it is crucial to take teachers’ points of view into consideration in the development of the curriculum process, the exam system, resources, facilities and the evaluation system. Teacher involvement will create ownership and allow them to have an active role in teaching students with more devotion and commitment to evaluation. This will lead to significant improvement in teaching methods of science at all college levels.

Amel Thafer Alshehry

2014-03-01

218

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge  

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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…

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

219

Teacher Morale and Moonlighting: An International Comparison  

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

Andrey Koptelov

2014-06-01

220

· Attitude towards Computers and Classroom Management of Language School Teachers  

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

Sara Jalali

2014-07-01

 
 
 
 
221

Power of Practitioners: How Prior Teachers Informed the Teacher Role Identity of Thirty-Five Entry-Level Pre-Service Teacher Candidates  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper reports on a mixed-model research study that sought to uncover and explore the beliefs pre-service teachers held about teaching and the type of teacher they see themselves as being as they entered into their teacher education programmes. The results indicated that that it was those prior teachers that evidenced positive teaching practice that most informed how these student teachers saw teaching and themselves in the role as the teacher. Implications from this study highlight the v...

Sexton, Steven S.

2007-01-01

222

An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers  

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In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them into the teaching profession.

Shea, Kathleen A.

223

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

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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 blinded fashion. Eleven laboratories used a combination of amplicon-length analysis and RP-PCR, whereas three laboratories used RP-PCR alone; Southern blotting techniques were used as a reference. Results Using PCR-based techniques, 5 of the 14 laboratories got results in full accordance with the Southern blotting results. Only 50 of the 78 DNA samples got the same genotype result in all 14 laboratories. There was a high degree of false positive and false negative results, and at least one sample could not be genotyped at all in 9 of the 14 laboratories. The mean sensitivity of a combination of amplicon-length analysis and RP-PCR was 95.0% (73.9–100%), and the mean specificity was 98.0% (87.5–100%). Overall, a sensitivity and specificity of more than 95% was observed in only seven laboratories. Conclusions Because of the wide range seen in genotyping results, we recommend using a combination of amplicon-length analysis and RP-PCR as a minimum in a research setting. We propose that Southern blotting techniques should be the gold standard, and be made obligatory in a clinical diagnostic setting. PMID:24706941

Akimoto, Chizuru; Volk, Alexander E; van Blitterswijk, Marka; Van den Broeck, Marleen; Leblond, Claire S; Lumbroso, Serge; Camu, William; Neitzel, Birgit; Onodera, Osamu; van Rheenen, Wouter; Pinto, Susana; Weber, Markus; Smith, Bradley; Proven, Melanie; Talbot, Kevin; Keagle, Pamela; Chesi, Alessandra; Ratti, Antonia; van der Zee, Julie; Alstermark, Helena; Birve, Anna; Calini, Daniela; Nordin, Angelica; Tradowsky, Daniela C; Just, Walter; Daoud, Hussein; Angerbauer, Sabrina; DeJesus-Hernandez, Mariely; Konno, Takuya; Lloyd-Jani, Anjali; de Carvalho, Mamede; Mouzat, Kevin; Landers, John E; Veldink, Jan H; Silani, Vincenzo; Gitler, Aaron D; Shaw, Christopher E; Rouleau, Guy A; van den Berg, Leonard H; Van Broeckhoven, Christine; Rademakers, Rosa; Andersen, Peter M; Kubisch, Christian

2014-01-01

224

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

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

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

2014-06-01

225

Efficacy development in science: Investigating the effects of the Teacher-to-Teacher (T2T) professional development model in Hilo elementary schools  

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Conderman and Sheldon Woods (2008) suggest that although science plays a central role in our world today, science instruction seems to be minimized particularly at the elementary grade levels. Research has investigated the construct of efficacy (Bandura, 1977, 2006a; Riggs & Enochs, 1990; Ramey-Gassert, Shroyer & Staver, 1996; Tschannen-Moran, Hoy & Hoy, 1998, 2001). Professional and conceptual development in teachers has also been explored (Gordon, 1990; Sheerer, 1997; Skaalvik & Skaalvik, 2007). The purpose of this research was to describe the changes in efficacy elementary teachers experience as they participated in science professional development. Data from a Math/Science Partnership (MSP) grant sample suggested significant changes in science self-efficacy and improved pedagogy. Mixed methods revealed connections resulting in a multi-faceted Progression of Efficacy Growth flowchart. The results suggest that utilizing the Teacher-to-Teacher (T2T) professional development model has created a pathway for more science teaching across the Hilo elementary schools.

Pinner, Pascale Creek

226

Social and psychological characteristics of the class teacher interaction with students  

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

E.B. Petrushikhina

2013-07-01

227

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

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

Garza, Esther

228

Towards Constructivist Teacher Professional Development  

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Full Text Available Problem statement: In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in South Africa. Approach: Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. The introduction of the National Curriculum Statement (NCS Policy requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. Results: The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. Conclusion: In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviorist approach to a holistic world-view (constructivist and situational or contextual approach of teacher professional development.

V. J. Pitsoe

2012-01-01

229

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2014-01-01

230

How to Activate Teachers through Teacher Evaluation?  

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There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

Tuytens, Melissa; Devos, Geert

2014-01-01

231

Need for CT-based bone density modelling in finite element analysis of a shoulder arthroplasty revealed through a novel method for result analysis.  

Science.gov (United States)

Abstract Treatment of common pathologies of the shoulder complex, such as rheumatoid arthritis and osteoporosis, is usually performed by total shoulder arthroplasty (TSA). Survival of the glenoid component is still a problem in TSA, whereas the humeral component is rarely subject to failure. To set up a finite element analysis (FEA) for simulation of a TSA in order to gain insight into the mechanical behaviour of a glenoid implant, the modelling procedure and the application of boundary conditions are of major importance because the computed result strongly depends upon the accuracy and sense of realism of the model. The goal of this study was to show the influence on glenoid stress distribution of a patient-specific bone density distribution compared with a homogenous bone density distribution for the purpose of generating a valid model in future FEA studies of the shoulder complex. Detailed information on the integration of bone density properties using existing numerical models as well as the applied boundary conditions is provided. A novel approach involving statistical analysis of values derived from an FEA is demonstrated using a cumulative distribution function. The results show well the mechanically superior behaviour of a realistic bone density distribution and therefore emphasise the necessity for patient-specific simulations in biomechanical and medical simulations. PMID:24897390

Pomwenger, Werner; Entacher, Karl; Resch, Herbert; Schuller-Götzburg, Peter

2014-10-01

232

THE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS  

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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.

Pakhomova Irina Yurevna

2013-04-01

233

Genetic analysis of the plantaricin EFI locus of Lactobacillus plantarum PCS20 reveals an unusual plantaricin E gene sequence as a result of mutation.  

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Lactobacillus plantarum strains produce a variety of chromosomally encoded bacteriocins and often multiple bacteriocins are encoded by a single strain. In this study, the genetic loci for bacteriocin production of L. plantarum strains BFE 5092 and PCS20 were studied. These strains were investigated for their possible application as protective cultures in food preservation. The bacteriocin locus of strain BFE 5092 showed remarkable similarity to the plantaricin loci previously described for L. plantarum strains C11 and WCFS1. However, the locus of the L. plantarum PCS20 strain was unusual in that it showed an interesting mutation as a result of deletions within the plnE gene. These deletions led to a hypothetically produced peptide which is 2 amino acids shorter than plantaricin E. Furthermore, it differs by 24 amino acids, while it shares 30 identical amino acids i.e., 15 at the amino end and 15 at the carboxyl end of the hypothetical peptide. As a consequence, the amino acid sequence is changed such that a double-glycine-type leader peptide would not be encoded. This raises the question whether a functional peptide is being produced, even though RT-PCR studies showed that the plnE gene is obviously expressed. Furthermore, a transposase gene was located upstream of the plnEFI gene cluster and was inserted into a bacteriocin regulatory gene, the histidine protein kinase gene. Taken together, these facts indicate a loss of plantaricin gene function in L. plantarum PCS20 as a result of transposition and mutation. PMID:20303195

Cho, Gyu-Sung; Huch, Melanie; Hanak, Alexander; Holzapfel, Wilhelm H; Franz, Charles M A P

2010-07-31

234

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

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

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

2013-06-01

235

Revealing Things  

Science.gov (United States)

Revealing Things is the Smithsonian Institution's first specifically web based exhibit; both the content and design of the site are fascinating. This work in progress is a prototype of a future, more fully-developed exhibit. It concentrates on "common, everyday objects to tell stories about people, their cultures, and the meanings they associate with their possessions." Items discussed include a 1937 chemistry set, a Vietnam memorial offering, a duckpin bowling ball, an early TV, and a celery vase, among many others. Organized according to theme, era, and object, the exhibit is presented in a new pop-up browser window. Within that window, navigation takes place via "maplets," a connected series of moving colored labels representing the three ways that the exhibit is organized. Users can move slider bars to effect the placement of the labels, and search on terms to create their own thematic or object-based exhibit. When the cursor is placed over an object label, scrolling text introduces it. Alternatively, the site can be navigated via a series of icons that run down the middle of the exhibition page. When an icon is clicked, the series of icons may rearrange. Each exhibit contains a photo of the object, along with written commentary on it. In addition, sound is sometimes available to play period music, or render out loud the exhibition text. The most fully-developed object at this time is "Patched Bellbottoms." Users are advised to read the help files on both the main page and the exhibit page for navigation tips. The exhibit is a fascinating precursor of what could be a new way to interactively view museum exhibits, allowing the user to cast off the restraints of a linear orientation. Note that the exhibit is extremely browser and bandwidth intensive.

1998-01-01

236

Teacher Performance and Pupil Achievement on Teacher-Made Tests.  

Science.gov (United States)

This study investigated the predictive validity of the Teacher Performance Assessment Instruments (TPAI) using pupil gains on teacher-made tests (TMT) as a criterion. The TPAI and the TMT's were administered to 56 elementary and secondary classrooms in Georgia. Results supported the validity of the TPAI with a large number of correlations ranging…

Ellett, Chad D.; And Others

237

Teacher Professional Leadership in Support of Teacher Professional Development  

Science.gov (United States)

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

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

2011-01-01

238

Constructing Outcomes in Teacher Education  

Directory of Open Access Journals (Sweden)

Full Text Available As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education?outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.

Marilyn Cochran-Smith

2001-04-01

239

Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation  

Science.gov (United States)

Elementary school is a key time for students to develop their understanding of basic science concepts as well as their attitudes towards science and science learning. Yet many elementary teachers do not feel comfortable teaching science; as a result, they are likely to devote less time on that subject and to be less effective as science teachers. The literature suggests that weaknesses in elementary teachers' knowledge of science could be a main cause of this problem and, furthermore, that current elementary teacher preparation programs have contributed to this weakness. This study aims at gaining more knowledge about how elementary teachers who are successful in teaching science have acquired their science content knowledge and how such knowledge could be best acquired, with the ultimate goal of informing the design of more effective elementary teacher preparation programs. More specifically, this study addresses the following research questions: Which science learning experiences for elementary teachers seem most conducive to develop the kind of science content knowledge and pedagogical content knowledge needed to support the teaching of science as called for by the most recent national and state standards? Which of these experiences should be included in elementary teacher preparation programs, and how? The core of this study consists of case studies of eight elementary school teachers who were identified as successful in teaching science. These subjects were selected so as to ensure differences in their teacher preparation programs, as well as gender and years of teaching experience. Information about each teacher's self-efficacy and motivation with respect to teaching science, history of pre-service and in-service preparation with respect to science, and how his/her current science knowledge was acquired, was sought through a series of interviews with each subject and triangulated with data collected from other sources. A cross-case analysis revealed some interesting similarities and differences in how these successful elementary science teachers developed their science knowledge, and identified the following main sources of science learning opportunities: (a) science content courses; (b) methods courses; (c) student teaching; (d) in-service workshops; (e) opportunities to work with colleagues on the design and/or delivery of science units. Based on what was learned from these case studies, a preliminary set of recommendations to improve elementary teacher's science learning opportunities was identified. Two focus groups were held---one with elementary teachers and another with teacher educators---to share these preliminary recommendations and gather feedback and additional suggestions. Informed by the information gathered in these focus groups, a final set of recommendations to improve elementary teacher's preparation to teach science was articulated.

Stein, Morton

240

A highly potent agonist to protease-activated receptor-2 reveals apical activation of the airway epithelium resulting in Ca2+-regulated ion conductance.  

Science.gov (United States)

The airway epithelium provides a barrier that separates inhaled air and its various particulates from the underlying tissues. It provides key physiological functions in both sensing the environment and initiating appropriate innate immune defenses to protect the lung. Protease-activated receptor-2 (PAR2) is expressed both apically and basolaterally throughout the airway epithelium. One consequence of basolateral PAR2 activation is the rapid, Ca(2+)-dependent ion flux that favors secretion in the normally absorptive airway epithelium. However, roles for apically expressed PAR2 activation have not been demonstrated, in part due to the lack of specific, high-potency PAR2 ligands. In the present study, we used the newly developed PAR2 ligand 2at-LIGRLO(PEG3-Pam)-NH2 in combination with well-differentiated, primary cultured airway epithelial cells from wild-type and PAR2 (-/-) mice to examine the physiological role of PAR2 in the conducting airway after apical activation. Using digital imaging microscopy of intracellular Ca(2+) concentration changes, we verified ligand potency on PAR2 in primary cultured airway cells. Examination of airway epithelial tissue in an Ussing chamber showed that apical activation of PAR2 by 2at-LIGRLO(PEG3-Pam)-NH2 resulted in a transient decrease in transepithelial resistance that was due to increased apical ion efflux. We determined pharmacologically that this increase in ion conductance was through Ca(2+)-activated Cl(-) and large-conductance K(+) channels that were blocked with a Ca(2+)-activated Cl(-) channel inhibitor and clotrimazole, respectively. Stimulation of Cl(-) efflux via PAR2 activation at the airway epithelial surface can increase airway surface liquid that would aid in clearing the airway of noxious inhaled agents. PMID:25143347

Sherwood, Cara L; Daines, Michael O; Price, Theodore J; Vagner, Josef; Boitano, Scott

2014-01-01

 
 
 
 
241

Comparison of experimental fine-mapping to in silico prediction results of HIV-1 epitopes reveals ongoing need for mapping experiments.  

Science.gov (United States)

Methods for identifying physiologically relevant CD8 T-cell epitopes are critically important not only for the development of T-cell-based vaccines but also for understanding host-pathogen interactions. As experimentally mapping an optimal CD8 T-cell epitope is a tedious procedure, many bioinformatic tools have been developed that predict which peptides bind to a given MHC molecule. We assessed the ability of the CD8 T-cell epitope prediction tools syfpeithi, ctlpred and iedb to foretell nine experimentally mapped optimal HIV-specific epitopes. Randomly - for any of the subjects' HLA type and with any matching score - the optimal epitope was predicted in seven of nine epitopes using syfpeithi, in three of nine epitopes using ctlpred and in all nine of nine epitopes using iedb. The optimal epitope within the three highest ranks was given in four of nine epitopes applying syfpeithi, in two of nine epitopes applying ctlpred and in seven of nine epitopes applying iedb when screening for all of the subjects' HLA types. Knowing the HLA restriction of the peptide of interest improved the ranking of the optimal epitope within the predicted results. Epitopes restricted by common HLA alleles were more likely to be predicted than those restricted by uncommon HLA alleles. Epitopes with aberrant lengths compared with the usual HLA-class I nonamers were most likely not predicted. Application of epitope prediction tools together with literature searches for already described optimal epitopes narrows down the possibilities of optimal epitopes within a screening peptide of interest. However, in our opinion, the actual fine-mapping of a CD8 T-cell epitope cannot yet be replaced. PMID:24724694

Roider, Julia; Meissner, Tim; Kraut, Franziska; Vollbrecht, Thomas; Stirner, Renate; Bogner, Johannes R; Draenert, Rika

2014-10-01

242

Matching music teacher’s self conception with students’ perception on teaching effectiveness in an unfavourable secondary classroom context  

Directory of Open Access Journals (Sweden)

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.

Bo Wah Leung

2005-01-01

243

A Measure of Teachers' Achievement Goals  

Science.gov (United States)

Two studies were conducted to investigate the construct validity of a measure of teachers' achievement goals. The first study involved 143 teachers. Factor analysis of responses to the measure revealed three factors assessing mastery, performance approach, and performance avoidance goals. In the second study, a nationally representative sample of…

Papaioannou, Athanasios; Christodoulidis, Triantafyllos

2007-01-01

244

Do Teacher Aides Aid American Education?  

Science.gov (United States)

A far-reaching 1968 study on teacher aides revealed that very little was known about the aid that aides supposedly provide. It was found that there is some direct relationship between the use of aides and action programs to improve instruction. Some general points crop up regularly: 1) Teachers who have aides usually will not do without them. 2)…

Olivero, James L.

245

Charlotte Danielson on Teacher Evaluation and Quality  

Science.gov (United States)

This article presents a conversation with Charlotte Danielson. Danielson is an expert on good teaching, having analyzed the performance of what distinguished, proficient and underperforming teachers do (or don't do). Her detailed rubrics on teaching reveal the benefits to teachers, students and administrators when a common standard of practice is…

Griffin, Liz

2013-01-01

246

Efficacy Development in New Teacher Study Groups  

Science.gov (United States)

This qualitative study explores the experiences and learning of five new teachers with less than three years in the classroom as they engaged in a study group. This research highlights the ways that participation in a study group enhanced teacher efficacy and supported their retention. The research reveals that power and authority over…

Simon, Flora Ann

2011-01-01

247

Florida Teachers' Attitudes about Teaching Evolution  

Science.gov (United States)

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

Fowler, Samantha R.; Meisels, Gerry G.

2010-01-01

248

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

Directory of Open Access Journals (Sweden)

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

Igwebuike, Thomas B.

2013-01-01

249

Working conditions, work style, and job satisfaction among Albanian teachers  

Science.gov (United States)

For the first time in Albania, a large-scale study investigating teachers' working conditions was conducted. 349 teachers from many parts of the country and from all school levels answered an extensive questionnaire, providing a comprehensive description of their working situation. As data for parts of the study exist from the USA, Germany, Singapore, England, and Poland, results could be discussed in comparison to the conditions in these countries, showing that self-reported job satisfaction and engagement in effective classroom practices is relatively high among Albanian teachers, while the economic and physical conditions are bad. Stepwise regression analyses reveal that the items measuring professional autonomy account for a considerable part of the variance of the job satisfaction measure; while work efficiency is mainly predicted by items measuring social support and, again, professional autonomy.

Kloep, Marion; Tarifa, Fatos

1994-03-01

250

Investigation of preservice elementary teachers' thinking about science  

Science.gov (United States)

It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience.

Cobern, William W.; Loving, Cathleen C.

2002-12-01

251

Teacher Enhancement Institute  

Science.gov (United States)

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.

Marshall-Bradley, Tina

1994-01-01

252

Social Support and Teacher Burnout.  

Science.gov (United States)

A recent study of 491 government secondary school teachers in Victoria, Australia, explores the relationship between sources and types of social support and teacher burnout, using an instrument based on House's typology. Results uphold previous research pointing to principal support as a significant predictor of burnout. However, certain types of…

Sarros, James C.; Sarros, Anne M.

1992-01-01

253

Butterflies, Bugs, and Supervising Teachers.  

Science.gov (United States)

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…

Womack, Sid T.

254

Healthy lifestyle in teachers  

Science.gov (United States)

Introduction: The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. Materials and Methods: The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a questionnaire including demographic healthy lifestyle questions. Analysis of the data was performed through Software SPSS version 18. Results: The mean age of the subjects was 40.26 ± 6.05 years and, BMI mean was 25.08 ± 3.20. 96.8% of them were married and 3.1% also were single. 1% of the teachers had a weak lifestyle, 13.5%had moderate, 85.4% had a good lifestyle. In terms of nutrition, 2% of the teachers had a weak lifestyle, 23% moderate, 74% good. 76% in terms of physical activity, 29.2% smoking and 21.9% stress had a weak lifestyle. Conclusion: According to the results, planning for teachers in school for receiving information about healthy lifestyle is important. PMID:23555149

Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

2012-01-01

255

Teachers’ Beliefs in Teaching English for Kids at a Kindergarten: A Case Study of Students from the Department of Applied English  

Directory of Open Access Journals (Sweden)

Full Text Available The main purpose of this study was to explore the changes in teachers’ beliefs before and after teachings among four students from the Department of Applied English at Hungkuang University, who were conducting English teaching at a kindergarten. Teacher’s beliefs included four aspects in terms of English teaching, teacher-student interaction in class, curriculum planning and English learning. The study results revealed that before and after teachings, there were no significant differences in teachers’ beliefs between the aspects of English teaching (e.g. teaching resources and the preparation of lesson plan and English learning (e.g. understanding of the kids’ learning conditions. Inconsistent viewpoints in the beliefs of teacher-student interaction in class and curriculum planning were reported. Constructive suggestions to the curriculum plans for Module of Teaching Children English at the Department of Applied English were proposed for assisting students interested in teaching children English and undertaking further research on this topic.

Yu-wei Chu

2014-09-01

256

Influence of Children's Physical Attractiveness on Teacher Expectations.  

Science.gov (United States)

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…

Kenealy, Pamela; And Others

1988-01-01

257

Chemistry Teachers' Perceptions on Laboratory Applications: Izmir Sample  

Science.gov (United States)

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

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

2011-01-01

258

The King's Carpet: Drama Play in Teacher Education  

Science.gov (United States)

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

Kerekes, Judit; King, Kathleen P.

2010-01-01

259

Developing Beliefs about Classroom Motivation: Journeys of Preservice Teachers  

Science.gov (United States)

This paper examines the developing beliefs about classroom motivation of eight preservice teachers during teacher education. The framework conceptualises the contexts in which preservice teachers participate and the filtering effect of prior beliefs. Qualitative analyses of multiple data sources reveal two distinct trajectories in the development…

Mansfield, Caroline F.; Volet, Simone E.

2010-01-01

260

ACCEPTANCE TOWARDS SCHOOL BASED ASSESSMENT AMONG AGRICULTURAL INTEGRATED LIVING SKILLS TEACHERS: CHALLENGES IN IMPLEMENTING A HOLISTIC ASSESSMENT  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS towards the School Based Assessment (SBA. Acceptance is associated with teachers’ beliefs, attitudes and willingness to implement the assessment and involves a change in educational values.  The quantitative approach was adapted from previous studies and contained 80 variables.  The response rate was 80.5% from 322 teachers of Agricultural ILS from secondary schools throughout the country.  Results showed that a majority of respondents were male teachers aged 42 years and younger and many had teaching experience in excess of 10 years.  A large percentage of the respondents (86.3% had taken a course on SBA, 60.6% were non-option teachers in agriculture, and a large percentage (51.8% taught the subject in more than one level.  The study revealed a moderate relationship between belief and practices (r = 0.391 while a weak relationship was found between attitude and teachers’ practices (r = 0.193 and between willingness and teachers’ practices (r = 0.132.  Heavy workload contributed to a moderate belief that subsequently led to a weak attitude and a low willingness to implement SBA.  The low level of belief, attitude and willingness clearly demonstrated that teachers’ acceptance toward holistic assessment was low.  Teachers were unable to accept SBA as a shift in educational assessment methods, let alone to replace the existing system of assessment. 

Abdullah Mat Rashid

2013-06-01

 
 
 
 
261

Quality of Distance Education in Turkey: Preschool Teacher Training Case  

Directory of Open Access Journals (Sweden)

Full Text Available Distance education is used for teacher training at different levels and fields in Turkey. Launched in the 2000-2001 academic year and still applied by Anadolu University, the Pre-School Teacher Training Program is one of those programs offered by distance education. This study aims to evaluate Anadolu University’s Preschool Teacher Training Program in Turkey by obtaining student opinions. A total of 1,026 senior students enrolled in the Preschool Education major at the Open Education Faculty of Anadolu University participated in the survey. A questionnaire to determine the opinions of students on the program was used as a means of data collection. Means (X and standard deviations (SD were employed to analyze the survey data. The results showed that although the teacher candidates study at a good level, they do not have a good record of watching the television programs. The results also revealed that the opinions of teacher candidates about the textbooks, television programs, teaching practices, and academic assistance services are positive.

Mehmet Gultekin

2009-04-01

262

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

Directory of Open Access Journals (Sweden)

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

Ahmet Naci Çoklar, Hakki Bagci

2010-12-01

263

Child-to-teacher ratio and day care teacher sickness absenteeism.  

Science.gov (United States)

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 teachers. Copyright © 2013 John Wiley & Sons, Ltd. PMID:24123527

Gørtz, Mette; Andersson, Elvira

2014-12-01

264

Child-to-Teacher Ratio and Day Care Teacher Sickeness Absenteeism  

DEFF Research Database (Denmark)

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

GØrtz, Mette; Andersson, Elvira

2014-01-01

265

TEACHER NEEDED  

CERN Multimedia

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

2002-01-01

266

Promoting Teacher Adoption of GIS Using Teacher-Centered and Teacher-Friendly Design  

Science.gov (United States)

This article reports the results of a case study that employed user-centered design to develop training tutorials for helping middle school social studies teachers use Web-based GIS in their classrooms. This study placed teachers in the center of the design process in planning, designing, and developing the tutorials. This article describes how…

Hong, Jung Eun

2014-01-01

267

Understanding Elementary Teacher Motivations for Science Fieldtrips  

Science.gov (United States)

This investigation sought to identify the motivations that comprise teachers' agendas when leading student fieldtrips to science museums or similar sites. A survey distributed to upper elementary teachers resulted in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers planning to…

Kisiel, James

2005-01-01

268

Preservice Agricultural Education Teachers' Mathematics Ability  

Science.gov (United States)

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

269

Personal Digital Assistants - teachers prefer the personal  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Wishart, Jocelyn

2006-01-01

270

The teacher educator as a role model  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2007-01-01

271

Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop  

Science.gov (United States)

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."

Sechler, Phares Lochiel Coleman

272

Personality characteristics and profiles of Greek elementary teachers using the sixteen personality factor questionnaire (16PF).  

Science.gov (United States)

Empirical evidence indicates that a teacher's personality influences the classroom climate, students' behaviors, and their interpersonal relationships. Although the effect of a teacher's personality on students' psychological well-being has long been stressed in many studies, very little is known about the actual personality characteristics of Greek in-service teachers. The purpose of this study was to allocate the characteristics that best describe the personality of Greek elementary school teachers (according to the 16 Cattellian primary factors). Our study belongs in the broader research field aiming at describing and understanding the possible foundations of teachers' behavior. The sample consisted of 138 elementary teachers, who completed a standardized Greek version of the 16PF. Our statistical analysis of one-sample t-test along with an effect size calculation revealed that certain personality characteristics described the Greek elementary teacher and clearly distinguishes them from the normative group of the Greek population. Elementary teachers appear to be quite submissive, cautious, with a tendency to oppose or postpone change. They also scored a low tolerance level against fear and arousal, and high tension levels. Elementary teachers seem to respond to events, ideas, and experiences more with feeling than with thinking and find it difficult to control their feelings, which results in getting upset easily. They also seem to pay little attention to how they may appear to others and generally do what they feel like doing. Elementary teachers also scored low on aspiration level. Possible implications of the results are discussed with reference to students' psychological well-being. PMID:20014644

Roussi-Vergou, Christina J; Angelosopoulou, Argyro; Zafiropoulou, Maria M

2009-01-01

273

The relation between teachers' personal teaching efficacy and students' academic efficacy for science and inquiry science  

Science.gov (United States)

The purpose of this study was to examine the relation between middle school teachers' personal teaching efficacy and their students' academic efficacy for science and inquiry science. Teachers can create classroom environments that promote the development of students' science self-efficacy (Britner & Pajares, 2006). Teachers who are efficacious and believe they are able to effectively teach science are more comfortable teaching science (Plourde, 2002) and more likely to commit classroom time to teaching science. Additionally, they are better equipped to challenge and support students as they develop their science skills and efficacy beliefs. Therefore, it was expected that teachers' personal teaching efficacy for science would be related to their students' science efficacy. Similarly, it was predicted that teachers' personal teaching efficacy for inquiry science would be related to their students' inquiry science efficacy. It was expected that the relation between teacher and student efficacy would not differ by students' gender. Data was collected from 26 middle school science teachers who were participating in a professional development program and 660 students from their classes. Hierarchical Linear Modeling (HLM) analyses were completed to evaluate the relation between teacher and student efficacy for science and inquiry science. Planned analyses revealed no significant predictors of students' science and inquiry science efficacy. Exploratory analyses were then conducted which added student grade and a measure evaluating the quality of teacher-student relationships to the original HLM analyses. Results indicated a significant interaction between the quality of teacher-student relationships and student grade on the prediction of students' science and inquiry science efficacy. A discussion of the results along with limitations of the study and avenues for future research will be provided.

Kurien, Sarah Anjali

274

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

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

Lau Teck-Chai

2010-07-01

275

L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom  

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Full Text Available This study is an effort to explore Iranian EFL teachers’ perceptions about integrating Computer Mediated Communication (CMC tools in teaching and learning English and reasons they choose or avoid utilizing such tools in the classroom. 100 male and female English teachers with BA, MA, or PhD degree participated in this survey. A questionnaire was used for the purpose of the study. The findings reveal that the majority of teachers were positive towards computer mediated teaching. They asserted that CMC tools are time, energy, and money saving; interesting for the students; reduces cultural barriers by facilitating exposure to the authentic materials; enables teachers to encourage students beyond the limit of time and space; and enables learners to learn at their own pace. The results of the correlational analysis shows that the better teachers were at working with computers the more they showed positive attitudes towards applying technology in their teaching practice.

Bahador Sadeghi

2014-05-01

276

Job Satisfaction and Performance of School Teachers  

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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.

S. Chamundeswari

2013-05-01

277

Teachers at Sea with the ARMADA Project  

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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.

Farrell, J.

2004-12-01

278

Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas  

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Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This work contributes to research on teacher cognition by advancing what we know about teachers' understanding of attending to students' science ideas. In addition, it provides practical information concerning the design of teacher professional development supporting their learning to attend closely to the ideas students raise about scientific phenomena.

Luna, Melissa Jo

279

Teachers' experiences of enjoyment of work as a subtle atmosphere: an empirical lifeworld phenomenological analysis  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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.

Anna-Carin, Bredmar.

2013-09-01

280

Teachers' experiences of enjoyment of work as a subtle atmosphere: an empirical lifeworld phenomenological analysis  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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.

Anna-Carin, Bredmar.

 
 
 
 
281

Teacher's creative competence  

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

Anna Babicka

2010-04-01

282

language teachers  

CERN Multimedia

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

2007-01-01

283

Teachers Guide.  

Science.gov (United States)

This guide provides teachers with copies of the materials given to students participating in the oceanography program of the Orange County Floating Laboratory Program and provides information concerning colleges and universities offering courses in oceanography and marine science, source of films, and sources of publications concerning the Navy's…

Linsky, Ronald B.; Schnitger, Ronald L.

284

Master Teacher  

Science.gov (United States)

Dr. Carole Berotte Joseph, the new president of Bronx Community College, or BCC, has been training to lead an institution of higher education since grade school, taking on the role of master teacher since she played on her parents' stoop with the neighborhood children in Brooklyn. Growing up, she didn't play with dolls much. She played with real…

Miranda, Maria Eugenia

2011-01-01

285

Teacher workshops  

Science.gov (United States)

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.

1993-01-01

286

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

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

Özlem KORAY

2008-12-01

287

Development of Teachers as Scientists in Research Experiences for Teachers Programs  

Science.gov (United States)

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.

Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

2014-11-01

288

Teaching Styles of Iranian EFL Teachers: Do Gender, Age, and Experience Make a Difference?  

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Full Text Available The aim of this study was investigating Iranian EFL teachers’ teaching styles and the activities they use most frequently in their classes. Additionally, the difference between male and female teachers’ teaching styles and the relationship between teaching styles and teachers’ experience and age were explored. Three hundred EFL teachers were selected by stratified random sampling from six districts of the capital city, Tehran. They filled in a personal information questionnaire and Teaching Activities Preference (TAP questionnaire. The results of the study showed that the participants used a variety of teaching activities in English classes; however, they constituted a special group due to the high percentage of using sensing type activities. Further, it was found that male and female teachers were different in extroverting, sensing, and feeling styles of teaching while female teachers used activities related to these styles more than their male counterparts did. Besides, the obtained results revealed that EFL teachers’ age and experience had a negative relationship with sensing style and a positive relationship with thinking style of teaching.

Mehrak Rahimi

2012-03-01

289

A Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravity  

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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.

Gönen, Selahattin

2008-02-01

290

MODERN PRIMARY SCHOOL TEACHER’S TIFLOINFORMATION COMPETENCES ????????????????? ?????????????? ????????? ??????? ?????????? ??????  

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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.????????? ?? ???????? ????? ? ?????????? ???? ? ??????? ?????? ? ????????????? ????????????-?????????????? ?????????? (??? ????????? ????? ?????? ?? ??????????? ?????????? ???????? ?????????? ??????. ????? ?????? ? ?????? ???????? ?? ???????????? ??????? ???????????/?????????????? ? ?????? ??? ? ????????? ??????????? ?????? ??????????? ??????????????? ???????? ?????????? ??????, ??? ???????????? ??????? ???????????????????. ?? ???????? ??????? ??????????, ???????? ???????? ??? ??????????? ? ?????? ???-???????????/???????????????, ???'?????? ?? ???'????? ???????? ? ?????????? ???? ? ????????????? ??????? ?????????????????? ??????????????? ??????? ?????????? ??????. ????????? ??? ????????? ?????????? ? ???????? ??????? ?????????? ??????????? ???????????????.

K.?. ?o????

2011-02-01

291

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

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

Susanne Walan

2014-03-01

292

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

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

Deniz Beste ÇEV?K

2011-04-01

293

Preservice Mathematics Teachers’ Perceptions of Infinity, Indeterminate and Undefined  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of this study is to reveal the perceptions of preservice mathematics teachers on the concepts of infinity, indeterminate and undefined. The study was conducted with 83 teacher candidates attending to Primary School Mathematics Education at a state-owned university. A two-part test was applied to preservice teachers. In the first part of the test, three questions were directly posed to preservice teachers to clarify what they understand the concepts of infinity, indeterminate, and unde...

Elif Ak?an; C?eli?k, Derya

2013-01-01

294

Writing and the Situated Construction of Teachers' Cognition: Portfolios as Complex Performative Spaces  

Science.gov (United States)

With this paper, I aim to contribute to the understanding of the teaching portfolio as a genre. I analyse the linguistic construction and performative nature of the reflective voice in the portfolio of one pre-service teacher. The results reveal her voice to have been constructed upon the convergence of other voices and to perform diverse…

Pereira, Íris Susana Pires

2014-01-01

295

Warning to Principals: You May Be Hazardous to Your Teachers' Health  

Science.gov (United States)

The results of a survey of approximately 9,000 teachers reveals three major areas of health concern--stress and tension, the physical environment of the school, and diet and exercise. The majority of the respondents indicated that the principal could do the most to initiate improvements in these areas. (Author/DS)

Landsmann, Leanna

1978-01-01

296

The Social Cognitive Model of Job Satisfaction among Teachers: Testing and Validation  

Science.gov (United States)

The study empirically tests an integrative model of work satisfaction (0280, 0140, 0300 and 0255) in a sample of 5,022 teachers in Abu Dhabi in the United Arab Emirates. The study provided more support for the Lent and Brown (2006) model. Results revealed that this model was a strong fit for the data and accounted for 82% of the variance in work…

Badri, Masood A.; Mohaidat, Jihad; Ferrandino, Vincent; El Mourad, Tarek

2013-01-01

297

Pre-Service Science Teachers` Views About Characteristics of Effective Science Teaching and Effective Science Teacher  

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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.

Kutret Gezer

2007-01-01

298

Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore  

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The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers' experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers' prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed.

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-08-01

299

Assessment Beliefs and Practices of Language Teachers in Primary Education  

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Full Text Available The use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers’ beliefs about formative assessment. Besides, the study reveals the information about English language teachers’ real assessment practices in the primary education context. Despite course requirements, teachers’ positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes.

Ka?an Büyükkarc?

2014-01-01

300

Elementary Science Indoors and Out: Teachers, Time, and Testing  

Science.gov (United States)

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.

Carrier, Sarah J.; Tugurian, Linda P.; Thomson, Margareta M.

2013-10-01

 
 
 
 
301

Teachers’ Expectancy and Students’ Attitude towards Science  

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Full Text Available 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 their academic achievements compared to the students from non-science stream. The results also showed that there is a significant correlation between teachers’ expectancy and students’ perception of teachers’ behavior. Furthermore, because students from science stream perceived that their teachers are supportive, they believe that the teachers expected them to score higher in science. In turn, this belief led them to possess higher ATS compared to the non-science stream students, which perceived that their teachers are focusing more on controlling their behavior. It could be concluded that teachers’ expectancy affected students’ ATS, moderated by the students’ perception of teachers’ behavior.

Prihadi Kususanto

2012-04-01

302

Efficacy in German Teacher Education  

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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

Ewald Kiel

2012-12-01

303

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

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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.

Doç. Dr. Adalet KANDIR

2009-02-01

304

[Perception of university teachers of their ability to teach nursing].  

Science.gov (United States)

Teaching Administration Nursing Service we've been worried about several variables of the instructive process that affect the teachers and the students, as advantage, attitudes, thinking and acting manner, values, expectations, previous experiences, among some. These uneasiness take us to check the educational practice experience, considering the teaching's ability. In this study, we intend to reveal the teacher's understanding about the ability to teach nursing throw the education's reality recognition. So, we adopted a quality methodology that allow us a comprehensive analysis of the teaching's speech at a Public University in São Paulo city. According to the methodology it was possible to get back four meaning unities that allowed us to prescribe the emerging subjects; teaching's understanding about technical ability, teaching's understanding about scientific-theretical ability, teaching's understanding about pedagogical ability and the teaching identity. This study permitted us to reveal some points considered outstanding about the teacher's ability, getting it back as the result in a complex and continuous process of technical, theoretical and pedagogical training, contained in a several factors, psychological, social, ethical, economical, political and historical. We still understanding that the teacher's reflections about the teaching reality, in its totality, favouring the awareness and interfering positivly in their criticism formation. Finally there is a necessity to set up schools formation and up-dating centers and establish human political resources compatible with a renewed political of na educational action. PMID:9668881

Peres, H H; Leite, M M; Kurcgant, P

1998-04-01

305

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

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

Kür?ad YILMAZ

2009-12-01

306

Evaluation Of Teacher’ Ideas On Modular Education Used At Anatolian Hotel and Tourism Vocational High Schools  

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Full Text Available In this study, the applicability in compliance to its goals, of the proficiency based modular curriculums that has been put into practice throughout all vocational high schools according to the Strengthening Vocational and Technical Education Project, has beenevaluated regarding the execution in hospitality and tourism vocational high schools. The research was conducted using surveys applied to teachers. The population of the surveys on the teachers consists of tourism vocational course teachers in hospitality and tourism vocational high schools.Results reveal that there exists problems with modular curriculums and their applications. Teachers think that definitions, content and aims in the prepared curriculum was adequate to provide the required proficiency levels. In conclusion, some suggestions as to rid themodular education system of its current defects were presented.

Cihan SEÇ?LM??

2010-08-01

307

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

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

LU PIEN CHENG

2009-01-01

308

Evaluation of Teachers’ Instructional Technologies Integration Skills: A Qualitative Need Analysis for New Pedagogical Approaches  

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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.

Abdullah Ad?güzel

2012-06-01

309

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

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

Smith, Tina Thornton

310

The impact of science teachers' epistemological beliefs on authentic inquiry: A multiple-case study  

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The purpose of this study was to examine how science teachers' epistemological beliefs impacted their use of authentic inquiry in science instruction. Participants in this multiple-case study included a total of four teachers who represented the middle, secondary and post-secondary levels. Based on the results of the pilot study conducted with a secondary science teacher, adjustments were made to the interview questions and observation protocol. Data collection for the study included semi-structured interviews, direct observations of instructional techniques, and the collection of artifacts. The cross case analysis revealed that the cases epistemological beliefs were mostly Transitional and the method of instruction used most was Discussion. Two of the cases exhibited consistent beliefs and instructional practices, whereas the other two exhibited beliefs beyond their instruction. The findings of this study support the literature on the influence of contextual factors and professional development on teacher beliefs and practice. The findings support and contradict literature relevant to the consistency of teacher beliefs with instruction. This study's findings revealed that the use of reform-based instruction, or Authentic Inquiry, does not occur when science teachers do not have the beliefs and experiences necessary to implement this form of instruction.

Jackson, Dionne Bennett

311

How Burned Out Are Our Teachers? A Cross-Cultural Study.  

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A study investigated the extent of burnout among high school teachers in Victoria (Australia) and public and private school teachers in North America. Findings reveal teachers are coping fairly well, but Australian teachers are experiencing higher burnout because of lack of professional recognition and career advancement. (Author/MSE)

Sarros, Anne M.; Sarros, James C.

1990-01-01

312

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

Scientific Electronic Library Online (English)

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

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

2013-12-01

313

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

Scientific Electronic Library Online (English)

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

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

314

Teacher Stress and Coping Strategies: A National Snapshot  

Science.gov (United States)

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…

Richards, Jan

2012-01-01

315

School Principal Succession and Teachers on Successor Effectiveness.  

Science.gov (United States)

Examines the perceptions of 3,067 teachers of the effectiveness of successors to 73 prior principals. Effective successors inspired teacher confidence early. Results further indicate that teachers assess succession in terms of its effect on organizational factors that allow teachers to maintain predictability and control over their work. (SLD)

Johnson, Bob L., Jr.; Licata, Joseph W.

1995-01-01

316

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

Scientific Electronic Library Online (English)

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

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

2014-06-01

317

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

Scientific Electronic Library Online (English)

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

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

318

AN ANALYSIS OF AWARENESS AMONG SENIOR SECONDARY SCHOOL TEACHERS TOWARDS VALUE BASED QUESTION IN CHEMISTRY  

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Full Text Available The Study investigated the awareness among senior secondary teachers towards Value Based Question in Chemistry. In this context, the present study is an attempt to study the awareness of Value Based Question among the student teachers in Central India. A total of 79 teachers working in senior secondary school in Central India, were randomly selected for the present study. The Value Based Question in Chemistry Awareness test was employed to assess the level of awareness among senior secondary teachers teaching Chemistry. Mean, Standard deviation and 't” test was employed to find out the significance of difference between the student teachers with respect to their Gender, Age, Degree, Subject, Area of Residence, Practice of Reading News Paper/Magazine and Medium of Instruction. Results revealed that on the whole, the student teachers level of Value Based Question awareness is high. In accordance to the variables, the teachers those who are above 25 years, those who possess P.G Degree, those who reside at Urban areas and those who the practice of reading News Paper and circulars possess higher level of Awareness.

PRASHANT THOTE

2013-03-01

319

Challenges of Cambodian Teachers in Contributing to Human and Social Development: Are They Well-Trained?  

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Full Text Available Teacher is the nucleus of the whole educational system and is of the significant impact on children’s learning. This paper investigates challenges of Cambodian teachers in contributing to their nation’s future human and social development. In order to achieve that development, are Cambodian teachers well-trained? To clarify, a questionnaire was distributed to a line of Cambodia’s educational staff from local to central. A section of the questionnaire was extracted for this paper. The results revealed that educational development in Cambodia faces severe challenges due to severe shortage of qualified trained teachers. Up to present, some teachers have not experienced in any pedagogical training. Furthermore, despites few officials who are PhD holders, some are primary school graduates or even not finished primary level. Moreover, in-service training has not yet been systematized and has been provided to teachers not regularly. Thus, feasible in-service training programs for Cambodia’s teachers appear urgent to be structured for their continuous professional development so as for contributing to human and social development.

Chankea

2014-07-01

320

Critical viewpoint to early childhood education teachers’ well-being at work  

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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.

Outi Ylitapio-Mäntylä

2012-02-01

 
 
 
 
321

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

Science.gov (United States)

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

Kidman, Gillian

2010-05-01

322

TEACHERS NEEDED  

CERN Multimedia

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

2001-01-01

323

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

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

Naila Bali

2013-08-01

324

Chance, choice and opportunity: Life history study of two exemplary female elementary science teachers  

Science.gov (United States)

The purpose of this two-year study was to investigate why two female elementary teachers became exemplary science teachers, despite conditions which do not promote such achievement. Each teachers' progress was examined using life history methodology. The study's theoretical grounding included females' academic and attitudinal success in science education. Purposeful sampling of peers, administrators, and college professors produced two research participants. Both teachers participated in interviews, observations, and member checks lasting over one year. Data were analyzed inductively, resulting in two life histories. Comparing the life stories using confluence theory (Feldman, 1986) indicated four major categories for consideration: risk-taking; life-long learning; gender equity; and mentors. Risk-taking is necessary for female elementary teachers because of their often poor educational background. Few female role models support efforts for achievement. Life-long learning, including extensive reading and graduate-level classes, supports female teachers' personal and professional growth. Exposure to new ideas and teacher practices encourages curricular change and refinement in science education. Gender inequity and the male-packaging of science is an issue to be resolved by female elementary teachers. Mentors can provide interaction and feedback to refine science instructional practices. Professors, peers, and mentor teachers support instructional and content knowledge efforts. Recommendations for science education in classroom practices, preservice teacher education and continuing professional development include female-friendly approaches to science instruction. Decreased competitive practices through cooperative learning and gender inclusive language encourages female participation and achievement in classrooms. Hands-on, inquiry-based instruction and verbalization encourages female students' achievement in science education. Preservice teachers must receive adequate conceptual understanding in college science courses. Addressing knowledge, beliefs, attitudes, and gender issues inherent in prior science education assists students to be reflective. Practicing teachers should be encouraged to work collaboratively, be reflective, and be aware of gender inequity issues. In-depth professional development efforts are need to support these changes. Administrators must be supportive of the process. Further research can add to and expand this body of knowledge through additional research into male elementary science teachers' life experiences. Research with preservice teachers may reveal similar findings even though their historical time period differs from the two participants in this study.

Hitt, Kathleen Milligan

325

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

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

Gardner, Cynthia Crompton

326

Teacher Conceptions of History.  

Science.gov (United States)

Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…

Evans, Ronald W.

1989-01-01

327

Understanding Teacher Development.  

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The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11…

Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.

328

Teachers' beliefs about culturally relevant teaching in the science classroom  

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In many of our nations' schools, African American students are experiencing inequitable opportunities to quality science. Since science teachers are one of the most influential factors on science learning and they are charged with instructing African American students, their beliefs and practices are vital to the understanding of this paradox. This mixed method study sought to investigate science teachers' beliefs about the importance of culturally relevant teaching in the classroom and their beliefs about critical issues and practices of culturally relevant teaching. Two research questions guided the conceptualization and implementation of this study: (1) Do science teachers believe culturally relevant teaching is an important part of their instruction; (2) What are science teachers' perceptions about critical issues and practices of culturally relevant teaching? The study was conducted in three phases. Survey data in Phase One revealed that 100% of the respondents believed culturally relevant teaching is important when working with culturally diverse students. Data also showed a significant consensus among the following pluralist statements; 1, 2, 4, 7, 8, 11, 14, 16, and 17. The statement, "culturally relevant practice is essential for creating an inclusive classroom environment" was endorsed (75%) by the respondents while 25% strongly agreed with the statement. Similarly, respondents strongly agreed (75%) with the statement "encouraging respect for cultural diversity is essential for creating an inclusive classroom environment" while 25% agreed. Interview results in Phase Two revealed that teachers had a general idea about culturally relevant pedagogy. Data further showed that three of the four teachers supported culturally relevant teaching in theory, but their support was not reflected in their daily classroom instruction. Misconceptions and/misunderstandings about culturally relevant teaching fell under several common themes: knowledge, teacher beliefs, practices and implementations, and barriers and challenges. Phase Three illustrated a case of culturally relevant science teaching in a holistic manner by way of interviews, observations, and documents. Documents (i.e. lesson plans, student assignments, philosophy of teaching statement, and students' standardized assessment results) collected from one exemplary teacher further illustrated how culturally relevant teaching is demonstrated in a science classroom.

Kelly-Jackson, Charlease Plushette

329

Moonlighting, Salary, Morale, and the Approaching Teacher Shortage: A Follow-up Study.  

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Two statewide surveys of Texas public school teachers who were members of the Texas State Teachers Association were conducted in l980 and in 1982. The 1980 survey, with 291 respondents, revealed that many teachers were considering leaving teaching. Of these, almost half cited low salaries as the chief reason. The survey also revealed that holding…

Henderson, David L.; And Others

330

Profile of Texas Teachers: A Study of the Characteristics of Texas Teachers in 1990.  

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In an attempt to describe a typical Texas teacher, a study was conducted to establish baseline data in conjunction with the Texas State Teachers Association. In May 1990, a questionnaire with 78 discrete questions, 3 continuous data questions, and 1 open-ended question was sent to 560 teachers. The return rate was 40 percent. The results include a…

Henderson, David L.; And Others

331

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

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

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

2014-01-01

332

The Relation between Teacher Burnout and Teachers' Attributions and Practices Regarding School Behaviour Problems.  

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Elementary school teachers (N=200) were assessed about their explanatory attribution and preferred practices regarding four school behavior problems. Teacher burnout was assessed by Maslach Burnout Inventory. Results show that teacher misbehavior-related attributions and preferred practices differentiate significantly the burnout levels…

Bibou-Nakou, I.; Stogiannidou, A.; Kiosseoglou, G.

1999-01-01

333

Supporting Emerging Teacher Identities: Can We Identify Teacher Potential among Students?  

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The research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators…

Lofstrom, Erika; Poom-Valickis, Katrin; Hannula, Markku S.; Mathews, Samuel R.

2010-01-01

334

Using critical race theory to analyze science teachers culturally responsive practices  

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Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers' classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers' beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students' racial identities on the teachers' beliefs and practices. The analysis reveals that the teachers' beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students' identities. These findings communicate the significance of sociocultural awareness to informing the teachers' instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.

Wallace, Tamara; Brand, Brenda R.

2012-06-01

335

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

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

Giuliano, Joanne

336

Exploring Language Teachers’ Evolving Conceptualizations of Language Variation  

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Full Text Available This paper examines conceptions that pre-service teachers of English bring to the term language variation, a crucial constellation of concepts in linguistics related to understanding the socioculturally variant nature of language. We review responses given to open-ended questions about language variation, focusing on statements made regarding this term at different points of professional development, looking particularly at how initial understanding of language variation evolves as a result of having multiple exposures to this linguistic concept across differing language courses. Survey questions related both to a definition language variation and to an assessment of the importance of this concept for the careers for which these respondents were preparing. Comparative content analyses of responses reveals that many pre-service teachers start their academic careers with differing preconceptions of language variation based on general use of the term. Though these pre-service teachers are sometimes reflective about aspects of variation, their early formulations are quite narrow in scope, often reflecting an incomplete or less sophisticated understanding of the term. Results suggest that, as these pre-service teachers extend their coursework, they also expand and refine their initial understanding of language variation, thereby gaining a discipline-specific and nuanced understanding of the term. Results also show broad appreciation for language variation, and development in the ability to articulate how awareness of variation might assist their teaching.

Larry L. LaFond

2014-06-01

337

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

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

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

2011-12-01

338

Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs  

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The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science-focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first-year secondary science teachers who graduated the previous year from one of four different teacher-preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science-focused induction program. Teachers from a preservice program with an extended student-teaching experience and two science methods courses held beliefs aligned with student-centered practices and implemented more reform-based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers.

Roehrig, Gillian; Luft, Julie

2009-06-18

339

Academic Self-Efficacy Perceptions of Teacher Candidates  

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

Dr. Etem YE??LYURT

2013-04-01

340

Ten Tips for Teachers  

Science.gov (United States)

In this article, the author shares some tips for teachers. His tips are as follows: (1) a teacher should forget his or her education; (2) a teacher should forget the theory (3) a teacher should remember that he or she is a translator, not an originator; (4) a teacher should respect his or her students; (5) a teacher should be true to his or her…

Mahon, Robert Lee

2005-01-01

 
 
 
 
341

Elementary Preservice Teachers’ Change  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the last two decades investigation of teachers’ beliefs and conceptions and teachers‘possibilities for change has been one of the points of emphasis in mathematics education. We propose the concept and design of an intervention program including five stakeholders on the basis of a teacher–student–parent–preservice teacher–teacher educator relation. The main idea is comprised of reversed roles in teaching and learning process i.e. elementary school preservice teachers should ado...

Alenka Lipovec; Polonca Pangr?i?

2008-01-01

342

Teachers' Concerns About Biotechnology Education  

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The impacts of biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers' concerns about biotechnology instruction and their reported practices. Consistent with the Stages of Concern framework as modified by Hord et al., we investigated teachers' awareness, informational, personal, management, consequences, collaboration, and refocusing concerns about biotechnology teaching by employing a qualitative design that allowed for the emergence of teachers' ideas. Twenty high school life science teachers attending a biotechnology institute were interviewed using an interview protocol specifically designed to target various Stages of Concern. Although the Stages of Concern framework guided the development of interview questions in order to target a wide range of concerns, data analysis employed a grounded theory approach wherein patterns emerged from teachers' own words and were constantly compared with each other to generate larger themes. Our results have potential to provide guidance for professional development providers and curriculum developers committed to supporting initial implementation of biotechnology education. Recommendations include supporting teacher development of biotechnology content knowledge; promoting strategies for obtaining, storing and managing biotechnology equipment and materials; providing opportunities for peer teaching as a means of building teacher confidence; and highlighting career opportunities in biotechnology and the intersections of biotechnology and everyday life.

Borgerding, Lisa A.; Sadler, Troy D.; Koroly, Mary Jo

2013-04-01

343

Embarking on the Teaching Journey:Pre-service Teachers Reflecting upon Themselves as Future Teachers  

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Full Text Available This article reports on a research study that examined 25 reflective papers written by pre-service teachers a few  weeks into attending primary teacher education. The overall aim of the study was to gain insight into the students’ thoughts and ways of reflecting as a basis for taking action to improve lecturing, tasks and exercises which promote reflection in the primary teacher education program. The students were asked to write a paper reflecting upon “The teacher I want to become”. Two research questions were posed upon the material: What images of teachers emerge in the texts? How is reflection carried out in constructing these images? The analysis of the reflective papers revealed that the students’ images of themselves might be placed in the main category; “caring teacher”. Furthermore their ways and levels of reflection varied considerably from descriptions and fragmented thoughts to accounts with elements of dialogic reflection.

Kitt Margaret Lyngsnes

2012-04-01

344

Agreement between parents and teachers on preschool children's behavior in a clinical sample with externalizing behavioral problems.  

Science.gov (United States)

An accurate interpretation of information obtained from multiple assessors is indispensible when complex diagnoses of behavioral problems in children need to be confirmed. The present study examined the similarity of parents and kindergarten teachers ratings on children's behavior in a sample of 160 preschool children (a clinical group including 80 children with externalizing behavioral problems and a matched control group including 80 children). Behavioral problems were assessed using the SDQ, and the DISYPS-II questionnaires for ADHD and conduct disorders. The results revealed low levels of parent-teacher agreement for their ratings on the children's behavior in both groups with the highest correlations in the non-clinical sample. Parent-teacher agreement did not differ significantly across the samples. Parent and teacher ratings correlated with the prevalence of externalizing disorders and were found to be almost independent of each other. The results highlight the importance of multiple informants and their independent influence within the diagnostic process. PMID:24363143

Korsch, Franziska; Petermann, Franz

2014-10-01

345

The Teacher Track Project: Increasing Teacher Diversity.  

Science.gov (United States)

The Teacher Track Project focuses on recruitment of instructional aides and high school students from minority groups into teacher education programs and retention of these individuals as they work toward a degree. (IAH)

Yopp, Hallie Kay; And Others

1991-01-01

346

The Effect of Teachers’ Self-reflection on EFL Learners’ Writing Achievement  

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Full Text Available Abstract The concept of teachers’ reflection refers to the extent to which EFL teachers contemplate and reflect on their teaching experience in the classroom in order to improve their teaching skills. This study sought to explore the effect of EFL teacher’s reflection on their learners’ writing achievement. Participants of the study included 100 EFL teachers teaching in Mashhad language institutes and their 1000 EFL learners. Reflective teaching instrument designed by Akbari and Behzadpour (2007 was administered to the teachers of the study. Also, their EFL learners’ Grade Point Averages (GPAs of their writing scores were calculated. The results of the statistical analysis revealed that teacher’s reflection significantly affects EFL learners’ writing achievement. This paper concludes with some implications for teaching and directions for further research.
Key words: Teacher; Self-reflection; Learner; Writing achievement

Résumé
Le concept de la réflexion des enseignants se réfère à la mesure dans laquelle les enseignants de l'APL contempler et réfléchir sur leur expérience d'enseignement en classe en vue d'améliorer leurs compétences pédagogiques. Cette étude visait à explorer l'effet de la réflexion EFL enseignant sur la réussite d'écriture de leurs apprenants. Les participants de l'étude comprennent 100 enseignants EFL l'enseignement à Mashhad instituts de langue. Instrument pédagogique réfléchissant conçu par Akbari et Behzadpour (2007 a été administré aux participants de l'étude. Les résultats de l'analyse statistique révèle que la réflexion de l'enseignant affecte significativement atteinte écrit apprenants EFL.
Mots-clés: Enseignant; Auto-réflexion; L'apprenant; La réalisation d'écriture

Azar Hosseini Fatemi

2011-10-01

347

Buffering Role of Locus of Control on Stress among the College/University Teachers of Bahawalpur  

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Full Text Available The present research is aimed to ascertain the role of locus of control in mediating or coping on various degree/levels of stress among the college/university teachers of Bahawalpur. For that purpose a sample of N=200 male/female college/university teacherswas selected by convenient sampling. Research tools, Locus of control by Julian Rotter (1966 and Stress questionnaire by International Stress Management Association UK, (2009 were administered for data collection. After the collection of data it was analyzedby SPSS. The results shows that the teachers identified with internal locus of control reveal low level of stress as contrast to the teachers with external locus of control. The study also confirms that high internal locus of control determines high coping andmediating ability of stress among the teachers. The study also pointed out that the teachers with external locus of control were more incline or prone to stress. Furthermore, Pearson and Spearman’s Correlation results at significant level of .000 show that bothvariables are highly correlated. Similarly, overall Mean of locus of control and Coefficient of variation reveals the high consistency role in relation with stress.

Aqeel Ahmad Khan (Corresponding author

2012-06-01

348

PRIMARY TEACHERS CANDIDATES’ VIEWS ON GOOD TEACHER  

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

Behiye UBUZ

2009-11-01

349

'ICTs' IN TEACHER EDUCATION  

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

Girdhar lal Sharma

2012-07-01

350

Framing the debate over teacher unions  

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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.

William C. Smith

2013-04-01

351

Computer Use by School Teachers in Teaching-learning Process  

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Full Text Available Developing countries have a responsibility not merely to provide computers for schools, but also to foster a habit of infusing a variety of ways in which computers can be integrated in teaching-learning amongst the end users of these tools. Earlier researches lacked a systematic study of the manner and the extent of computer-use by teachers. The current study examined a comprehensive investigation of 300 Central School teachers’ use of computers in India. Towards this end, a questionnaire was constructed that listed essential dimensions for teachers’ use of computers: Computer Aided Learning (CAL, Computer Managed Instruction (CMI, and Computer Assisted Instruction (CAI. The findings revealed that teachers often used computers to update subject knowledge and teaching skills, develop lesson plans, prepare additional instructional material, notify relevant information via internet, prepare question banks. They sometimes used computers for showing something in the class, showcasing students’ work on school-website, preparing test papers, simulations, games, students’ assignments. They had either rarely or never used computers for presenting entire lesson, students’ classroom presentations, tutorials, sharing information with parents, publishing homework, giving tests to students – either offline or online, maintaining students’ records, and individualized instructions. The analysis indicated that amongst the three categories of computer use, CAL was the most popular category of computer use whereas CAI was the least popular among teachers. The results help to demystify seeming inconsistency and variation with regard to computer use among teachers. The identification of comprehensive ways of computer use empowers stakeholders with vital information and may assist implementation of appropriate measures to fully infuse computers in teaching-learning process.

Jyoti Bhalla

2013-04-01

352

Teacher Collaboration: Implications for New Mathematics Teachers  

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One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches.…

Gellert, Laura M.; Gonzalez, Lidia

2011-01-01

353

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

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

Fareed Mohamed Nawastheen

2014-05-01

354

Teacher Morale: The Impact of Teaching Experience, Workplace Conditions, and Workload.  

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This study investigated influences on teachers' attitudes toward and perceptions of teaching. A group of 20 diverse teachers completed surveys that examined teaching experience, workplace conditions, and workload. Results indicated that teacher morale was good. Over half of the teachers said that they would become teachers again if they had the…

Bivona, Kristy N.

355

"Don't Sweat the Small Stuff:" Understanding Teacher Resilience at the Chalkface  

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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…

Mansfield, Caroline F.; Beltman, Susan; Price, Anne; McConney, Andrew

2012-01-01

356

Life in the Pressure Cooker--School League Tables and English and Mathematics Teachers' Responses to Accountability in a Results-Driven Era  

Science.gov (United States)

This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure…

Perryman, Jane; Ball, Stephen; Maguire, Meg; Braun, Annette

2011-01-01

357

Quantum science in secondary chemistry: Influence of teachers' beliefs and knowledge on the use of interactive computer models  

Science.gov (United States)

Current science education reform efforts promote inquiry-based learning, a goal that requires appropriate tools and instructional approaches. This study investigated the influence of the beliefs and knowledge of four experienced secondary chemistry teachers in their use of new instructional software that generates models of atoms and molecules based on quantum mechanics. The software, which was developed through a National Science Foundation funded project, Quantum Science Across Disciplines (QSAD), was designed to promote inquiry learning. Qualitative research methods were used for this multiple case study. Data from surveys, interviews, and extended classroom observations revealed a close correlation between a teacher's model of the learner and his or her model of teaching. Combined models of learner and teacher had the greatest influence on their decisions about implementing QSAD software. Teachers who espoused a constructivist model of learning and related models of teaching used the software to promote student investigations and inductive approaches to learning. Other factors that appeared to support the use of inquiry methods included sufficient time for students to investigate phenomena, the extent of the teacher's pedagogical content knowledge, and the amount of training using QSAD software. The Views-On-Science-Technology-Society (VOSTS) instrument was used to compare the informants' beliefs about the epistemology of science to their classroom practices. Data related to the role of teachers' beliefs about scientific knowledge were inconclusive, and VOSTS results were inconsistent with the informants' stated beliefs. All four cases revealed that the teachers acted as agents of the school culture. In schools that promoted development of critical thinking, questioning, and self-direction in students, teachers were more likely to use a variety of instructional methods and emphasize construction of knowledge. These findings suggest that educational reform efforts must take into account teachers' belief systems and the prevailing ethos of the school.

Robblee, Karen M.

358

An "Evidence-Based" Professional Development Program for Physics Teachers Focusing on Knowledge Integration  

Science.gov (United States)

This dissertation is concerned with the design and study of an evidence-based approach to the professional development of high-school physics teachers responding to the need to develop effective continuing professional development programs (CPD) in domains that require genuine changes in teachers' views, knowledge, and practice. The goals of the thesis were to design an evidence-based model for the CPD program, to implement it with teachers, and to study its influence on teachers' knowledge, views, and practice, as well as its impact on students' learning. The program was developed in three consecutive versions: a pilot, first, and second versions. Based on the pilot version (that was not part of this study), we developed the first version of the program in which we studied difficulties in employing the evidence-based and blended-learning approaches. According to our findings, we modified the strategies for enacting these approaches in the second version of the program. The influence of the program on the teachers and students was studied during the enactment of the second version of the program. The model implemented in the second version of the program was characterized by four main design principles: 1. The KI and evidence aspects are acquired simultaneously in an integrated manner. 2. The guidance of the teachers follows the principles of cognitive apprenticeship both in the evidence and the KI aspects. 3. The teachers experience the innovative activities as learners. 4. The program promotes continuity of teachers' learning through a structured "blended learning" approach. The results of our study show that this version of the program achieved its goals; throughout the program the teachers progressed in their knowledge, views, and practice concerning the knowledge integration, and in the evidence and learner-centered aspects. The results also indicated that students improved their knowledge of physics and knowledge integration skills that were developed throughout the program. More specifically, analysis of the teachers' discourse during the second version revealed that the program led to significant changes in teachers' knowledge about their students' knowledge and in teachers' views about the following: 1. the advantages of the KIRs' innovative teaching tool, 2. the "evidence" as a useful resource for evaluating the contribution of the KIRs to students' learning, and more generally, as a powerful tool for investigating students' learning, and for improving practice, and 3. several "learner-centered" pedagogical aspects: the importance and legitimacy of learning from peers, the need to listen carefully to students' ideas and reflections, and the need to investigate students' knowledge using a variety of methods, and to plan the teaching accordingly. Our analysis of the students' worksheets verified the teachers' findings about their students' initial state of knowledge and the improvement of this knowledge as a result of advancing through the KIR phases. When we extended the sample and examined worksheets of additional classes, we found similar findings. We also found that the students were aware of the improvement in their knowledge and attributed this improvement to their working with the KIRs. Two major recommendations emerge from this study: 1. We recommend that KIRs be routinely incorporated into physics teaching. The results show that the KIRs contribute to teachers' practice and to students' learning and support the teachers in becoming more learner-centered in their teaching. 2. We recommend incorporating an evidence-based approach in long-term programs aimed at bringing about a significant change in the teachers' practice. In order to engage the teachers with the evidence endeavor, it is recommended to introduce them an innovative teaching tool that is considered by them important and to evoke their curiosity to find out empirically about the influence of the tool on their students' learning. It is also recommended to engage the teachers in ongoing interactions about their expe

Berger, Hana

359

Orientation teachers of physical education for improve own health  

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

Muskharina Y.Y.

2013-12-01

360

The Implications of Teacher Effectiveness Requirements for Initial Teacher Education Reform  

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

S. G. Pretorius

2012-01-01

 
 
 
 
361

Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons  

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Analogies have been argued to be central in the process of establishing conceptual growth, making overt connections and carryover into an intended cognitive domain, and providing a generative venue for developing conceptual understanding inherent in constructivist learning. However, students' specific uses of analogies for constructing arguments are not well understood. Specifically, the results of preservice teachers' knowledge gains are not widely studied. Although we would hope that engaging preservice science teachers in exemplary lessons would assist them in using and generating analogies more expertly, it is not clear whether or how such curricula would affect their learning or teaching. This study presents an existence proof of how preservice science teachers used analogies embedded in their course materials Physics by Inquiry. This fine-grained analysis of small group discourse revealed three distinct roles of analogies including the development of: (a) cognitive process skills, (b) scientific conceptual understanding, and (c) social contexts for problem solving. Results suggest that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development. Although the authors agree with the importance of collaborative problem solving and the insertion of analogies for preservice teachers' conceptual development, we believe much more needs to be understood before teachers can be expected to construct and sustain effective learning environments that rely on using analogies expertly. Implications for teacher preparation are also discussed.

Yerrick, Randy; Doster, Elizabeth; Nugent, Jeffrey; Parke, Helen; Crawley, Frank

2005-11-28

362

Not without the Art!! the Importance of Teacher Artistry When Applying Drama as Pedagogy for Additional Language Learning  

Science.gov (United States)

For more than 30 years drama has been promoted as a valuable teaching tool for language learning. Recent research results have reinforced this position. However, these and other earlier studies reveal that the overall success of the work is dependent, at least in part, upon the artistry of the teacher and the quality of the pretext materials used…

Dunn, Julie; Stinson, Madonna

2011-01-01

363

The need for change in elementary school teacher training: The case of the energy concept as an example  

Science.gov (United States)

Preservice elementary school teachers in Israel (n=608) answered questions about energy concepts. Results revealed the following: (1) many hold alternative conceptual frameworks, not accepted scientific concepts; (2) many do not accept the idea of energy conservation or degradation; (3) they confuse energy and force; and (4) they have an ambiguous recognition of different types of energy.

Trumper, Ricardo

2006-10-11

364

The relationship between the critical thinking skills and the academic language proficiency of prospective teachers  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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.

M M (Mary), Grosser; Mirna, Nel.

365

The relationship between the critical thinking skills and the academic language proficiency of prospective teachers  

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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 proficiency 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.

M M (Mary Grosser

2013-01-01

366

Custodial Teacher Social Types.  

Science.gov (United States)

Two types of teacher behavior were elicited from student responses to the Pupil Control Behavior Form (PCB). Two custodial teacher types emerged from the data: the "screamer" type, described as a teacher who controlled pupil behavior with verbal methods that expressed anger or frustration; and the "cold fish" type, depicted as a teacher who…

Licata, Joseph W.

367

Teacher Education in Canada  

Science.gov (United States)

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

Van Nuland, Shirley

2011-01-01

368

THE COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS  

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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.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-6

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

2013-04-01

369

What Did Pandora Reveal?  

Science.gov (United States)

Summarizes the responses to the Canadian student poetry contest, called Pandora and sponsored by the Canadian Council of Teachers of English, and presents 27 of the 100 winning poems selected from the more than 50,000 submitted. (TO)

Hogan, Homer

1973-01-01

370

Aurora and Magnetospheric Teacher Guides: Bringing Data into the Classroom  

Science.gov (United States)

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

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

2008-06-01

371

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

Science.gov (United States)

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

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

1998-01-01

372

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

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

Afolakemi Oredein

2013-12-01

373

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

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

Serap Oz Aydin

2013-12-01

374

From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi  

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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.

Dairabi Kamil

2014-05-01

375

Beginning, Developing and Succeeding as a Thai Saxophonist: A Study of Teachers, Performers and the General Public  

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Full Text Available This qualitative research analyses stimuli during three phases in the career of Thai saxophonists. From a purposive sample of six saxophone teachers, six performers and twelve members of the general public, the paper reveals inspirations behind pursuit of a career in the saxophone, requirements for development as a saxophonist and conditions for success. The results show that reasons for starting to play the saxophone are personal interest and love of the saxophone, musical upbringing, friends, lifestyle, admiration of skilled saxophonists and the media. There are six requirements for development: personal characteristics, disciplined practice, good teachers, listening skills, experience and a musical identity. Role awareness and responsibility were the important requirements for success as a saxophone teacher. Successful professional saxophonists perform wholeheartedly to their full potential. Both saxophone teachers and performers must adapt their methods and techniques to the audience.

Pramote Phokha

2014-04-01

376

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

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

Adel Sulaimany

2012-03-01

377

Music teachers' perceptions of effective teaching.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Button, S. W.

2010-01-01

378

Organizational Learning: Perceptions of Teachers’ in Turkey  

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

Cevat CELEP

2011-08-01

379

Language teachers and teaching  

CERN Document Server

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.

Ben Said, Selim

2013-01-01

380

The teacher under stress  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged p...

Krnjaji? Stevan B.

2003-01-01

 
 
 
 
381

Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries  

Science.gov (United States)

First findings of IEA's "Teacher Education and Development Study in Mathematics (TEDS-M)" had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of…

Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele; Dohrmann, Martina

2012-01-01

382

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

Sueli Petry da, Luz; Newton César, Balzan.

2012-03-01

383

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  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

Sueli Petry da, Luz; Newton César, Balzan.

384

Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts  

Science.gov (United States)

This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers' competing commitments are resolved by balancing values in unique ways for the context. More productive resolutions involve transformation of the teacher's tensions so that competing goals better coexist. Foci helpful for teacher education and development are identified. Also discussed are complex ways cultural-scale world view is reproduced, or occasionally challenged, in the classroom life of three scientifically literate, skilled, and environmentally concerned teachers. The study concludes education in schools is more likely to reproduce than challenge elements of world view contributing to ecological decline.

Ball, Nadine Butcher

2000-10-01

385

Burnout Levels of Teachers of Students with AD/HD in Turkey: Comparison with Teachers of Non-AD/HD Students  

Science.gov (United States)

This study was designed to explore the difference between the burnout level of teachers of students with AD/HD and teachers of non-AD/HD students in Turkey. The Turkish version of the Maslach Burnout Inventory was administered to a total of 78 Turkish elementary school teachers. Overall findings revealed that there were no significant differences…

Ozdemir, Selda

2006-01-01

386

What inspires South African student teachers for their future profession?  

Directory of Open Access Journals (Sweden)

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.

Charl Wolhuter

2012-01-01

387

What inspires South African student teachers for their future profession?  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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.

Charl, Wolhuter; Hannes, van der Walt; Ferdinand, Potgieter; Louisa, Meyer; Thapelo, Mamiala.

388

The Quality and Attitude of High School Teachers of Economics in Japan: An Explanation of Sample Data  

Directory of Open Access Journals (Sweden)

Full Text Available Students’ economic literacy depends on the contents they learn in school as well as at home. It also depends on teachers’ ability to teach and