WorldWideScience
 
 
1

Librarians Are Teachers.  

Science.gov (United States)

Discussion of the teaching role of the academic librarian focuses primarily on reference librarianship. The interaction between patron and librarian and the necessity for the librarian to teach are noted. Eighteen references are provided. (EJS)

Budd, John

1982-01-01

2

Internet Censorship Issues for Teacher-Librarians.  

Science.gov (United States)

Describes and critiques emerging issues about Internet access in schools and school libraries. Discusses software products for filtering and rating expressive content on the Internet, reader-response-theory implications for filtering and rating Internet content, ambiguities, and the role of school librarians and acceptable-use policies. (AEF)

Schrader, Alvin

1999-01-01

3

Developing Librarians as Teachers: A Study of Their Pedagogical Knowledge  

Science.gov (United States)

The widespread involvement of librarians in information literacy education has raised concerns about their development as teachers, but there is little research on their acquisition and application of pedagogical knowledge. A questionnaire was used to collect mainly quantitative data about the teaching roles, pedagogical knowledge and professional…

Bewick, Laura; Corrall, Sheila

2010-01-01

4

Teacher (School Librarian) Evaluations: 40% or Bust  

Science.gov (United States)

"Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers" was approved by the Virginia Department of Education on April 28, 2011. This document, effective July 1, 2012, details new guidelines for evaluating teacher performance in the state of Virginia. These guidelines have gained the attention of every educator…

McConnell, Ana

2013-01-01

5

Skeletal Relations: A School Librarian, a Teacher, and a Scientist Develop an Anatomy Lesson--with Games!--for Third Graders  

Science.gov (United States)

Creating a game for third-grade students that school librarians and teachers can use in their school libraries and classrooms is a unique challenge, especially if that game is based on teaching anatomy. But that's exactly what an instructional team from Auburn University in Alabama decided to do. The team--which consisted of a school librarian who…

Wolf, Sara; Sumner, Andrea M.; de Freitas, Michelle

2011-01-01

6

A Comparison between the Competencies Deemed Necessary for Teacher-Librarians in Iran and Those Suggested by Librarians from Developing Countries.  

Science.gov (United States)

Describes a survey that investigated the feasibility of a single library education program for the education of teacher-librarians in developing countries. Results are compared with the outcome of a similar survey conducted in Iran; the idea of a core curriculum is discussed; and competencies expressed as necessary by librarians are examined.…

Jowkar, A.

1992-01-01

7

Academic Librarians Have Concerns about Their Role as Teachers. A Review of: Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008: 51-71.  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews.Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”Subjects – Six academic librarians.Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring2004 with six librarians (five women and one man, whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives”(Centre for Health Evidence.Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from thedata. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued.The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. Thenext theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians.Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity. Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for n

Virginia Wilson

2008-09-01

8

Looking toward the Future: Competences for 21st-Century Teacher-Librarians  

Science.gov (United States)

What are the core competences required by teacher-librarians for developing exemplary school library programs in 21st-century schools? This article reports on a study that explored the experiences and attitudes of graduates from the Teacher Librarianship by Distance Learning program at the University of Alberta in Edmonton. Key findings from this…

de Groot, Joanne; Branch, Jennifer L.

2011-01-01

9

The librarian's role in an enrichment program for high school students interested in the health professions.  

Science.gov (United States)

Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians. PMID:23394421

Rossini, Beverly; Burnham, Judy; Wright, Andrea

2013-01-01

10

Information-seeking behavior of nursing students and clinical nurses: implications for health sciences librarians*  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Objectives: This research was conducted to provide new insights on clinical nurses' and nursing students' current use of health resources and libraries and deterrents to their retrieval of electronic clinical information, exploring implications from these findings for health sciences librarians.

Dee, Cheryl; Stanley, Ellen E.

2005-01-01

11

The Librarian as Teacher: Instructing the Next Generation of Information-Literate Scientists at Case Western Reserve University  

Science.gov (United States)

Scientists have nearly unlimited access to research directly at their desktops. Troubling to us as librarians is the scientist's ability (or inability!) to effectively access this information. The University Library at CWRU, like most academic libraries, has been faced with declining gate counts and reference transactions. In order to ensure that our students will know how to use the digital materials that we make available to them, we have implemented a primary initiative to increase our teaching role on campus. We aim to create an information-literate community that knows how to navigate the new digital library. Library instruction to academic departments in the physical sciences is an unusual mix, but one that we have had success with at CWRU. In order to reach this group of information seekers, we have had success by using the following methods to reach our community: 1. Partnering with other constituencies on campus 2. Creating new ways to provide instruction 3. Assessment of teaching tools and student learning By taking the library and our instruction to the physical sciences community, we are in the process of creating information-literate students who will be more successful as graduate students and researchers in the future. With this program, our role has changed from traditional librarian to teacher.

Claspy, William P.

12

Information Literacy and Transfer in Schools: Implications for Teacher Librarians  

Science.gov (United States)

This study focuses on the use of the New South Wales (NSW) Department of Education and Training information literacy model in a primary school as the basis for the possible establishment of a culture of transfer of information literacy skills. The study used constructivist grounded analysis to interpret data gathered from teachers and principals.…

Herring, James E.; Bush, Stephanie J.

2011-01-01

13

Real Time with the Librarian: Using Web Conferencing Software to Connect to Distance Students  

Science.gov (United States)

A pilot program to provide real-time library webcasts to Regis University distance students using Adobe Connect software was initiated in fall of 2011. Previously, most interaction between librarians and online students had been accomplished by asynchronous discussion threads in the Learning Management System. Library webcasts were offered in…

Riedel, Tom; Betty, Paul

2013-01-01

14

Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative.Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1 the design of inquiry-focused learning, (2 the roles of the teacher and librarian in collaborative development of instruction, and (3 the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.

Joyce Yukawa

2009-06-01

15

Hot Spots on the Web for Teacher Librarians: A Selection of Recommended Web Sites for TLs To Visit.  

Science.gov (United States)

Six papers review and recommend sites on the Web as resources for teacher librarians include: "Just Do It: A Guide to Getting Out There and Doing It Yourself" (Catherine Ryan); "A Selection of Recommended Web Sites for TLs To Visit" (Karen Bonanno); "A Selection of Recommended Web Sites for TLs To Visit" (Sandra Naude); "Internet Resources for the…

1996

16

International Students' Experiences of University Libraries and Librarians  

Science.gov (United States)

International students constitute a significant proportion of the Australian university population, and thus of the university library-using population. Drawing on qualitative research findings, this paper discusses the library-related experiences and perceptions of international students at two Australian universities. While the students'…

Hughes, Hilary

2010-01-01

17

Students in Nova Scotia Schools Without Teacher-Librarians are not Achieving Department of Education Expectations for Information Literacy Skills. A review of: Gunn, Holly, and Gary Hepburn. “Seeking Information for School Purposes on the Internet.” Canadian Journal of Learning and Technology 29.1 (Winter 2003: 67?88. 24 May 2007  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – This study investigated whether the expectations for Internet searching strategies outlined in provincial curriculumg oals are being met in Nova Scotia Schools. Twelfth-grade students in representative schools were surveyed as to their Internet information seeking strategies and their perceptions of the effectiveness of those strategies. The results are presented as six themes based on the survey questions.Design – Survey questionnaire consisting of yes/no, multiple-choice, Likert style, and open?ended responses.Setting – Twelfth?grade students from four high schools in one district in Nova Scotia. Total participants: 198.Subjects – Questionnaires were analyzed from 243 general practitioners, practice nurses, and practice managers in four Nottingham primary care trusts as well as practices in the Rotherham Health Authority area.Methods – Four research questions guided this study: 1. What strategies and techniques do students use that are helpful for information?seeking on the Internet? 2. What knowledge do students have of the different World Wide Web search engines? 3. How do students perceive their ability to locate information for school purposes on the Internet? 4. How do students learn how to seek information on the Internet for school related assignments? The survey was developed through a literature review of previous research. Each survey item reflected a theme and one of the four research questions. The survey was field tested in a pilot study with two twelfth?grade students, and two twelfth grade English classes.The sample was assembled by asking principals at the four schools to identify two classes in each of their schools that represented mixed academic abilities. Three schools chose English classes, and one school chose math classes participate in the study. All students had agreed to be a part of the study and only students present in class on the day the questionnaire was given were represented. No effort was made to include students who were absent. Results were tabulated as percentages of responses, and presented in tables related to the themes of the four research questions.Main results – Throughout the study, students reported very few strategies for effective Internet searching. They cited friends and family members rather than teachers as their main sources for support, and reported self?taught trial and error as the most common method of learning search strategies. Despite their lack of effectiveness, most students considered themselves “good” or “very good” at finding the information they need for school purposes. Most of the students used very few of the strategies associated with effective searching that have been stated in prior research studies.• Research Question One: Use of Strategies and Techniques for Information?Seeking on the Internet Only 15% of students used Boolean operators regularly. Over 70% of students did not know how to eliminate commercial sites, use particular features, limit searches to recently updatedp ages or limit searches to the title section of a Web page.• Research Question Two: Knowledge of World Wide Web Search Engines. Google was the overwhelming choice, with 66.7% percent of students reporting that they used it regularly. Other search engines were used from 0 to 22%.• Research Question Three: Students’ Perception of Their Information?Seeking Ability on the Internet 81.3 % of students reported their abilities as good or very good. Only 5% felt their abilities were poor.• Research Question Four: How Students Learn What They Know About Information?Seeking on the Internet 72.7% reported self?teaching strategies. 39.8% relied on friends or classmates, 36.8 % relied on teachers. 2.5% reported librarians as a source Of the students who reported self?teaching,53% used trial and error, 6.6% used help screens and 4% searched for assistance. 80.8% of students who reported teachers as a source for learning information strategie swere taught in computer?related classes, rather than in content ar

Gayle Bogel

2007-06-01

18

Teacher Quality and Student Achievement  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Qu...

Linda Darling-Hammond

2000-01-01

19

WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 va...

2011-01-01

20

Teacher Wellbeing: The Importance of Teacher-Student Relationships  

Science.gov (United States)

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the…

Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.

2011-01-01

 
 
 
 
21

Teachers’ Expectancy and Students’ Attitude towards Science  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 impr...

2012-01-01

22

Student-Identified Exemplary Teachers: Insights from Talented Teachers  

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What roles do teachers play in the development of talent and in the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, and content knowledge are keys to student motivation, learning, and engagement. Research also reveals the importance of positive and supportive student/teacher relationships. In previous work…

Gentry, Marcia; Steenbergen-Hu, Saiying; Choi, Byung-yeon

2011-01-01

23

Speaking My Mind: Poised to Partner--The 21st-Century School Librarian  

Science.gov (United States)

In schools where student learning is a top priority, librarians' roles include teacher, instructional partner, reading motivator, staff developer, information specialist, curator, and program administrator. They are steered by national standards akin to those guiding core subjects, and it is the librarians' job to embed these standards…

Southworth, Amy Jo

2013-01-01

24

Student to Teacher  

Directory of Open Access Journals (Sweden)

Full Text Available Teacher preparation cast in Heidegger’s terms is “present-at-hand” (potentially useful until interrogation makes it ready-to-hand (actually useable. What authentic questions prompt teaching to become ready-to-hand for the beginning teacher? How might we show that the essential particularity for phronesis (knowledge as practical wisdom resides in teaching other Beings who are not just present or ready for us, but are creating the very world in which we encounter within the classroom? The study described below, undertaken in the 2008/2009 school year, juxtaposes passages from Being and Time (Heidegger, 1962 with observations in the classroom, knowledge of the local university teacher preparation program, and interviews with beginning teachers. So that no teacher might be able to self-identify, “Becky” and “Eloise” are both fictitious names. “Becky” comes from a university program outside the area now teaching in the district described in the study, whereas “Eloise” was educated in the local teacher preparation program.

Sheila Spence

2012-06-01

25

Students' and teachers' perceptions of motivation and learning through the use in schools of multimedia encyclopaedias on CD-ROM  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article is the result of interviews with teachers, students, and school librarians in eight UK secondary schools regarding their use of multimedia encyclopaedias on CD-ROM. It focuses on a content analysis of their comments on how having access to multimedia encyclopaedias changes the way students work and learn in school, how they perceive it enhances their learning, and how it hinders it. Teachers reported that they used multimedia encyclopaedias as an additional information resource, ...

Wishart, Jocelyn

2000-01-01

26

Pasteur: Student and Teacher.  

Science.gov (United States)

Louis Pasteur's career as a scientist and as a teacher of science is traced. The discovery of his ability and interest, his choice of teaching as a profession, the controversy over teaching versus research, and his methods of teaching science are included. (MNS)

Moseley, Nicholas

1983-01-01

27

Students' perceptions of teacher control behaviour  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Student perceptions of the kind and extent of control in their teachers’ control behaviours during learning activities were investigated. Theorists distinguish between ‘student-initiated’ and ‘teacher-initiated’ regulation of students’ learning activities; or between ‘strong,’ ‘shared’ and ‘loose’ control of students’ activities during learning tasks. Multilevel confirmatory factor analyses (LISREL) performed on perception data of 2061 secondary education students...

Brok, P. Den; Bergen, T.; Stahl, R. J.; Brekelmans, M.

2004-01-01

28

Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom  

Directory of Open Access Journals (Sweden)

Full Text Available Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully involved students in the learning process ensuring that the experiences were appropriate and effective. The researchers found that, as a result of these strategies (e.g. teaching moments based on the emerging needs of students students’ interest in learning information literacy was increased and students interacted with information given to them as well as with their peers. Collaboration between the Librarians, Co-op Student and Senior Lab Instructor helped to enhance the learning experience for students and also revealed new aspects of the active learning experiences. The primary learning objective, which was to increase the students’ information skills in the Biological Sciences, was realized. The advantages of active learning were realized by both instructors and students. Advantages for students attained during these sessions include having their diverse learning styles addressed; increased interaction with and retention of information; increased responsibility for their own learning; the opportunity to value not only the instructors, but also themselves and their peers as sources of authority and knowledge; improved problem solving abilities; increased interest and opportunities for critical thinking, as a result of the actively exchanging information in a group. The primary advantage enjoyed by the instructors was the opportunity to collaborate with colleagues to reduce the preparation required to create effective library instruction sessions. Opportunities for further research were also discovered, including the degree to which “social loafing” plays a role in collaborative, active learning.

Heather Pfaff

2010-07-01

29

Librarian as Professor of Social Media Literacy  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Many high school teachers are prohibited from interacting with students in social media sites despite the fact that the majority of teenagers actively use them. The first opportunity most students have to interact with instructors in an online environment is in higher education. University and college librarians can take the lead in providing social media literacy instruction by developing courses and workshops using the Information Literacy Competency Standards developed by ACRL. This articl...

2012-01-01

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The Actions of Teacher-Librarians Minimize or Reinforce Barriers to Adolescent Information Seeking. A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007: paper 295.  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment.Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007.Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States.Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language in the region.Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix. Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D. The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau.Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney and were presented through use of narrative captured in both the observations and interviews.Principle 1: Information needs arise from the help-seeker’s situation.The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs.Principle 2: The decision to seek help or not seek help is affected by many factors.Principle 3: People tend to seek information that is most accessible.Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the students thems

Julie McKenna

2009-06-01

31

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

Science.gov (United States)

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

Zerillo, Christine

2010-01-01

32

Student Teachers' Use of Laptops in Schools  

Science.gov (United States)

The Laptop Integration in Teacher Education project provided laptop computers for a cohort of students undertaking a one-year Initial Teacher Training course at the University of Ulster for the award of Post Graduate Certificate in Education. The study sought to measure the value of laptops to student teachers whilst on Teaching Practice. Data…

Abbott, Lesley; Clarke, Linda; Austin, Roger

2005-01-01

33

Caring Teachers: The Key to Student Learning  

Science.gov (United States)

Teacher-learner relationships are founded on the fundamental human need of knowing that another person genuinely cares. Students know when they are recognized, understood, and respected for their unique abilities and interests by their teachers. Teachers who believe in their students' abilities demonstrate that they care by placing the learners at…

Lumpkin, Angela

2007-01-01

34

Differential Observer Effects on Student Teachers.  

Science.gov (United States)

The hypothesis to be tested postulated that cooperating teachers and university supervisors, as observers, affect the student teacher's verbal behavior differently. Data were collected on fifteen elementary education student teachers by the use of a tape recorder during the second, fourth, and sixth weeks of the school year and under the following…

McIntyre, D. John; Vickery, Tom Rusk

35

Teacher Perceptions of Student Bullying Behaviors.  

Science.gov (United States)

Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying.…

Harris, Sandra; Willoughby, William

2003-01-01

36

Christchurch City Libraries "Ready for Reading": Librarians and Teachers Working Together to Strengthen Literacy Opportunities for a Group of Marginalised Preschoolers  

Science.gov (United States)

This paper reports on the experiences of the Evaluation Team, comprised of experienced librarians from the Christchurch City Libraries and primary teacher educators (from Canterbury University) as they planned and implemented interventions working with the children of teen mothers (one marginalised cohort within a wider study). In particular it…

Buckley, Philippa; Meek, Brad; Street, Pat

2010-01-01

37

Student teachers' self-regulated learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the professional development of a teacher. Therefore, it is extremely important that these programmes support the development of student teachers’ conceptions and skills necessary for their further pro...

Endedijk, M. D.

2010-01-01

38

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2013-01-01

39

Teacher-Student Interpersonal Relationships in Indonesian Lower Secondary Education: Teacher and Student Perceptions  

Science.gov (United States)

This study investigated firstly the reliability and validity of an Indonesian version of the "Questionnaire on Teacher Interaction" (QTI). Second, perceptions of Indonesian secondary school teachers' interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students' and teachers'…

Maulana, R.; Opdenakker, M. C. J. L.; den Brok, P.; Bosker, R. J.

2012-01-01

40

Caring Student-Teacher Relationships: Perspectives of Students with Emotional Disabilities and Their Teachers  

Science.gov (United States)

The purpose of this study was to provide insight into the caring student-teacher relationships between students with disabilities and their teachers. Specifically, this study examined two different, yet related ideas. The first research question addresses how middle school students with emotional disabilities and their teachers described and…

Glass, Mary-Elizabeth

2011-01-01

 
 
 
 
41

Students and Teachers: Curriculum Materials  

Science.gov (United States)

From the Commonwealth of Australia Bureau of Meteorology comes the Students and Teachers: Curriculum Materials Web site. Educators will find more than twenty activities and lesson plans related to weather with titles such as: A Pet Cloud, Bottled Pressure, Colors of the Sky, El Nino and Rainfall, High and Low Pressure Systems, and The Ups and Downs of Ozone. The main page includes a description of each lesson, a suggested grade level, and its intended learning outcome. The individual links contain everything needed for the lessons completion including any relevant downloads, animations, and links in a well designed and easy to use format.

42

Teachers’ assessments of demonstration of student initiative  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper explores student initiative or student engagement in activities in school environment, as an aspect of students’ functioning that is assumed to be a prerequisite for their contribution to the quality of instruction and better use of possibilities for education and development in school environment. We approach this topic from teachers’ perspective since it is our aim to observe how teachers assess the initiative of their students (how important it is, how it is manifested...

2012-01-01

43

Teachers of Students with Severe Handicaps.  

Science.gov (United States)

Demands of the institutionalization on regular and special education teachers and administrators are described, as are the competencies required of special education teachers. Results of a recent Canada-wide survey of the current status of programs training teachers and other personnel to work with students having severe and multiple handicaps are…

Csapo, Marg; Baine, David

1985-01-01

44

Training Student Teachers in Cooperative Learning Methods.  

Science.gov (United States)

This study described the effects of a course on cooperative learning (CL) for student teachers. The course was conducted at two teacher education colleges in The Netherlands. Data collection included observation of the desired CL teaching behaviors and elementary students' engagement rates during cooperative activities; surveys of preservice…

Veenman, Simon; van Benthum, Niek; Bootsma, Dolly; van Dieren, Jildau; van der Kemp, Nicole

45

Perceptions of Creativity by Turkish Student Teachers  

Science.gov (United States)

The purpose of this study is to determine whether Turkish student teachers have implicit opinions regarding creativity. For this purpose, whether the student teachers' genders, backgrounds, and socioeconomic levels created significant differences on the formation of their implicit opinions regarding creativity was examined. First, the What Do You…

Dikici, Ayhan

2012-01-01

46

Providing Effective Feedback to EFL Student Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1 What kind of feedback do student teachers receive in their practicum? 2 What are the student teachers’ and mentors’ views of feedback on the practicum? 3 What type of practicum feedback is more effective, oral or written? This study also aims to offer practical ideas that would empower both student teachers and supervisors in improving the practice of giving and receiving feedback in practicum. The data was analyzed quantitatively and qualitatively. The statistical approach that is adopted in the questionnaire depends on frequency and percentage. The item of high frequency and percentage reflects the most significant, required answers for the three study questions. The findings indicated that student teachers and their mentors perceived their feedback practices on practicum positively; however the student teachers believed that both types of feedback are important to them but they are in favour of written feedback more than oral one. The study offered some pedagogical implications and recommendations with regard to feedback on practicum.

Holi Ibrahim Holi Ali

2013-05-01

47

WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES  

Directory of Open Access Journals (Sweden)

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

BROŽOVÁ, Helena

2011-12-01

48

The Use of the European Portfolio for Student Teachers of Languages (EPOSTL) to Foster Teacher Autonomy: English Language Teaching (ELT) Student Teachers' and Teacher Trainers' Views  

Science.gov (United States)

It was the aim of this pilot study to investigate ELT student teachers' and teacher trainers' views on the use of the EPOSTL in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed…

Cakir, Abdulvahit; Balcikanli, Cem

2012-01-01

49

Teachers’ oral presentation from students’ perspective  

Directory of Open Access Journals (Sweden)

Full Text Available The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880 on the characteristics of teachers’ oral presentation. The main goal is to take into account students’ opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students’ perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers’ oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students’ negative comments were related to inadequate behavior of some teachers as speakers and to “incomprehensible oral presentation”. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers’ oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

Radovi? Vera Ž.

2013-01-01

50

Guiding dialogue in the transformation of teacher-student relationships.  

Science.gov (United States)

The National League for Nursing at its 1989 biennial convention resolved that nursing curricula be revised to reflect enriched caring practices through egalitarian teacher-student and teacher-to-teacher relationships that reflect cooperation and a sense of community. The distribution of power relationships between student and teacher, teacher and teacher, and teacher and administrator must be reconceptualized and realized before any significant change in nursing education's curriculum can occur. Revising curricula to incorporate such a change in teacher-student relationships begins with dialogue with teachers that is authentic. Authentic dialogue will cause examination and reexamination of assumptions and ideologies about teacher-student relationships. PMID:8794453

Gaines, S; Baldwin, D

1996-01-01

51

Teacher Observation to Assess Student Achievement  

Science.gov (United States)

Whatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and state standards, signed into law in 2002. Much drill is…

Ediger, Marlow

2007-01-01

52

Librarian as Poet / Poet as Librarian  

Directory of Open Access Journals (Sweden)

Full Text Available In brief: Through interviews with three poets who also work in libraries, this article explores the benefits and challenges of these overlapping roles, reflecting on commonalities in the two communities. Introduction I am a librarian and a poet who has tried to keep those two roles separate. As a library school student and in the […

Erin Dorney

2014-02-01

53

Preservice Secondary Mathematics Teachers’ Knowledge of Students  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are difficult for students to grasp, which concepts students typically have misconceptions about, possible sources of students’ errors, and how to eliminate those difficulties and misconceptions. The findings revealed that preservice teachers had difficulty in both identifying the source of students’ misconceptions, and errors and generating effective ways different than telling the rules or procedures to eliminate such misconceptions. Furthermore, preservice teachers’ knowledge of students was intertwined with their knowledge of subject matter and knowledge of pedagogy. They neither had strong conceptual knowledge of mathematics nor rich repertoire of teaching strategies. Therefore, they frequently failed to recognize what conceptual knowledge the students were lacking and inclined to address students’ errors by telling how to carry out the procedure or apply the rule to solve the given problem correctly.

Hülya K?l?ç

2011-04-01

54

Attitudes of Student-teachers towards Written Teacher’s Guide  

Directory of Open Access Journals (Sweden)

Full Text Available The literature on Teacher’s Guides combines knowledge of discipline-related content and pedagogy-related content in reference to the objectives and contents of the Ministry of Education curriculum. It serves as a self-study tool that provides guidelines of how to teach in light of the various changing goals and needs of the teacher. The corpus on which this research focused was the Teacher’s Guide for Hebrew literature and the question we focused on was: Do student-teachers of Hebrew literature at a teacher education college who use this tool find that it meets their expectations? The qualitative and quantitative findings of the research, which involved 21 student-teachers for Hebrew literature at a teacher education college, led to the conclusion that the students’ expectations of the Teacher’s Guide differ from the disciplinary qualities and especially the didactic qualities it actually contains. The Teacher’s Guide is not organized in a manner suited to student-teachers even though they are a primary target audience for it.

Lea Baratz

2012-02-01

55

Elementary Student Teachers' Science Content Representations.  

Science.gov (United States)

Reports on a study that examines the ways in which three prospective teachers approach representing science content within the context of their student teaching experiences. (Contains 51 references.) (DDR)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-01-01

56

Teachers leadership style and motivating of students  

Digital Repository Infrastructure Vision for European Research (DRIVER)

During their work teachers are facing different problems – from educational, disciplinary to motivational ones. Therefore it is important to know the methods or ways to alleviate these problems or even to solve them. All teachers wish to have successful students and therefore it is very important to know how to help students and guide them with the right or the most appropriate methods on their way to knowledge. Because the classroom management style is significantly affecting the motivatio...

2012-01-01

57

Science Partners for Teachers: Graduate Student-Teacher Partnerships  

Science.gov (United States)

Science Partners for Teachers is a group of scientists (mostly graduate students) in the physical and biological sciences at the University of Chicago which establishes one-on-one partnerships with Chicago-area K-12 school teachers. The goal is to have both partners benefit from the interaction. As scientists, we want to learn more about how to teach, how to develop lesson plans, and improve our ability to disseminate scientific knowledge (with an eye towards increasing our marketability for our future job searches). In exchange, we offer to be a resource for teachers looking to update their science curricula and to help incorporate and increase the use of computers, and the internet into the classroom. But most of all, we want to develop a relationship in which the scientist gains an inside look at teaching while the teacher gains an inside look at science and the way science is done. This model for scientist-teacher interaction is unique among the ones we have encountered as it involves a one-on-one partnering between adults (no K-12 students involved) and is specficially tailored to mesh well with an over-committed graduate student's schedule. This group was founded and continues to be run by several astrophysics graduate students who are looking for creative ways to help themselves and other grad students prepare for alternative careers related to education, preferably involving both research and outreach.

Rebull, L. M.; Munoz-Franco, L.

1996-12-01

58

Librarian as Professor of Social Media Literacy  

Directory of Open Access Journals (Sweden)

Full Text Available Many high school teachers are prohibited from interacting with students in social media sites despite the fact that the majority of teenagers actively use them. The first opportunity most students have to interact with instructors in an online environment is in higher education. University and college librarians can take the lead in providing social media literacy instruction by developing courses and workshops using the Information Literacy Competency Standards developed by ACRL. This article discusses the development and instruction of a freshmen orientation course at Oregon State University titled Social Media: A Life Lived Online.

Laurie M. Bridges

2012-01-01

59

Librarian Mentoring of Undergraduate Research  

Directory of Open Access Journals (Sweden)

Full Text Available Bridgewater State University has a dynamic, highly visible, and increasingly successful Office of Undergraduate Research (OUR that supports students and their faculty mentors with developing research opportunities. Students working on undergraduate research projects have sought the help of librarians, but the librarians had never been directly involved as mentors. A librarian mentor and student library worker collaborated on a project to develop an online library guide, which is used by faculty and student researchers for discovering social justice resources, and found new paths to teaching and learning information literacy skills.

Pamela Annette Hayes-Bohanan

2013-01-01

60

Gazing strategies in teacher-student dialog  

Directory of Open Access Journals (Sweden)

Full Text Available This paper studies multimodal communication between a teacher and a learner. Our long term goal is to specify the behavior of an animated pedagogical agent in a tutoring system. Our methodological approach is based on video corpora annotation. Dyadic interactions between teachers and learners were recorded. We worked with the Pepite tutoring system that assesses the level in algebra of students aged 15-16. We defined an annotation schema applied to a part of the videos. Statistical analysis of the annotations allows for capturing different strategies in the way the teacher uses gaze depending on students’ level and on pedagogical acts

Mohamedade Farouk

2007-01-01

 
 
 
 
61

Student View: What Do Good Teachers Do?  

Science.gov (United States)

Students know what good teaching looks like--but educators rarely ask them. See what these high school students, who are members of the Future Educators Association[R] and want to be teachers themselves, said. FEA is a part of the PDK family of education associations, which includes Pi Lambda Theta. Get insider advice on good teaching from some…

Educational Horizons, 2012

2012-01-01

62

Changes in Teacher-Student Relationships  

Science.gov (United States)

Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered. Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent…

Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna D.

2012-01-01

63

Learning and the Teacher-Student Connection  

Science.gov (United States)

A critical element in effective teaching is establishing positive connections with students, particularly those at risk of failure. This article presents the findings and suggestions of researchers who have examined the practices and impact of caring teachers, and how their students perceive them.

Protheroe, Nancy

2005-01-01

64

Dr. Penny. Teacher's Guide [and] Student Material.  

Science.gov (United States)

This unit, which contains a teacher's guide and student materials, is designed for students with limited acquaintance with money (Grades K-1). Activities reinforce the basic concept of recognizing a penny, counting pennies, and associating monetary value with pennies from one to ten cents. These activities include listening to a taped read-along…

Butler, Della

65

The Relationship Between Teacher and Student Motivation  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper explores the importance of motivation in second language learning context. In my paper I am going to present the definitions and distinctions of motivation together with the description of the general framework of motivation. Moreover, in the second part of my paper I am going to deal with the complex issue of teacher motivation and its influence on student motivation by examining the teacher-specific motivational components. My aim with this paper is to highlight the complex role ...

2010-01-01

66

Teacher Research Programs = Increased Student Achievement  

Science.gov (United States)

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

Dubner, J.

2011-12-01

67

Comparison between Student’s and Teacher’s Points of View about Clinical Education Environment  

Directory of Open Access Journals (Sweden)

Full Text Available Background and Objectives: Students learning in clinical education environment is the major part of the curriculums. This study was done with the purpose of comparing the students’ and teachers’ points of view about the status of clinical education environment in Paramedical Sciences and Nursing & Midwifery Schools of Qom University of Medical Sciences in 2012.Methods: This analytical-descriptive study was done on 154 students of Nursing and Midwifery, Operating Room, Anesthesia in fifth semester and above who were serving their apprenticeship and 18 teachers. Data collection was performed using a questionnaire consisted of 22 questions in four major domains (learning opportunity, support for learning, the environment’s facilities, and student-teacher communication.Results: There was a significant difference between students’ and teachers’ points of view in the domains of teacher-student communication, learning opportunity, support for learning, and overall point of view. Also, teachers had more favorable point of view (p<0.05, But no significant difference was observed in the domain of hospital environment facilities (p=0.999.Conclusion: According to the results of this study, knowing the students’ and teachers’ points of view as well as similarities and differences of these viewpoints could be effective in planning for the improvement of clinical education environment.

Seyed Ahmad Bathaei

2013-07-01

68

I, Librarian  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The fast and continuous technological change that is characteristic of the information society we find ourselves in has demonstrable impact on the way librarians go about their business. This paper offers a scenario of technological changes already in the pipeline and yet to come, and how those changes will impact the role of librarians in the future. One of the main concerns of this paper is the continued relevance of information professionals as infomediaries in our future society.

Kruger, Hilda

2013-01-01

69

What inspires South African student teachers for their future profession?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 respon...

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

2012-01-01

70

Supervising the Student Teacher in the Public School  

Science.gov (United States)

The student teacher being supervised in the public school soon becomes a full time, licensed teacher. Student teaching is perceived to be the cap stone or final course in undergraduate preparation before entering the profession of being a teacher. It carries much responsibility for the cooperating teacher and the university supervisor in assisting…

Ediger, Marlow

2009-01-01

71

Perceptions of Supervision Practices by Agricultural Education Student Teachers  

Science.gov (United States)

The purpose of this study was to describe student teachers' perceptions and preferences of the type of supervision they experienced while interacting with their university supervisors and cooperating teachers. Results revealed that student teachers perceived both their cooperating teachers and university supervisors to engage in contextual and…

Thobega, Moreetsi; Miller, Greg

2008-01-01

72

Library Research Instruction for Doctor of Ministry Students: Outcomes of Instruction Provided by a Theological Librarian and by a Program Faculty Member  

Directory of Open Access Journals (Sweden)

Full Text Available At some seminaries the question of who is more effective teaching library research is an open question.  There are two camps of thought: (1 that the program faculty member is more effective in providing library research instruction as he or she is intimately engaged in the subject of the course(s, or (2 that the theological librarian is more effective in providing library research instruction as he or she is more familiar with the scope of resources that are available, as well as how to obtain “hard to get” resources.   What began as a librarian’s interest in determining the extent to which Doctor of Ministry (DMin students begin their research using Google, resulted in the development of a survey.  Given the interesting results returned from the first survey in fall of 2008, the survey was conducted again in the fall of 2011.  The results of the comparative data led to the discovery of some useful data that will be used to adjust future instruction sessions for DMin students.  The results of the surveys indicated that the instruction provided by the theological librarian was more effective as students were more prepared to obtain and use resources most likely to provide the best information for course projects. Additionally, following the instruction of library research skills by the librarian (2011 survey, DMin students were more likely to begin the search process for information resources using university provided catalogs and databases than what was reported in the 2008 survey. The responses to the two surveys piqued interest regarding both eBook use during the research process and the reduction of research frustration to be addressed in a follow-up survey to be given in 2014, results of which we hope to report in a future article.

Charles D. Kamilos

2014-01-01

73

Teacher and student intrinsic motivation in project-based learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2009-01-01

74

Training graduate students to be teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de...

1999-01-01

75

STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS  

Directory of Open Access Journals (Sweden)

Full Text Available his paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department at State University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as de-motivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.

Nihta V F Liando

2010-08-01

76

Teacher and Student Intrinsic Motivation in Project-Based Learning  

Science.gov (United States)

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

77

Performance Pay System Preferences of Students Preparing to Be Teachers  

Science.gov (United States)

This study explored the potential acceptability of performance pay to new teachers by investigating attitudes toward performance pay of students preparing to be teachers. Focus groups and a survey of students preparing to be teachers at a large U.S. university were conducted. Most students expressed a preference for some form of performance pay…

Milanowski, Anthony

2007-01-01

78

Turkish Geography Student Teachers' Concerns towards the Teaching Profession  

Science.gov (United States)

The aim of this study is to determine the levels of concern of Turkish geography student teachers towards the teaching profession. The study was conducted with 293 geography student teachers who are enrolled in the last class of the Geography Student Teachers Program of the Faculties of Education and enrolled in a Non-Thesis Master's Degree…

Sezer, Adem

2010-01-01

79

Enhancing Preservice Teacher Development: Field Experiences with Gifted Students  

Science.gov (United States)

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3-6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre- and…

Chamberlin, Michelle T.; Chamberlin, Scott A.

2010-01-01

80

Reducing Student Reticence through Teacher Interaction Strategy  

Science.gov (United States)

Reticence is a common problem faced by ESL/EFL teachers in classrooms, especially in those with mainly Asian students. The willingness to communicate model of MacIntyre, Clement, Dornyei, and Noels (1998. "Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation". "The Modern Language Journal" 82/4:…

Lee, Winnie; Ng, Sarah

2010-01-01

 
 
 
 
81

Can Teachers Motivate Students to Learn?  

Science.gov (United States)

Research on motivation has mainly concentrated on the role of goal orientation and self-evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers' teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well-being, academic…

Thoonen, Erik E. J.; Sleegers, Peter J. C.; Peetsma, Thea T. D.; Oort, Frans J.

2011-01-01

82

Biology Student Teachers' Conceptual Frameworks regarding Biodiversity  

Science.gov (United States)

In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

Dikmenli, Musa

2010-01-01

83

Diesel Technology: Engines. [Teacher and Student Editions.  

Science.gov (United States)

Competency-based teacher and student materials on diesel engines are provided for a diesel technology curriculum. Seventeen units of instruction cover the following topics: introduction to engine principles and procedures; engine systems and components; fuel systems; engine diagnosis and maintenance. The materials are based on the…

Barbieri, Dave; Miller, Roger; Kellum, Mary

84

Teacher in Residence: Bringing Science to Students  

CERN Multimedia

CERN welcomes its first Teacher in Residence, Terrence Baine of the University of Oslo. Baine, who originally hails from Canada, will be concurrently completing his PhD in Physics Education during his time at CERN. Like CERN’s High School Teacher Programme (HST), of which Baine is an alumnus, the Teacher in Residence position is designed to help educators spread the science of CERN in a form that is accessible to students and can encourage them to pursue physics throughout their education.   Terrence Baine, first 'teacher in residence' at CERN Baine explains, “It’s very important to have a teacher present who can be that middle person between the young peoplecoming here, whom we are trying to enlighten, and the physicists who work at CERN. The Teacher in Residence can act as an on-site educational consultant.” As Teacher in Residence, Baine’s primary project will be to develop teaching modules, or a series of lesson plans, that can help high schoo...

Daisy Yuhas

85

Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers' Conceptual Metaphors  

Science.gov (United States)

Cooperating teachers' beliefs of effective supervision of student teachers may play an important role in mentoring practices. By systematically analysing metaphors unconsciously expressed in the discourse of cooperating teachers concerning supervision of student teachers, these beliefs could be made explicit. This study explored: (1) what…

Kim, Taehyung; Danforth, Scot

2012-01-01

86

Training graduate students to be teachers  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: English Abstract in english Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportun [...] ity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo). The content of the course consists of a) choosing the theme, b) selecting and organizing the topics, c) preparing written material, d) establishing the methodological strategies, e) planning the evaluation tools and, finally, f) as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP), Biochemistry of Nutrition (UNICAMP) and Molecular Biology of Plants (USP). In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options) and gave very high scores to both the courses and the teachers.

D.V., de-Macedo; E., de-Paula; B.B., Torres.

87

Training graduate students to be teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo. The content of the course consists of a choosing the theme, b selecting and organizing the topics, c preparing written material, d establishing the methodological strategies, e planning the evaluation tools and, finally, f as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP, Biochemistry of Nutrition (UNICAMP and Molecular Biology of Plants (USP. In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options and gave very high scores to both the courses and the teachers.

de-Macedo D.V.

1999-01-01

88

Teaching practice: a make or break phase for student teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teaching practice is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment. We explore the experiences of student teachers in the Vaal University of Technology Post­graduate Certificate in Education (PGCE) during their 10 weeks' teaching practice in the Vaal area. In this article we aim to establish the ways in which these experiences influence the student teachers' perception of the teaching profession. Semi-structur...

Edith Kiggundu; Samuel Nayimuli

2009-01-01

89

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach  

Science.gov (United States)

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

90

Secondary School Students' Perceptions of Teacher-Student Interaction and Students' Attitudes towards Project Work  

Science.gov (United States)

Project work (PW) provides one of the pathways for students' self-inquiry learning and collaboration in Singapore schools. In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school students (aged 14 years) perceived their seven PW teacher-facilitators' face-to-face…

Quek, Choon-Lang; Wong, Angela F. L.; Divaharan, Shanti; Liu, Woon-Chia; Peer, Jarina; Williams, Michael D.

2007-01-01

91

Teacher Education and Black Male Students in the United States  

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Full Text Available Teacher education programs in the United States (U.S. struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

H. Richard Milner

2013-10-01

92

Attitudes of Regular Classroom Teachers Toward EMR Students.  

Science.gov (United States)

To determine the readiness of teachers, not currently involved directly with instructing educable mentally retarded (EMR) students, to integrate such students in regular classrooms, 129 regular classroom teachers from elementary schools were surveyed. Among conclusions were that regular teachers see a need for experimentation regarding the…

Feitler, Fred C.; DuBasik, Valentina

93

How and Why Do Student Teachers Use ICT?  

Science.gov (United States)

This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the…

Hammond, M.; Reynolds, L.; Ingram, J.

2011-01-01

94

Student Teachers' Views about Assessment and Evaluation Methods in Mathematics  

Science.gov (United States)

This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a…

Dogan, Mustafa

2011-01-01

95

Teaching practice: a make or break phase for student teachers  

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Full Text Available Teaching practice is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment. We explore the experiences of student teachers in the Vaal University of Technology Post­graduate Certificate in Education (PGCE during their 10 weeks' teaching practice in the Vaal area. In this article we aim to establish the ways in which these experiences influence the student teachers' perception of the teaching profession. Semi-structured interviews with all student teachers were used to collect the data while content analysis was used to identify themes and analyse the data. We established that, despite the positive experiences during teaching practice, student teachers experienced challenges which affected their percep­tion of the teaching profession. Based on the findings of this study, measures are suggested on how to improve teaching practice in order to have a positive influence on the student teachers' perception of, and attitude towards, the tea­ching profession.

Edith Kiggundu

2009-08-01

96

Students' and Teachers' Conceptions and Science Education  

Science.gov (United States)

This is the original collected international bibliography in PER (Physics Education Research) and it is still being maintained and updated at the University of Kiel, Germany. Initially, its contents were primarily articles on students' and teachers' conceptions of physics, but it now has many articles on conceptions in the other sciences. It can be freely downloaded in Rich Text Format (rtf) or EndNote format.

2009-01-26

97

Ways to Improve Lesson Planning: A Student Teacher Perspective  

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Learning to teach from practice lessons is at the core of student teacher preparation programs. But, there is no consensus regarding how to conduct this important aspect of pre-service teacher preparation. In view of the National Curriculum Framework for Teacher Education 2010 (India), observation that existing teacher education take the school…

Gafoor, K. Abdul; Umer Farooque, T. K.

2010-01-01

98

International Teachers' Judgment of Gifted Mathematics Student Characteristics  

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Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers' Judgments of…

Ficici, Abdullah; Siegle, Del

2008-01-01

99

Student Teachers? Microteaching Experiences in a Preservice English Teacher Education Program  

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Microteaching has been widely used in pre-service teacher education programs to enhance prospective teachers’ instructional experiences. Within ELT programs, the use of microteaching offers valuable opportunities for trainee-teachers to develop effective teaching strategies. Understanding the perceptions and concerns of student teachers is crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the views of sixty-one female teacher trainees fr...

Sadiq Abdulwahed Ahmed Ismail

2011-01-01

100

Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry  

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Full Text Available This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semi-structured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exemplified with extracts from student teachers’ diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided.

Ali Merç

2011-10-01

 
 
 
 
101

STUDENTS’ OPPINION ABOUT PROFESSIONAL ETHICS RELATION OF THE TEACHERS  

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Full Text Available Professional teacher’s ethics is a collection of moral codes of their professional work. It is significant that the teaching profession respects certain designated professional-ethical codes of conduct between the teachers and the students, with their colleagues and other people they professionally cooperate with.     This study is focused on analysis of the professional ethical relation of teachers towards students, seen from student’s point of view. These are the results of student’s reported opinion of the eighth graders from six primary schools in the region of the city of Skopje. The obtained results show that teachers mainly keep in line with the moral codes of conduct with the students, but not always all teachers respect them.

Vera Stojanovska

2013-12-01

102

Undergraduates and Topic Selection: A Librarian’s Role  

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Full Text Available Research shows that undergraduate students struggle with the initial stage of the research process, mainly identifying and defining a topic. Little current research addresses how undergraduates engage in this process, including how and where they seek help. The results of focus groups indicate that students have individual and varied methods for topic selection, but that many of them choose topics based on their perception of a few major characteristics, mainly perceived ease, pleasing the instructor/following the assignment, personal relatability and/or interest, and the ability to locate sufficient resources to research a topic. Many students identified their instructor as a person to ask for assistance, but fewer recognized a librarian’s role in this process. This article identifies how embedded librarians might better assist students with this difficult piece of the research process.

Kacy Lundstrom

2013-01-01

103

REFLECTIONS ON THE FUNCTION OF REFERENCE LIBRARIAN IN THE SCIENTIFIC COMMUNICATION TRANSFER  

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Full Text Available The assignment of the reference librarian of the university goes beyond its role as facilitator of information. Today he also works as an educator and promote training programs that teach students and researchers to standardize their academic-scientific works, as standards of the Brazilian Association of Technical Standards (ABNT. This paper discusses the problem of standardization of academic and scientific work in the universities. The methodology consisted of the review of work Completion of Course Work (CCW. The task of reviewing the academic and scientific work, which would be easy at first, becomes complicated by the difficulty of working together with the teacher librarian and the lack of the teacher librarian is also an education professional standards and that the documentary exist to facilitate the transfer of scientific communication.

Cláudia Regina dos Anjos

2012-06-01

104

Student Teachers’ Reflective Practice on a Tutorial Teaching Approach  

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Full Text Available The research explored the reflective practice of student teachers on efforts to improve how student teachers learn from their experiences of tutorial teaching in school. Tutoring means teachers working with individual students to support their learning. During this project, eight student teachers tried to help underachieving high school students improve their vocabulary confidence, learning skills and their memorising strategies so that the students could remember more vocabulary and use it more appropriately. Meanwhile, their self-confidence in English language learning could be developed. 16 junior high school students in Grade One were tutored once a week for 30 minutes, more than 10 successive weeks on the use of certain English lexical items. The tutorials took place from March to June in 2010 at a high school in an EFL (English as a Foreign Language context. Eight student teachers were the tutors providing instruction, practice in pronunciation and vocabulary usage. The students who received the tuition made significant progress in word recognition. The results indeed showed that the young learners had benefitted from the eight student teachers’ teaching methods. This project was intended to help junior high school students learn more vocabulary through the tuition of student teachers. Its success lies also in the fact that the eight student teachers were able to realise their ideas about effective vocabulary teaching and allowed them to appreciate the value of individual tuition.

Kuang-yun Ting

2013-06-01

105

Communication Breakdown: Librarian and Student Approaches to Virtual Reference Differ. A review of: Walter, Virginia A. and Cindy Mediavilla. “Teens Are from Neptune, Librarians Are from Pluto: An Analysis of Online Reference Transactions.” Library Trends 54.2 (2005: 209-227.  

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Full Text Available Objective – To evaluate the effectiveness of an online reference and referral service for students (primarily those in middle school and high school seeking homework help. Design – Analysis of 114 transcripts of reference transactions. Setting – A centralized homework reference and tutor referral service provided on behalf of the California State Library by the Metropolitan Cooperative Library System. Subjects – Virtual reference librarians at a large urban library system and middle and high school students in California. Methods – One hundred fourteen virtual reference transactions recorded between October 12 and November 8, 2003 were evaluated against the Reference and User Services Association’s (RUSA “Guidelines for Behavioral Performance of Reference and Information Service Providers.” Secondly, the transcripts were subjected to discourse analysis. Main results Performance of virtual reference librarians vis?àvis RUSA guidelines In the majority of cases, there was some evidence that librarians communicated clearly (110 out of 114 transactions. In 78 cases, it appeared that a librarian was available quickly, and in 92 of the transactions a friendly greeting was given. What was striking, however, was that in a clear majority of cases, some of the classic reference interview strategies were not employed. In 100 or more cases each, the following strategies were not observed: repeating or paraphrasing the question; helping to interpret the question; verifying mutual understanding; asking if the question has been answered; asking if the student needs more information. Furthermore, in 75 cases librarians did not probe for further information to clarify the question, while in 87 cases they did not check that information had been clearly understood. Possibly related to these findings, the researchers felt that the transcripts revealed “a conviction that homework questions are not the proper content for reference transactions” (222. In addition, librarians were found to be frequently too quick to refer students to a tutor, when a query might have been better answered as a reference question. Findings of discourse analysis In general, the virtual reference librarians used impersonal, formal language to “reinforce the professional’s superior position vis?à?vis the help?seeker” (217. There were repeated attempts by the students to interject a lighter or warmer tone (using humour, emoticons, informal language, introducing a personal note, etc.. These attempts were rarely reciprocated, with librarians continuing to use impersonal language, including stock messages such as: “we are experiencing a very busy time right now,” (217; or, “I am going to send you a page which will give you some help with your homework. After we disconnect this session, click on this link and follow the instructions to be connected with a tutor. Please do not click on any links on this page until after we have disconnected” (217. In several cases librarians were preoccupied with defining their roles—for example, specifying that they could give reference help but not advice. In all, the distancing mechanisms used by librarians, combined with occasional inaccurate referrals and technical problems with the software, were seen to create an enormous potential forfrustration on the part of the student. Conclusions – The most important implication of the study was that librarians and students were worlds (or planets apart in their approach to the reference interaction. While “teens attempted to create meaningby recreating the chat discourse environment in which they were most at home”, librarians “tried to create meaning in a parallel discourse environment that duplicated as much as possible the standard impersonal protocols of a face?to?face reference counter” (223. One suggested way to alleviate the disconnect between librarians and students was to involve students in the planning of the services. For now, however, the authors conclude that “teens are from Neptune, librarians are

Stephanie Hall

2006-09-01

106

STUDENT TEACHERS’ PERCEPTIONS OF TEACHER COMPETENCE AND THEIR ATTRIBUTIONS FOR SUCCESS AND FAILURE IN LEARNING  

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Full Text Available Whitty (1996 :89–90 identifies two sets of qualities that characterise a successful professional teacher: professional characteristics and professional competences. Professional characteristics include professional values, personal and professional development, communication and relationships as well as synthesis and application. Professional competences include knowledge and understanding of children and their learning, subject knowledge, curriculum, the education system and the teacher’s role. On the other hand, Medley and Shannon (1994 hold that there are three dimensions of teacher quality instead of two: teacher effectiveness (the degree to which a teacher achieves desired effects upon students, teacher competence (the extent to which a teacher has the knowledge and skills and teacher performance (how a teacher behaves in the process of teaching. In situations where the teachers are interpersonally oriented, attentive, empathic and fully cognizant of the students’ ability and they believe in the students, the students are extremely positive towards teaching (Skolverket, 1995; Chedzoy and Burden, 2007. Even if differences between schools and classes can be explained to a certain extent by factors in the students’ backgrounds, it is believed that teachers and school leaders are those who have the greatest influence on the school’s inner environment and culture. Hence, the purpose of this paper is to probe how student teachers in the English language teaching department see teachers’ competence and skills, to which factors they attribute their success and failure in language learning , and what they think the solutions are.

Feryal CUBUKCU

2010-01-01

107

World Bank Teachers and Students Home Page  

Science.gov (United States)

The World Bank Site (reviewed in the September 25, 1997 Scout Report for Business and Economics) now has a section specifically devoted to educational resources. Educational material found here relates to topics relevant to the World Bank's larger mission of reducing international poverty and raising the standard of living for people in developing nations. For instance, the Learning Materials area focuses on sustainable development, with learning modules on Population Growth Rate and Access to Safe Water, as well as graphs, charts, and questions for students and teachers to explore. Students have the opportunity to get their own work published in the Sustainable Development Post, an online newspaper with student contributors from around the world. Other areas of the site offer resources on specific issues, such as AIDS, climate change, and gender, or on particular regions and countries. Teachers and students can also use the site to learn more about the World Bank and its mission, read views on development from people around the world, and learn how to use data and other tools available at the World Bank site. Sections of the site are yet to be completed, but on the whole, there are plenty of resources to keep classrooms busy.

108

Ethnic Incongruence and the Student-Teacher Relationship: The Perspective of Ethnic Majority Teachers  

Science.gov (United States)

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M[subscript age] = 10.81 years, SD = 1.05).…

Thijs, Jochem; Westhof, Saskia; Koomen, Helma

2012-01-01

109

Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers  

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This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

2010-01-01

110

The Nature of Student Teachers' Regulation of Learning in Teacher Education  

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Background: Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and…

Endedijk, Maaike D.; Vermunt, Jan D.; Verloop, Nico; Brekelmans, Mieke

2012-01-01

111

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

112

The Relationship between Student Self-Ratings and Teacher Ratings of Special Needs Students' Reasoning Skills.  

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Little agreement between student self-ratings and teacher ratings appeared when 226 secondary special needs students and 78 teachers rated students' reasoning skills. Possible causes were the halo effect, students' lack of knowledge, and students' difficulty in understanding the ratings. (SK)

Greenan, James P.; Jarwan, Fathi A.

1994-01-01

113

Teachers Use of a Differentiated Curriculum for Gifted Students  

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Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate the curriculum to meet the needs, interests, and abilities of each student. One particular group of students in need of a differentiated curriculum to maximize learning potential is the…

Marotta-Garcia, Christina

2011-01-01

114

Coaching Students in Research Skills: A Difficult Task for Teachers.  

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Describes a study that examined the problems Dutch secondary students encountered when conducting research projects and difficulties teachers faced when coaching students in research skills. Results indicated that problem finding was an underdeveloped skill in education. Although teachers score d much better than students on a test of research…

van der Schee, Joop; Rijborz, Daphne

2003-01-01

115

Students' Reactions to Teachers' Management of Compulsive Communicators  

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Using Expectancy Violations Theory as a framework, this study examined students' perceptions of how teachers manage compulsive communicators (CCs). College students (N = 265) were given one of three scenarios describing a teacher managing a compulsive communicator. After reading the scenario, students were asked to rate the expectedness of the…

McPherson, Mary B.; Liang, Yuhua (Jake)

2007-01-01

116

Preparing Vietnamese Student Teachers for Teaching with a Student-Centered Approach  

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The Vietnamese curriculum reform which trends toward a student-centered approach requires Vietnamese teacher educators to prepare student teachers for teaching using this approach. In this article, we present a case study of three Vietnamese student teachers working in groups in a methods course to explore Freudenthal's theory of realistic…

Thanh, Thuy Nguyen; Dekker, Rijkje; Goedhart, Martin J.

2008-01-01

117

Health sciences librarians' research on medical students' use of information for their studies at the medical school, University of Queensland, Australia.  

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This study reports the findings of research undertaken by health sciences librarians at the University of Queensland Library into how medical students use information for their studies, particularly resources and services provided by the Library. The methods utilized were an online survey and focus groups. Results indicated that students favor print resources over electronic, value accessing resources on a one-stop basis, and prefer training to be delivered flexibly. The implication of these results for future resource selection, service provision, and instructional design and delivery is discussed. PMID:21534114

Lasserre, Kaye E; Foxlee, Nicola; Kruesi, Lisa; Walters, Julie

2011-01-01

118

Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Three low-achieving, secondary-level scien...

2011-01-01

119

Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, seconda...

2011-01-01

120

Information Technology Experiences for Students and Teachers (ITEST)  

Science.gov (United States)

... emphases on career and educational paths; and (b) comprehensive projects for students and teachers ... of this solicitation for further information. B. Budgetary Information Cost Sharing Requirements ...

 
 
 
 
121

Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish En este artículo se examina la experiencia de Sue, una mujer blanca, de 22 años, durante su práctica docente en el área de español como lengua extranjera. Se deja al descubierto las tensiones y dilemas que la participante vivió en su búsqueda por una identidad profesional. Los métodos de recolección [...] de datos para este estudio incluyeron (a) dos entrevistas, cada una de aproximadamente 45 minutos; (b) una observación de un día escolar; y (c) una copia del diario de comunicación entre la participante y la profesora cooperadora. El análisis de datos reveló que tan pronto como empezó la práctica docente, la participante se vio en la ambigua posición en que los practicantes s encuentran: no era una educadora con todas las de la ley pero tampoco una estudiante. En su intento por negociar una identidad de educadora, Sue se vio jalonada en diferentes direcciones. La participante pronto adquirió conciencia del poder que ostentaba la profesora cooperadora y de su vulnerable posición en esta relación. La lucha de la participante por mantener su propia identidad, por una parte, y llenar las expectativas de la profesora cooperadora, por otra parte, se constituyeron en la principal fuente de tensión. Al final del artículo se discuten las implicaciones de esta investigación. Abstract in english The contradictory realities of student teaching viewed through the student teachers' eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles & Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.; Parish, D.; Vidaurri, L; Dahlstrom, K.; & Rand, Ch., 1996; Weber & Mitch [...] ell, 1996). Student teachers are "marginally situated in two worlds" they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue's struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers' expectations on the other hand. The implications of the study are discussed.

Gloria, Vélez-Rendón.

122

Learning for professional life: Student teachers’ and graduated teachers’views of learning, responsibility and collaboration  

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The focus of this study is on how final-semester students and newly-graduated teachers experience theformal objectives of teacher education, with a particular view of the concepts of learning, responsibilityand collaboration. The ways of experiencing these concepts varied from conceptions in which only onedimension is discerned from in the student teachers group to conceptions in which several dimensions ofthe phenomena are discerned in the graduate teachers group.

2009-01-01

123

Teachers’ Roles in Promoting Students’ Learner Autonomy in China  

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Full Text Available Since 2007, the Ministry of Education of China has been promoting a shift from traditional teaching models to a new teaching model where students’ autonomous learning skills can be enhanced. In particular, college students are encouraged to learn English free from the constraints of time or place. While learner autonomy has been perceived as contributing tremendously to student learning, it is a new concept to many local teachers and students. Many teachers even think that the emphasis on learner autonomy means teachers’ functions are on the decline. This paper reports on an empirical study that investigated the current roles that teachers play in the context of learner autonomy. Through a questionnaire, the study reveals that teachers took on more challenging and multiple roles in the new teaching model. Meanwhile, the structural model for teachers’ roles has been built so as to give implications to college English teachers in China.

Fang Fumin

2012-03-01

124

Working Together: Librarian and Student Collaboration for Active Learning in a Library Eclassroom  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Active learning strategies based on several learning theories were incorporated during instruction sessions for second year Biological Sciences students. The instructional strategies described in this paper are based primarily on sociocultural and collaborative learning theory, with the goal being to expand the relatively small body of literature currently available that discusses the application of these learning theories to library instruction. The learning strategies employed successfully ...

Marcie Lynne Jacklin; Heather Pfaff

2010-01-01

125

Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge  

Science.gov (United States)

Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of science teachers' PCK that helped students' learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers' PCK from students' perspective, in particular whether or not students of different achieving ability had different views of teachers' PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers' PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view `knowledge of concept representation' as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students' reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students' understanding plays a critical role in shaping teachers PCK.

Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd

2014-04-01

126

SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-base...

2010-01-01

127

Teachers’ Roles in Promoting Students’ Learner Autonomy in China  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Since 2007, the Ministry of Education of China has been promoting a shift from traditional teaching models to a new teaching model where students’ autonomous learning skills can be enhanced. In particular, college students are encouraged to learn English free from the constraints of time or place. While learner autonomy has been perceived as contributing tremendously to student learning, it is a new concept to many local teachers and students. Many teachers even think that the emph...

Fang Fumin; Zhang Li

2012-01-01

128

Investigating Teachers' Academic Excellence as a Predictor of Acceptable Teaching through Students' Evaluation of Teachers  

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Full Text Available The purpose of the present investigation is to explore teachers’ academic excellence as a predictor of acceptable teaching through students’ evaluation of teachers. A five-point rating scale was developed containing three aspects i.e. teaching method punctuality, delivery of lecture, fair in exam and content expertise. The data was collected from 699 post-graduate students and about 33 university teachers. Data that related to a teacher’s qualification, published papers and conferences and workshops attended were collected from administrative records. These were compared with the data collected from the students. A regression analysis was performed to find the predictability of academic excellence to a teacher’s classroom activity. It was found that teachers’ qualifications, published papers and attendance at conferences and workshops are not related to teaching performance punctuality, teaching method, fair in exam and content expertise.

Muhammad Aamir Hashmi

2011-09-01

129

Effects of Teacher Avoidance of School Policies on Student Victimization  

Science.gov (United States)

The present study examines relations between school policy, teacher responses to violence and students' victimization outcomes as reported by teachers in a nationally representative sample of schools in Israel. Data were analysed using Structural Equations Modeling for the full sample of teachers, as well as group comparisons by school level,…

Marachi, Roxana; Avi Astor, Ron; Benbenishty, Rami

2007-01-01

130

Components of a Good Practicum Placement: Student Teacher Perceptions.  

Science.gov (United States)

Investigated student teachers' beliefs about components of good practicum placements. Data from interviews and observations highlighted seven components (e.g., emotional support from, peer relationship with, and collaboration with the associate teacher; flexibility in teaching content and method; feedback from the associate teacher; and heavy but…

Beck, Clive; Kosnik, Clare

2002-01-01

131

Practicing What I Preach: Modelling Reflective Practice to Student Teachers.  

Science.gov (United States)

This paper was designed to explore how the modeling of reflection by a teacher educator influences the development of preservice teachers' thinking and learning about teaching, and their subsequent reflective processes. The research was initiated to help student teachers develop an approach to teaching that might allow them to take more control of…

Loughran, John

132

Differential Observer Effects on Student Teacher Verbal Behavior.  

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Differential effects of university supervisors and cooperating teachers as observers on the verbal behavior of student teachers were studied. The tape-recorded data showed remarkable stability over the three observer conditions--no live observer present in the classroom or either the university supervisor or the cooperating teacher present.…

McIntyre, D. John; Vickery, Tom Rusk

1979-01-01

133

The Actions of Teacher-Librarians Minimize or Reinforce Barriers to Adolescent Information Seeking. A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment.Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007).Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States.Subjects – Six teacher-librarians, eac...

2009-01-01

134

Study Orientations as Indicators of Ideologies. A Study of Five Student Teacher Groups. Research Report 41.  

Science.gov (United States)

The official recommendations of teacher education in Finland stress the personality growth of student teachers towards an active, highly educated, socially oriented, and humanistic personality. This is a study of three kinds of prospective teachers: nursery school teachers, elementary teachers, and subject teachers. The student teachers of the…

Puurula, Arja

135

CONTEMPORARY ISSUES OF TURKISH ACCORDING TO TURKISH STUDENT TEACHERS  

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Full Text Available The purpose of this research, is assessment of student teachers’ the views on contemporary issues in Turkish. In this study, interviewing method within the framework of qualitative research was used. Research was carried out working group consisting of 72 Turkish student teachers in Faculty of Education Erciyes University. The working group was created having a specified goal and cluster sampling method. Descriptive statistical method was used the data analysis about Personal information of student teachers. The data obtained from the interviewing forms were analyzed through content analysis. The results of this study, According to Turkish student teachers the most important problems as the first three mentioned: “sloppy and incorrect use of Turkish language, (39 %”, “the use of foreign words/foreign language passion or affectation (29 %” and “teacher factor, the problems of teacher training programs, Turkish learning and teaching insufficiency (14%”.

Ali GÖÇER

2013-01-01

136

The Relationship between Emotional Intelligence and Student Teacher Performance  

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The purpose of this study was to determine whether student teacher performance is associated with emotional intelligence. The results indicate that emotional intelligence (as assessed by the Bar-On Emotional Quotient Inventory) and college supervisors' assessments of student teacher performance are related. While total emotional quotient scores…

Drew, Todd L.

2010-01-01

137

Attitudes of Preservice Teachers towards Teaching Deaf and ESL Students  

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This study explored preservice teacher attitudes towards teaching a deaf student who uses Australian Sign Language (Auslan) compared to a student who is new to Australia and speaks Polish. The participants were 200 preservice teachers in their third or fourth year of university education. A questionnaire was created to measure attitudes, and…

Ting, Claire; Gilmore, Linda

2012-01-01

138

Teachers' Ethnotheories of the "Ideal Student" in Five Western Cultures  

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This paper explores teachers' ethnotheories of the "ideal student" in five western societies: Italy, The Netherlands, Poland, Spain, and the US. Quantitative and qualitative methods are used to derive culture-specific profiles of the "ideal student" as described by kindergarten and primary school teachers in semi-structured interviews (sample n's…

Harkness, Sara; Blom, Marjolijn; Oliva, Alfredo; Moscardino, Ughetta; Zylicz, Piotr Olaf; Bermudez, Moises Rios; Feng, Xin; Carrasco-Zylicz, Agnieszka; Axia, Giovanna; Super, Charles M.

2007-01-01

139

Functions of the Learning Portfolio in Student Teachers' Learning Process  

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In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of working on a portfolio. Seven functions of the…

Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

2007-01-01

140

The Significance of the Teacher-Student Relationship  

Science.gov (United States)

Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if…

Witherspoon, Erick E.

2011-01-01

 
 
 
 
141

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Underachieving Students.  

Science.gov (United States)

The present study is part of a systematic program evaluation effort. Student teachers at a southern rural public university were asked to generate classroom management strategies in response to hypothetical vignettes depicting underachieving/alienated behavior. The extended responses were coded to identify strategies that student teachers would…

Lacina-Gifford, Lorna J.; Kher, Neelam; Besant, Kyesha

142

Individual Teacher Incentives and Student Performance. Working Paper 8  

Science.gov (United States)

This paper is the first to systematically document the relationship between individual teacher performance incentives and student achievement using United States data. We combine data from the National Education Longitudinal Survey on schools, students, and their families with our own survey conducted in 2000 regarding the use of teacher

Figlio, David N.; Kenny, Lawrence W.

2007-01-01

143

Teachers' Use of Student Data Systems to Improve Instruction  

Science.gov (United States)

Using data from national surveys of teachers and school districts, this brief provides the first national estimates of the prevalence of K-12 teachers' access to and use of electronic student data management systems. Specifically, the brief seeks to determine how broadly student data systems are being implemented in districts and schools; the…

Means, Barbara; Gallagher, Lawrence; Padilla, Christine

2007-01-01

144

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

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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

145

Teacher Tweets Improve Achievement for Eighth Grade Science Students  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online...

Carol Van Vooren; Corey Bess

2013-01-01

146

EMOTIONAL INTELLIGENCE OF STUDENT-TEACHERS ON EFFECTIVENESS OF TEACHING  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study is an attempt to examine relationship between emotional intelligence & effectiveness of teaching of student teachers. The roles & importance of emotional intelligence skill characteristics of effective teachers are illustrated. To achieve the goals & expectations of education in the 21st century the international inclusion & development of emotional intelligence skills in teacher preparation programs and student development programs are needed the tools used for the study ar...

2013-01-01

147

Why We Should Care if Teachers Get A's: Teacher Test Scores and Student Achievement in Mexico  

Science.gov (United States)

Understanding the relationship between teacher test scores and student achievement is important in an accountability environment that favors using quantitative measures of teaching quality, as is the case with Mexico's national "Carrera Magisterial" (CM) teacher incentive program. The results of this paper suggest that teacher test scores have a…

Santibanez, Lucrecia

2006-01-01

148

Quality of Student Paper Sources Improves after Individual Consultation with Librarians. A Review of: Reinsfelder, T. L. (2012. Citation analysis as a tool to measure the impact of individual research consultations. College & Research Libraries, 73(3, 263-277.  

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Full Text Available Objective – To determine whether the quality of sources used for a research paper will improve after a student receives one-on-one instruction with a librarian. To test citation analysis and a rating scale as means for measuring effectiveness of one-on-one consultations.Design – Citation analysis.Setting – Academic library of a large American university.Subjects – Papers from 10 courses were evaluated. In total, 76 students were asked to meet with librarians. Of these, 61 actually participated. Another 36 students from the control group were not asked to meet with a librarian (although 1 partook in a consultation.Methods – Librarians invited faculty to participate in a new service to help improve quality of student research papers. Eligible courses included those with a required research paper component where papers could be evaluated at different times in the project. Faculty instructed students in the class to meet with the librarian after a first draft of a paper was written. Students from seven courses were asked to meet with a librarian. Courses included English Composition (2, Geography (1, Child Development (1, Occupational Therapy (1, Marketing (1 and Women Writers (1. Three courses acted as control groups (all English Composition. After meeting with students to make recommendations, librarians used a rating scale (measuring relevancy, authority, appropriate dates and scope to review the quality of sources in both drafts and final papers.Main Results – One-on-one consultations with a librarian resulted in sources being of a higher quality in the final paper. With the exception of authority, the differences between draft and final paper were statistically significant in all measures (overall quality, relevance, dates and scope. Those in the control group showed no improvement in quality of sources between draft and final paper.Conclusion – Quality of sources in final paper improves after one-on-one consultations with librarians. The use of a rating scale is helpful in objectively measuring quality of sources, although there is potential for subjective interpretation.

Laura Newton Miller

2013-06-01

149

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

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

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

2010-01-01

150

Teacher Written Feedback on L2 Student Writings  

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Full Text Available In the past few decades, a great number of researches have been conducted on the teacher written feedback and its influence on L2 student writings. The researches are mainly concerned with the major types, and the characteristics of the feedback as well as student reactions to the feedback, or the impact of teacher written feedback and that of peer feedback, indicating that feedback is still a fundamental element of a process approach to writing. This paper has taken a further consideration on the appropriate, effective and efficient teacher written feedback on L2 student writings by engaging students’ mind with minimal marking and by ensuring students’ positive feelings with demonstrated improvement, which enables students to expand their language and ideas, the ultimate goal of their learning in writing. Thus, the paper presents the four principles of producing effective teacher written feedback.

Yayun Wen

2013-03-01

151

PRF Cross-Cultural Psychological Study of Lithuanian Students, Teachers, and Special Education Teachers  

Science.gov (United States)

The Personality Research Form (PRF) was used to study the psychological traits of Lithuanian college of education students, teachers, and special education teachers. A sample of American college students was also used for comparison. Chi-square results indicated no statistical differences among the groups. Interpretations of the lack of…

Illovsky, Michael E.; Gintiliene, Grazina; Bulotaite, Laima; Rickman, Jacqueline; Belekiene, Marijona; Janowitz, Karl

2008-01-01

152

INFLUENCE OF TEACHER-STUDENT INTERACTION IN THE CLASSROOM BEHAVIOR ON ACADEMIC AND STUDENT MOTIVATION IN TEACHERS’ TRAINING INSTITUTE IN MALAYSIA  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of the study was to determine whether there is a significant relationship between the dimensions of student teacher interaction on behavior and academic dimensions of student motivation. This study design in the form of quantitative correlation with the student sample consists of 92 students. (Krejcie & Morgan, 1970) at the Institute of Teacher Education, Campus Ipoh. Student teacher interaction instruments are from The Questionnaire on Teacher-Student Interaction (QTI) by Lourdus...

2012-01-01

153

Conflict Management in Student Groups - a Teacher’s Perspective in Higher Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Students working in groups is a commonly used method of instruction in higher education, popularized by the introduction of problem based learning. As a result, management of small groups of people has become an important skill for teachers. The objective of our study is to investigate why conflicts arise in student groups at the Faculty of Engineering at Lund University and how teachers manage them. We have conducted an exploratory interdepartmental interview study on teachers' views on this...

Markus Borg; Joakim Kembro; Jesper Notander; Catarina Petersson; Lars Ohlsson

2011-01-01

154

The first steps of a secondary school teacher : experiences and studies of a student-teacher  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This dissertation aims at fostering the professional development of the EFL teacher. This document compiles two small scale empirical studies carried out during the practicum periods of the TED's course. The first one is based on the role of the teacher's talk in the EFL classroom and the second one focuses on students’ small group talk, analysing the impact of cooperative learning in the EFL classroom by examining students' conversation. The following section gathers the teacher's personal...

2010-01-01

155

What inspires South African student teachers for their future profession?  

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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

156

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership  

Science.gov (United States)

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Peker, Deniz; Dolan, Erin

2012-03-01

157

Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions  

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This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most una...

Sun, Rachel C. F.; Shek, Daniel T. L.

2012-01-01

158

Students discussing their mathematical ideas: the role of the teacher  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of th...

Pijls, M.; Dekker, R.

2011-01-01

159

Student Groups Conducted by Teachers: The Teachers as Counselors (TAC) Program.  

Science.gov (United States)

Examines the Teachers as Counselors (TAC) program to determine student perceptions of program effectiveness, to study differential effectiveness in terms of student satisfaction, and the extent that TAC met student needs. Results indicate that the program was successful. Students with high levels of stress benefitted most from the program. (RJM)

Wasielewski, Raquel A.; Scruggs, Martha Y.; Scott, Carl W.

1997-01-01

160

A Survey Of Teacher and Student Beliefs in Singapore's Polytechnics  

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Full Text Available Abstract: Language teaching has been focused mainly on teachers' classroom actions and behaviours and their effects on learners. It is acknowledged that teacher knowledge and beliefs form the underlying framework guiding a teacher's classroom practices. However, not to be ignored are learners' beliefs about teaching and learning which influence how they approach learning. Thus, teachers need to be informed about learners' beliefs so that they can better understand and manage their teaching as well as their students' learning. The purpose of this study is to investigate similarities and differences between teachers' and students' beliefs. Sixty-two English language teachers and 164 students from the four polytechnics in Singapore participated in the study. Data for this study came from these teachers' and students' responses to a survey questionnaire designed to elicit information about some aspects of their beliefs. In this paper, we will report on some pedagogically interesting differences in certain areas of teachers' and students' beliefs (e.g., What constitutes good teachers/learners, why learners fail to learn English. We will also discuss the implications of these differences for language teaching and learning.

Fazilah Mohamed Ismail

2002-01-01

 
 
 
 
161

Algebra I Teachers’ Perceptions of Teaching Students with Learning Disabilities  

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Full Text Available Although numerous studies have focused on teachers’ perceptions of inclusion, there is a scarcity of subject-specific research on their perceptions of a specific disability. In this study, 63 Algebra I teachers in 27 school districts in Alabama were surveyed to uncover their perceptions of teaching students with learning disabilities (LD and factors that might affect these perceptions. The results indicated that Algebra I teachers do not have an overall favorable perception of teaching students with LD in inclusive classrooms. Collaboration with a special education teacher and the number of students with LD in the general education classroom were found to significantly contribute to Algebra I teachers’ perceptions of teaching students with LD.

Tony Thompson

2008-07-01

162

Research Experiences for Science Teachers: The Impact On Their Students  

Science.gov (United States)

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods of time than more conventionally trained teachers. Most importantly, the performance of their students improves; students of participating teachers have a higher pass rate on New York State Science Regents examinations than students in classes of non-participating teachers in the same schools. Student outcomes data will be presented for both Columbia's program and from a multi-site study, which Columbia's program headed up.

Dubner, J.

2005-12-01

163

Can a student learn optimally from two different teachers?  

International Nuclear Information System (INIS)

We explore the effects of over-specificity in learning algorithms by investigating the behavior of a student, suited to learn optimally from a teacher B, learning from a teacher B' ? B. We only considered the supervised, on-line learning scenario with teachers selected from a particular family. We found that, in the general case, the application of the optimal algorithm to the wrong teacher produces a residual generalization error, even if the right teacher is harder. By imposing mild conditions to the learning algorithm form, we obtained an approximation for the residual generalization error. Simulations carried out in finite networks validate the estimate found.

2010-01-08

164

Teachers’ Emotional Expression in Interaction with Students of Different Ages  

Directory of Open Access Journals (Sweden)

Full Text Available Emotions are an integral part of “classroom life” and are experienced in teacher-student interactions quite often (Hosotani & Imai-Matsumura, 2011. The present study focuses on teachers’ emotions in classrooms. Its purpose is to establish which emotions are expressed by teachers in their interactions with students, the triggering situations of the two most frequent emotions, and their level of intensity and suitability. Teachers’ emotions were observed by students of primary education during their practical experience work, in grades one to five. They used a scheme constructed for observing different aspects of emotions. The observations of 108 teachers in 93 primary schools from various Slovenian regions were gathered. The results show that primary school teachers express various pleasant and unpleasant emotions, with unpleasant emotions prevailing. The average frequency of teachers’ emotion expression decreased from grade one to five. Anger was the most frequently expressed emotion (N = 261, followed by joy (N = 151. Teachers’ anger and joy were triggered in different situations: anger predominantly when students lacked discipline and joy predominantly in situations of students’ academic achievement. The intensity of expressed anger and joy was moderate in all five grades, while the assessed suitability of these two emotions was high.

Simona Prosen

2011-01-01

165

Regression analysis exploring teacher impact on student FCI post scores  

Science.gov (United States)

High School Modeling Workshops are designed to improve high school physics teachersâ understanding of physics and how to teach using the Modeling method. The basic assumption is that the teacher plays a critical role in their studentsâ physics education. This study investigated teacher impacts on studentsâ Force Concept Inventory scores, (FCI), with the hopes of identifying quantitative differences between teachers. This study examined student FCI scores from 18 teachers with at least a year of teaching high school physics. This data was then evaluated using a General Linear Model (GLM), which allowed for a regression equation to be fitted to the data. This regression equation was used to predict student post FCI scores, based on: teacher ID, student pre FCI score, gender, and representation. The results show 12 out of 18 teachers significantly impact their student post FCI scores. The GLM further revealed that of the 12 teachers only five have a positive impact on student post FCI scores. Given these differences among teachers it is our intention to extend our analysis to investigate pedagogical differences between them.

Mahadeo, Jonathan V.; Manthey, Seth; Brewe, Eric

2013-07-17

166

Characterizing Student Mathematics Teachers' Levels of Understanding in Spherical Geometry  

Science.gov (United States)

This article presents an exploratory study aimed at the identification of students' levels of understanding in spherical geometry as van Hiele did for Euclidean geometry. To do this, we developed and implemented a spherical geometry course for student mathematics teachers. Six structured, "task-based interviews" were held with eight student

Guven, Bulent; Baki, Adnan

2010-01-01

167

Classroom Justice and Psychological Engagement: Students' and Teachers' Representations  

Science.gov (United States)

This article presents the results of a study carried out with the aim to: (1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured…

Berti, Chiara; Molinari, Luisa; Speltini, Giuseppina

2010-01-01

168

Teacher's Resource Guide for Student Expressions Anthology. Elementary.  

Science.gov (United States)

Reflecting on the partnership that exists between teachers and students, this resource guide provides a glimpse into the experiences of educators who reflect on their own teaching and learning about writing. The resource guide is part of the "Student Expressions" series, whose aim is to provide a forum for celebrating the writing of students and…

Fehr, Patti C. P.; And Others

169

EMOTIONAL INTELLIGENCE OF STUDENT-TEACHERS ON EFFECTIVENESS OF TEACHING  

Directory of Open Access Journals (Sweden)

Full Text Available The present study is an attempt to examine relationship between emotional intelligence & effectiveness of teaching of student teachers. The roles & importance of emotional intelligence skill characteristics of effective teachers are illustrated. To achieve the goals & expectations of education in the 21st century the international inclusion & development of emotional intelligence skills in teacher preparation programs and student development programs are needed the tools used for the study are by Kumar & Mutha for teacher effectiveness and emotional intelligence scale by Anukool Hyde & Pearson product moment correlation test, T-test & simple random sampling is used & the researcher has collected sample of 100 student- teachers of B.Ed college of Gulbarga district.

SALIHA KHATOON

2013-04-01

170

Prosocial behaviour of students from teachers point of view  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The diploma thesis deals with prosocial behaviour of primary school children observed from teachers’ point of view. Teachers are viewed as significant factor in the socialization process of children with their working methods and personality enhancing children’s social experiences. Nowadays, teachers should focus not only on teaching, but on educating their students as well. Youth violence and aggressive behaviour should not be tolerated; prosocial behaviour of children therefore needs to...

Mervar, Maja

2012-01-01

171

A Quick Guide for Inclusion Teachers of LD Students  

Science.gov (United States)

Budget cuts are putting more learning disabled students into mainstream classes. Even if a teacherâs aid is present for support, general education teachers should know as much as possible about each studentâs strengths, challenges, and needs.

Scarborough, Kathryn

2011-08-01

172

Stretching Student Teachers' Understanding of Fractions  

Science.gov (United States)

The teaching of fractions in elementary school is known to be challenging. Literature indicates that teachers' and prospective teachers' lack of depth of fraction content knowledge and associated pedagogical knowledge is of concern. This study investigated the fraction content knowledge of prospective teachers and their ability to use that…

Harvey, Roger

2012-01-01

173

Seeking Our Students in Literature: Teachers' Perspectives (The Research Connection).  

Science.gov (United States)

Presents results of a survey of Florida teachers of English/language arts regarding the teaching of literature, the literary canon, and multicultural literature. Suggests that teachers must accept and embrace the fact that they are multicultural educators--not because of the literature they teach, but because of the students they teach. (SR)

Carroll, Pamela Sissi; And Others

1995-01-01

174

Teacher-Oriented Address Terms in Students' Reproach Turns  

Science.gov (United States)

This article demonstrates, using conversation analysis, how students use address terms when reproaching the teacher. The data consist of videotaped lessons of Finnish as a second language in secondary school. The analyses show, first of all, that teacher-oriented address terms can be used separately as reproaches, in which case they are marked…

Lehtimaja, Inkeri

2011-01-01

175

Teacher Acceptability of Testing Modifications for Mainstreamed Students.  

Science.gov (United States)

Sixty-four general secondary education teachers provided data on 32 test adaptations for students with disabilities. Data included awareness, use, integrity, effectiveness, and ease of use. Results suggest that teachers are likely to use modifications that they perceive to maintain academic integrity, be effective, and require little…

Gajria, Meenakshi; And Others

1994-01-01

176

Blogs as Liminal Space: Student Teachers at the Threshold  

Science.gov (United States)

Trainee teachers undergo a complex series of changes as they move through their training, from subject specialists to teachers of their subjects. This paper considers the results of a small-scale action research project, part of which used blogs as a medium for developing students' understanding of geographical concepts, and as a space for…

Wood, Phil

2012-01-01

177

Promoting Student Engagement through Scholarship in a Teacher Preparation Program  

Science.gov (United States)

A project entitled "Academic Presentations and Publications by Leaders in Education" (Project APPLE) was developed to offer pre-service teachers opportunities to grow professionally outside traditional coursework requirements. Project APPLE seeks to engage students in teacher education programs in two types of scholarly activities: professional…

Sanchez, Claudia; Olson-Pacheco, Ali; Grosso, Liliana; Hanley, Elizabeth

2008-01-01

178

Conflict Resolution: What Teachers and Students Should Know.  

Science.gov (United States)

Highlights four key ideas in conflict literacy that English-as-a-Second-Language teachers should understand: the unavoidability of conflict, causes of conflict, responses to conflict, and successful outcomes of conflict. Provides four tasks that teachers can use to educate their students about conflict resolution (Author/VWL)

Wenden, Anita

2001-01-01

179

Diesel Technology: Introduction. Teacher Edition [and] Student Edition. Second Edition.  

Science.gov (United States)

This complete teacher edition of a diesel technology course consists of introductory pages, teacher pages, and the student edition. The introductory pages provide these tools: training and competency profile; National Automotive Technicians Education Foundation Crosswalk; instructional/task analysis; basic skills icons and classifications; basic…

Joerschke, John D.; Eichhorn, Lane

180

"Behind Every Profession Is a Person": Students' Written Memories of Their Own Teacher-Student Relationships  

Science.gov (United States)

This article employs a narrative approach in examining the intertwining of the personal and professional in teacher-student relationships. A total of 141 Finnish people of various ages wrote about their teachers; specifically, the article focuses on memories related to their teachers' personal lives. Such memories illustrate the inevitable…

Uitto, Minna

2012-01-01

 
 
 
 
181

Haunting Native Speakerism? Students’ Perceptions toward Native Speaking English Teachers  

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Full Text Available This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs. Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with less assignment and test. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students’ passiveness and irresponsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of an unwillingness to participate. The discussion centers on this dilemma and offer some suggestions for English teachers.  

kun huei Wu

2009-08-01

182

Competence of primary school teachers to teach students with dislexia  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The teacher is an expert in the provision of educational work, that should be qualified to teach also students with dyslexia. Teacher's knowledge of the causes and forms of dyslexia and ways of educating students with dyslexia is important to effectively adapt teaching methods. Therefore a major part of this thesis work is devoted to those aspects. There are also other factors exposed (family, school environment, collaboration with parents), which significantly contribute to providing the bes...

Kogovs?ek, Darja

2012-01-01

183

Students' perceptions of teachers' pedagogical styles in Higher Education  

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Full Text Available Contextualisation This paper examines students' perceptions of teaching in Higher Education from a sociological perspective. Abstract: My study aims to identify how students perceive the pedagogical styles of teachers in higher education. Drawing mainly on the works ofFoucault, I examine the power relations exercised in the classroom which establish and control the interaction between teachers and students, the motivation of students and the empowering process of giving students correct and sufficient tools for developing a critical voice. The empirical data was gathered from semi-structured interviews with postgraduate and undergraduate students in higher education. My study concludes that the perceptions students have of their teachers' pedagogical styles can be empowering and/or disempowering depending on the intention underlying the teachers' choice of pedagogical styles. The powers exercised by teachers in the classroom can be perceived by students as providing them with critical understanding and voice, or restraining and limiting their critical understanding and voice, culminating in silence in the classroom.

Paulo Charles Pimentel Botas

2006-05-01

184

LIFE SKILLAND ACADEMIC ANXIETY OF STUDENT-TEACHERS  

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Full Text Available Social anxiety causes individuals to fear situations. Many shy people feel so anxious when they are around others, that they start going out of their way to avoid any social situation. Many shy people avoid social situations altogether so they will not feel anxious and panic. By doing this, they will not have to worry about what they say sounding stupid, or most importantly, what others are thinking of them. Objectives: 1.To assess the impact of gender on life skills among studentteachers. 2. To assess the impact of gender on academic anxiety among student-teachers. 3. To assess the relationship between life skill and academic anxiety of student-teachers. Hypotheses: 1.There is no significant difference in life skills of boys and girls of student-teachers. 2. There is no significant difference in academic anxiety of boys and girls of student-teachers. 3. There is no significant relationship between life skills and academic anxiety of student-teachers. Sample: A sample of 100 student-teachers was randomly selected from Christian college of education, Anand in Gujarat. In terms of gender, it consisted of 60 boys and 40 girls.

ASMITABEN CHANDRAKANTBHAI PATEL

2012-11-01

185

Fundamentals of Welding. Teacher Edition [and] Student Edition [and] Student Workbook. Second Edition.  

Science.gov (United States)

Teacher and student editions and a student workbook for fundamentals of welding comprise the first of six in a series of competency-based instructional materials for welding programs. Introductory pages in the teacher edition are training and competency profile, instructional/task analysis, basic skills icons and classifications, basic skills…

Fortney, Clarence; Gregory, Mike; New, Larry

186

Student teachers' use of instructional choice in physical education.  

Science.gov (United States)

Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students' motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes. PMID:21957707

Xiang, Ping; Gao, Zan; McBride, Ron E

2011-09-01

187

Function of memory in librarians  

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Full Text Available The article deals with different types of memory (semantic, episodic and schematicused in a reference process by a librarian. Three types of memory are described in the same way as librarians organize information during a reference interview. Some examples are added.The second part of the article describes problems of information process encountered by students of 3rd an 4th year of librarianship during a week of their work in the library.Methodology and its characteristics, the results and their interpretation are presented.Answers of the students of 4th year indicated equal proportions of semantic and semantic-schematic type while the students of 3rd year demonstrated 72 % of semantic and 28 % of semantic-schematic type.

Simona Senica

1999-01-01

188

Perceptions of Student Teachers towards the Effectiveness of Co-Operating Teachers, School Principals and University Supervisors Participating in the Teacher Education Program in Jordan  

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The primary purpose of this study was to determine perceptions of student teachers regarding the effectiveness of university supervisors, school principals and co-operating teachers participating in the teacher education program at the Hashemite University in Jordan. A total of 120 student teachers participated in the study by completing the…

Albasheer, Akram; Khasawneh, Samer; Nabah, Abdallah Abu; Hailat, Salah

2008-01-01

189

The role of veterinary medical librarians in teaching information literacy.  

Science.gov (United States)

This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum. PMID:22023922

Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A

2011-01-01

190

Affective and Social Issues among High Achieving African American Students: Recommendations for Teachers and Teacher Education.  

Science.gov (United States)

Outlines affective and social issues as well as needs among high achieving African American students, discussing higher achievers in terms of urban schooling, emotional and psychological experiences, exclusion and isolation, powerlessness, token status, and pigeonholing. Recommendations for teachers and teacher education focus on identifying and…

Milner, H. Richard

2002-01-01

191

School Teachers Bullied by Their Students: Teachers' Attributions and How They Share Their Experiences  

Science.gov (United States)

Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying; and of how they cope with these experiences, is lacking. Using an Internet survey we examined the attributions made by Finnish elementary and lower…

Kauppi, Teemu; Porhola, Maili

2012-01-01

192

Supporting student nurse professionalisation: the role of the clinical teacher.  

Science.gov (United States)

This paper reports aspects of the findings from the qualitative component of a mixed methods research study that investigated the role of the Clinical Teacher in student nurse professional socialisation. Graduates and Clinical Teachers were interviewed to identify the domains where the support of a Clinical Teacher was crucial in the students' development of a professional identity. Emergent themes were clustered into seven (7) domains as follows: Professional role concept; Acculturation; Acquisition of Knowledge; Acquisition of Skill; Acquisition of Professional Values; Assimilation into the Organisation; and a seventh domain encompassing the role model attributes of Clinical Teachers. The domains are presented alongside exemplars from the interviews, in order to illustrate the importance of the support of a Clinical Teacher. PMID:21907468

Brown, Janie; Stevens, John; Kermode, Stephen

2012-07-01

193

A Survey of Teachers' Perceptions of the Function and Purpose of Student Support Teams  

Science.gov (United States)

The purpose of this study was to investigate teacher training, teacher participation and teacher understanding of the relationship between student support team functions and special education services. One hundred and twenty-three regular education teachers responded to a brief questionnaire concerning student support team activities. Teachers

Lee-Tarver, Aleada

2006-01-01

194

Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers  

Science.gov (United States)

Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher

Tillema, Harm H.

2009-01-01

195

Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments  

Science.gov (United States)

The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

Derry, Julie A.; Phillips, D. Allen

2004-01-01

196

I Am Your Child's Teacher  

Science.gov (United States)

In this article, the author provides a job description of teacher-librarians. In this information age, teacher-librarians make sure that children grow up and thrive in a world that requires not just knowledge, but the ability to tap into vast collections of information. Teacher-librarians also teach what is called information literacy. This…

Ewers, Sharon

2007-01-01

197

Conflict Management in Student Groups - a Teacher’s Perspective in Higher Education  

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Full Text Available Students working in groups is a commonly used method of instruction in higher education, popularized by the introduction of problem based learning. As a result, management of small groups of people has become an important skill for teachers. The objective of our study is to investigate why conflicts arise in student groups at the Faculty of Engineering at Lund University and how teachers manage them. We have conducted an exploratory interdepartmental interview study on teachers' views on this matter, interviewing ten university teachers with different levels of seniority. Our results show that conflicts frequently arise in group work, most commonly caused by different levels of ambition among students. We also found that teachers prefer to work proactively against conflicts and stress the student’s responsibility. Finally, we show that teachers at our faculty tend to avoid the more drastic conflict resolution strategies suggested by previous research. The outcome of our study could be used as input to future guidelines on conflict management in student groups.

Markus Borg

2011-12-01

198

Teachers' Social Representation of Students with Asperger Diagnosis  

Science.gov (United States)

While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to…

Linton, Ann-Charlotte; Germundsson, Per; Heimann, Mikael; Danermark, Berth

2013-01-01

199

Teacher Judgment, Student Motivation, and the Mediating Effect of Attributions  

Science.gov (United States)

Based on Weiner's attributional theory of intrapersonal motivation, the mediating effect of attributions between teacher judgment and student motivation was examined. In two studies, 144 German and 272 Chinese fourth-grade elementary school students were tested on their mathematical achievement, causal ascriptions for success and failure,…

Zhou, Ji; Urhahne, Detlef

2013-01-01

200

Pre-Service Teacher Beliefs about Student Motivation  

Science.gov (United States)

Student motivation is an important topic in teacher education and educational psychology. Although there is considerable research on what influences student motivation there seems to be a disconnect between theory and practice. One potential reason for this disconnect may be due to underlying beliefs about motivation. This dissertation attempts to…

Bruening, Paige Shalter

2010-01-01

 
 
 
 
201

Discrepancies between Students' and Teachers' Perceptions of Homework  

Science.gov (United States)

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers' understanding of students' views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language,…

Hong, Eunsook; Wan, Min; Peng, Yun

2011-01-01

202

Changing Epistemological Beliefs in Pre-Service Teacher Education Students.  

Science.gov (United States)

Evaluated a teaching program designed to foster reflection on and development of more sophisticated epistemological beliefs among pre-service graduate teacher education students at Queensland University of Technology. Students reflected in journals on the content of an educational psychology unit in relation to their epistemological beliefs.…

Brownlee, Joanne; Purdie, Nola; Boulton-Lewis, Gillian

2001-01-01

203

Teachers' Perceptions of Student Bullying: A Conceptual and Empirical Analysis  

Science.gov (United States)

This study is an analysis of the nature and meaning of bullying in schools. First, the literature on student bullying is reviewed and a definition of bullying is proposed. Next, we developed a set of items to operationalize teacher perceptions of student bullying. An initial, exploratory factor analysis suggested two rather distinct aspects of…

Smith, Page A.; Hoy, Wayne K.

2004-01-01

204

Evaluation of Student Teachers Grouped According to Teaching Subjects: Students’ Perception  

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Full Text Available The purpose of this paper was to test if there was a significant difference between students’ evaluation of their student teachers grouped according to teaching subjects. It also tested if there was a significant difference between evaluation of student teachers grouped according to teaching subjects in the following areas: preparation, supervision, teaching environment, and teaching practice experience. To test the hypotheses, Pearson’s product measurement correlation coefficient and t-test were applied. The results indicate that the mean in the student evaluation of arts and sciences student teachers are significantly different. The results also suggest that there was no statistical significant difference between evaluation of the student teachers grouped according to teaching subjects (arts and sciences on all the areas of teaching practice.   Both groups have a high evaluation of preparation, teaching environment and teaching practice experience and have average evaluation on supervision.

Elizabeth Role

2012-10-01

205

Jordanian Student Teachers' Perceptions of Teaching Writing in Kindergartens during Their Field Training Experience  

Science.gov (United States)

The purpose of the study was to examine student teachers' perceptions of teaching writing in kindergartens and to identify to what extent the cooperating teachers influence the student teachers' perceptions. To achieve the research aims, a 31-item questionnaire was developed by the researchers and administered to 50 student teachers and their…

Ihmeideh, Fathi; Al-Basheer, Akram; Al-Momani, Ibrahim

2008-01-01

206

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

This  study  was  aimed  to  investigate  the  effect  of  students’ streaming  practice  in  Malaysian  secondary  on  students’  self-esteem  through teachers’ expectancy.   17 teachers and 20 students from art and science streams of secondary schools  in  Penang,  Malaysia  were  participated  in  this  study.  Unstructured interviews  were  used  on  teachers  to  collect  the  qualitative  data  of  teachers’ expectancy.  The  par...

Prihadi Kususanto Chin Sook Fui

2013-01-01

207

Teacher Tweets Improve Achievement for Eighth Grade Science Students  

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Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

Carol Van Vooren

2013-02-01

208

Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The practical difficulties of including students with disabilities and diverse educational needs into regular classrooms are apparent in all countries around the world. Successful implementation of the policy of inclusion depends largely on teachers having the knowledge, skills, and competency necessary to make it work. This article presents the results of a study investigating current Spanish student teachers’ beliefs of the inclusion of students with disabilities and perceived competence ...

2009-01-01

209

Google in the Research and Teaching of Instruction Librarians  

Science.gov (United States)

This exploratory study assesses the differences and similarities between how instruction librarians in Western Canada use Google and how they instruct students to use it. Survey results indicate that these librarians do use Google but can be influenced by faculty to present Google negatively to students. (Contains 4 figures and 1 table.)

Sorensen, Charlene; Dahl, Candice

2008-01-01

210

Combating plagiarism: the role of the health librarian.  

Science.gov (United States)

This feature looks at the issue of plagiarism in health care students and the role of the health librarian in combating the problem. In particular, consideration is given to how plagiarism can occur and provides some examples from two UK universities of approaches health librarians can take in supporting students to avoid these common pitfalls. PMID:24251896

Spring, Hannah; Adams, Rachel

2013-12-01

211

The Role of the Prepracticum in Lessening Student Teacher Stress: Student Teachers' Perceptions of Stress during Practicum  

Science.gov (United States)

Research on the student teaching practicum indicates that it is a time of enormous stress. The purpose of this study was to gather information from student teachers regarding their perceptions of stress while in the midst of their practicum. The questions were designed to gather information that could be used to create a less stressful practicum.…

Danyluk, Patricia

2013-01-01

212

Sense of self: Embracing your teacher identity  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Welcome to another guest post at ItLwtLP. This time we bring you thoughts from Carrie Donovan, an instruction librarian at Indiana University Bloomington. Enjoy! Once upon a time in libraries, you could call yourself a good teacher if you spent more than 30 minutes planning a lesson, if you wowed students with your search savvy, [...

Carrie Donovan

2009-01-01

213

Sense of self: Embracing your teacher identity  

Directory of Open Access Journals (Sweden)

Full Text Available Welcome to another guest post at ItLwtLP. This time we bring you thoughts from Carrie Donovan, an instruction librarian at Indiana University Bloomington. Enjoy! Once upon a time in libraries, you could call yourself a good teacher if you spent more than 30 minutes planning a lesson, if you wowed students with your search savvy, [...

Carrie Donovan

2009-08-01

214

When students become teachers: training period, research and teaching practice in the formation of indigenous teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The main traineeship theme in the Indigenous Teachers Training Course at the Federal University of Amazonas is one of the most important challenges in the college training of indigenous teachers. Since indigenous university students are already teachers in their villages, current investigation endeavors to answer the following questions: What kind of activities will characterize this training and which will compose the teachers' formation? How may research and teaching practice be articulated so that efforts and results may contribute towards teacher training and indigenous schools? Current research focuses on the experience of the Mura Class which is in its final year and finishing its traineeship. Traineeship has been a space-time opportunity for reflection and activities on the school and on the teaching practice to highlight teachers' training, qualify their professional insertions and, consequently, the work of the indigenous school.

Carlos Humberto Alves Corrêa

2012-12-01

215

Teacher and Student Attitudes Toward Block Scheduling in a Rural School District.  

Science.gov (United States)

Compares teacher and student perceptions about a block scheduling system operating in two rural Alabama high schools since 1995 to 1996. Surveys completed by 481 students and 60 teachers indicated that both groups supported the new schedule. However, teachers' attitudes were more positive than their students'. Fully 58% of the students wanted…

Liu, Jane; Dye, Judith F.

1998-01-01

216

The Quality of School Life: Teacher-Student Trust Relationships and the Organizational School Context  

Science.gov (United States)

In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers'…

Van Maele, Dimitri; Van Houtte, Mieke

2011-01-01

217

Attention to Student Needs Mediates the Relationship between Teacher Emotional Intelligence and Student Misconduct in the Classroom  

Science.gov (United States)

Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law…

Nizielski, Sophia; Hallum, Suhair; Lopes, Paulo N.; Schutz, Astrid

2012-01-01

218

Gas Metal Arc Welding and Flux-Cored Arc Welding. Third Edition. Teacher Edition [and] Student Edition [and] Student Workbook.  

Science.gov (United States)

This packet, containing a teacher's edition, a student edition, and a student workbook, introduces students to high deposition welding and processes for "shielding" a weld. In addition to general information, the teacher edition consists of introductory pages and teacher pages, as well as unit information that corresponds to the materials in the…

Knapp, John; Harper, Eddie

219

Zur Lehrer/innen-Erfahrung von Lehramts-Studierenden (How Student Teachers Experienced Their Own Former Teachers).  

Science.gov (United States)

Presents the results of a survey on how student teachers experienced their teachers, with special emphasis on personality features evident in those teachers most liked and disliked, and those most worth cultivating. Finds interconnections between these spheres, and explores differences based on gender and students' target school level. (DSK)

Hagemann, Wilhelm; Rose, Franz-Josef

1998-01-01

220

Regular education teacher’s perception about resources and strategies for teaching disabled students  

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Full Text Available The resources and strategies adapted for disabled students are an important activity so that the special education needs in the inclusion environment are reached. Thus, the goal of this study was to identify how regular education teacher that have disabled student in theirs classrooms acknowledge the resources and strategies for these students. Five teachers were interviewed. The results indicated that the interviewees: 1 defined the resources the same way the literature of the area does; 2 performed adaptations in the pedagogic resources to reach the needs of the students but they all claimed the need for external aid from other professionals; and 3 expressed difficulty to acknowledge and to describe the strategies of the teaching used. The conclusion indicated that a more solid theoretical ground in the education of these teachers is necessary so that they explain their pedagogic actions.

Walquíria Gonçalves Reganhan

2009-09-01

 
 
 
 
221

Kindergarten Teachers' Orientations to Teacher-Centered and Student-Centered Pedagogies and Their Influence on Their Students' Understanding of Addition  

Science.gov (United States)

This study examined the influence of kindergarten teachers' orientations toward student-centered teaching and their influence on their students' understanding of addition. The study examined 120 students across 10 classrooms. Based on an interview and two classroom observations, 10 teachers were classified as either student centered or…

Polly, Drew; Margerison, Ashley; Piel, John A.

2014-01-01

222

World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).  

Science.gov (United States)

This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The unit focuses on world history and correlates to Florida's Sunshine State Standards. It is divided into the following 21 units of study that…

Schaap, Eileen, Ed.; Fresen, Sue, Ed.

223

World History--Part 2: Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS).  

Science.gov (United States)

This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials differ from standard textbooks and workbooks in several ways: simplified text; smaller units of study; reduced vocabulary level;…

Schaap, Eileen, Ed.; Fresen, Sue, Ed.

224

Teacher Reports of Student Health and Its Influence on Students' School Performance  

Science.gov (United States)

Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as…

Moore, Tara C.; Wehby, Joseph H.; Hollo, Alexandra; Robertson, Rachel E.; Maggin, Daniel M.

2014-01-01

225

Student Teacher Candidates' Effect on Student Learning as Measured through Action Research Projects  

Science.gov (United States)

The unit determined that "Assessment 5: Effect on Student Learning" would be best measured by student teachers and interns utilizing an action research activity in their clinical experience. Twenty four action research projects were evaluated by the Director of Student Teaching. Interraters blind to the Director's scores evaluated the projects.…

Moffett, David W.; Reid, Barbara K.; Zhou, Yunfang

2008-01-01

226

Developing the scales on evaluation beliefs of student teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both explor...

He, Qiaoyan; Valcke, Martin; Fella, Johan; Zhu, Chang

2009-01-01

227

National Board Certified Teachers andTheir Students' Achievement  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical ev...

Vandevoort, Leslie G.; Audrey Amrein-Beardsley; Berliner, David C.

2004-01-01

228

The spirituality of student teachers: a blind spot?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article, which is framed in a Christian perspective, argues the importance of creating a space to nurture the spirituality of student teachers since that colours the entire educational experience. Teacher education ought to be done in an environment which is conducive not only to intellectual growth, but also to spiritual growth. First, the concept of spirituality is briefly explained. The particular experiences of a lecturer in the Philosophy of Education, who is attempting to provide s...

Klerk-luttig, J.

2008-01-01

229

Teachers’ And Students’ Views On The Storyline Approach  

Directory of Open Access Journals (Sweden)

Full Text Available The present study aimed to determine the effects of storyline on the students and teachers when it was adopted in the science and technology lesson of the 4th class. In this study, the case study method was used. The participants of the study included 48 students being educated in the 4th class of a primary school in both A and B classes. The instructional design based on the storyline was prepared according to the acquisitions of the science and technology lesson. Students and teachers were interviewed via a focus group discussion method after the group workings were completed. According to the findings, Storyline increases the academic performance and motivation of the students and provides students with a method to internalize the learning process.

Arzu YÜKSEL

2013-08-01

230

The role of teachers in delivering education about respectful relationships: exploring teacher and student perspectives.  

Science.gov (United States)

The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV. PMID:24939857

Ollis, Debbie

2014-08-01

231

Desirable characteristics for teachers of High Ability/Gifted students  

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Full Text Available This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability, as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.

Alexandra da Costa Souza Martins

2011-06-01

232

Sound Stories Cultivate Historic Empathy in Teachers and Students  

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Full Text Available With the increased demand for culturally and linguistically relevant teaching, this paper explores the use of sound stories to cultivate empathetic understanding in undergraduate preservice teachers. I inquiry into the process of creating, writing, and performing a sound story about my family’s American Japanese imprisonment experience to better understand this teaching method and adapt it for teacher education. The inquiry reveals counter stories of agency and resistance, as well as a powerful and creative teaching tool for increasing empathy in both the teacher and students.

Sumer Seiki

2012-12-01

233

Teacher Students’ School Memories as a Part of the Development of Their Professional Identity  

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Full Text Available Finnish teacher education is highly esteemed since Finnish pupils’ success in international PISA comparisons and teacher education is very popular among university applicants. Childhood school experiences are part of the development of a teacher’s identity. In this research, the connection between the school memories and the development of teacher students’ professional identity is studied in the light of teacher students’ memories and narratives. The research was a qualitative research where teacher students were interviewed through theme interview with a narrative approach. The research questions set to this study were: (1 How are teacher students’ school memories connected to the development of professional identity? (2 How are their school memories exploited in teacher education? According to the results, little time is devoted to analyzing teacher students’ school memories. Teacher education does not highlight school memories and the significance of teacher students’ former teachers and yet, these issues occupy teacher students mind. Teacher education should offer a place where teacher students could reflect their experiences and understand their developing teacher identity.

Virpi Heikkilä

2012-02-01

234

Teacher Communication Behavior and Its Association with Students' Cognitive and Attitudinal Outcomes in Science in Taiwan.  

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Uses the Teacher Communication Behavior Questionnaire (TCBQ) which can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. (Contains 58 references.) (Author/YDS)

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

235

Year 7 Students, Information Literacy, and Transfer: A Grounded Theory  

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This study examined the views of year 7 students, teacher librarians, and teachers in three state secondary schools in rural New South Wales, Australia, on information literacy and transfer. The aims of the study included the development of a grounded theory in relation to information literacy and transfer in these schools. The study's perspective…

Herring, James E.

2011-01-01

236

Librarian Class Attendance: Blogs, statistics, outcomes and opportunities.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

What, if any, are the benefits of having librarians attend lectures and seminars? In the midst of a start-up program, the librarians at the Weill Cornell Medical College in Qatar were challenged to test new models of active participation while demonstrating positive outcomes. This paper describes the setting, methods, and outcomes associated with having librarians attend courses as active members in an evolving learning environment. Interactions with faculty and students will be analyzed to a...

2006-01-01

237

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

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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

238

Science Teacher Quality and Effectiveness: Gweru Urban Junior Secondary School Students’ Points of View  

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The purpose of this study was to examine the perceptions among junior secondary science students from Gweru Urban secondary schools in Zimbabwe towards science teachers' teaching quality and effectiveness. This qualitative study approached and interviewed Form 2 students from 10 different schools in Gweru urban. The results show that three key dimensions of science teacher quality and effectiveness emerged: teacher's scientific knowledge, teacher’s pedagogical skills and teacher's social co...

Mandina Shadreck; Mambanda Isaac

2012-01-01

239

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism  

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Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years...

Ruble, Lisa A.; Usher, Ellen L.; Mcgrew, John H.

2011-01-01

240

Transition Portfolios for Students with Disabilities: How To Help Students, Teachers, and Families Handle New Settings.  

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This handbook is designed to help teachers create a transition portfolio that will accompany the student with mild to severe disabilities to new classrooms and schools, and convey special needs, accommodations, and other vital information to a new team of teachers. It offers practical details on gathering critical information and tips on what to…

Demchak, MaryAnn; Greenfield, Robin G.

 
 
 
 
241

From a Distance: Student Empowerment and Constructing Teacher Identities Online  

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Full Text Available ABSTRACT Online learning has infiltrated tertiary learning and teaching applications and offers enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. While all students benefit from online learning components that are supplemental to more traditional modes of teaching, it is the distance education students who are the most significant beneficiaries of these applications. This paper presents a framework developed towards ongoing dynamic evaluations of undergraduate units that are fully online on the WebCT platform in one of Australia's leading early childhood teacher education programs. It also describes a journey in which online learning and teaching experiences harnessed technology to better suit pedagogically-driven innovations and initiatives through unit content, instructional design and the emotionally supportive and empowering 'community spirit' created through online communications for distance education students. These experiences helped shape a platform of social discourse in constructing complex professional identities of pre-service early childhood teachers, and one of their teachers.

Ayshe TALAY-ONGAN

2004-07-01

242

Becoming a teacher: student teachers´ experiences and perceptions about teaching practice  

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In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of we...

2012-01-01

243

Our Student-Teacher Program Lets Us Spot Hot Faculty Prospects Early.  

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A high school district in suburban Chicago recruits top quality teachers by emphasizing the importance of its student teaching program, committing extra time and resources to the program, and recruiting new staff members from the student teacher ranks. (MLF)

Kolze, Richard C.

1988-01-01

244

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

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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

245

The Effects of Group Creativity Training on Teachers' Empathy and Interactions with Students.  

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This study examined the effects of group creativity training upon teachers' empathy and interactions with students as perceived by students and teachers. A group of 26 secondary teachers were divided into an experimental and a control group and were administered the McConnell revised Teacher Behavior Description Questionnaire (TBDQ) and the…

McConnell, David M.; LeCapitaine, John E.

246

Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation  

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The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the…

Christopher, Doris H.; Taylor, Marilyn J.

2011-01-01

247

The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala  

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Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural…

Marshall, Jeffery H.; Sorto, M. Alejandra

2012-01-01

248

The Influence of Teacher Narrative on the Student‘s Aesthetical Perception: A Phenomenological Perspective of Musical Expresssion  

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Dissertation contains theoretical research which allowed to describe and to evaluate possibilities of application of phenomenological method in music education and to foresee the approaches of the teacher who works based on this method, focusing on teacher’s narrative. Seeking to highlight the specificity of a student’s aesthetic perception, the context of musical education at a music school had been chosen when an individual meeting of a teacher and a student in the lesson of a particula...

Venslovaite?, Vita; Venslovaite?, Vita

2013-01-01

249

Student teachers' perceptions of violence in primary schools  

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In this article, the authors gauge the perceptions of student teachers on violence in primary schools and their immediate communities. Learners’ exposure to mounting levels of violence and crime in South Africa in general, but more specifically in their homes and communities, affects their behaviour adversely. The data collection took the form of a written submission of the discussion of semi-structured reflective questions in a post-internship oral reflection in student teac...

Westhuizen, Carol N.; Maree, J. G.; Maree, Kobus

2010-01-01

250

Students’ perception of effective clinical teaching and teacher behaviour  

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Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive ...

Okoronkwo, Ijeoma L.; Jane-Lovena Onyia-pat; Agbo, Mary-ann E.; Okpala, Pat U.; Ndu, Afam C.

2013-01-01

251

Teachers’ leadership and students’ experience of group work.  

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Group work is used as a means of learning at all levels of most educational systems.  However, teachers often use group work without considering its “pros and cons.” Such a mode of non-reflected application may sometimes end up in positive experiences and learning, but the likelihood is that the outcome will be the opposite.   The aim of this qualitative study is to address students’ experiences of collaborative group work, that is, when working as a group. What features do students e...

Hammar Chiriac, Eva; Granstro?m, Kjell

2012-01-01

252

The Status of Teacher’s Questions and Students’ Responses: The Case of an EFL Class  

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Full Text Available Whereas a lot of classroom research conducted in English classes have studied the role of classroom interaction, a considerable number of research has been concerned with the linguistic aspects of classroom interaction, many of which dealt with the type of questions asked in the EFL classes. Previously it was demonstrated that teachers make adjustments in their questioning techniques when communicating with their students. In the same line of inquiry, the present study tried to find out what techniques of questioning teachers use to engage their students in classroom interaction. The present paper, which is based on a case study, investigates classroom interactions in terms of questions being asked by the teacher. To this end, Bloom’s (1956 taxonomy was selected as the framework of analysis. A class of six adolescent students, who were both male and female, participated in the study. For the purpose of this study, three 45-minute sessions of classroom interactions between the teacher and the participant were randomly tape recorded. After analyzing the obtained data, it was found that the inference question, among different question types, was the most frequently posed question in the target classroom with 27% of occurrence. Based on the obtained results, it is claimed that the study is a contribution to the characterization of teacher-student interactions. Moreover, some suggestions for further research are presented.

Arman Toni

2013-05-01

253

The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools and What School Librarians Can Do about It  

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School librarians need a simple action plan for overcoming the barriers to adopting School Library 2.0. This book provides one, and describes how fully integrating technology would dramatically benefit 21st-century schools. Despite the substantial efforts that have been made to bring schools into the 21st century, research indicates that the…

Creighton, Peggy Milam

2012-01-01

254

Science student teachers’ attitudes towards reflective practice: differences in subjects and grades  

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Full Text Available teacher’s ability to reflect on their practice is an important element of teaching sciences. Developing the ability to bereflective in those studying to become science teachers is a core element of any successful teacher education programme. Thisstudy investigated science student teachers’ attitudes about reflective practice. A total of 206 science student-teachers (68biology, 49 physics, 56 chemistry and 33 primary science student-teachers in their initial teacher education course at DicleUniversity, Turkey, were surveyed using questionnaires. The data were analysed by using correlations (Pearson, t-test and oneway ANOVA with SPSS 13.0. The findings suggest that science student-teachers’ attitudes toward reflective practice change inrelation to their subjects and years of study. The study did not find any difference in science student-teachers’ attitudes towardreflective practice in relation to gender.

Rifat Efe

2009-12-01

255

eTeacher: Providing Personalized Assistance to E-Learning Students  

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In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

256

Teacher Ability To Predict Middle Level Student Responses to Ethical Dilemmas.  

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Examined teachers' understanding of the moral development of middle level students via prediction of student responses to the behavior of fictitious students in ethical dilemma situations. Found that teachers were able to predict characters which students admired least, but were unable to predict characters the students most admired. (Author)

Bedwell, Lance E.; Helms, Emory C.; Hunt, Gilbert H.

1998-01-01

257

Evidence of Convergent and Discriminant Validity of Child, Teacher, and Peer Reports of Teacher-Student Support  

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This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trai...

2012-01-01

258

Teacher and student views regarding the placement test  

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Full Text Available The purpose of this study is to identify teacher and student views regarding the Placement Test (SBS. The research was undertaken with primary school teachers from Bolu central district (n=100 and students who were given the test during (n=100 2009-2010 educational year. The study employing the survey model utilizes qualitative research methods. Data was collected by using interview forms which were later analyzed by content analysis. At the end of the study it was found that SBS creates feelings such as stress, fear, anxiety and curiosity and has an important effect on the identification of the future educational lives and professions of the students. SBS prevents students from socializing. Differences have been detected between the courses SBS covers and the courses studied at school. Students engage in activities such as answering test questions, taking trial tests, answering preparatory courses, receiving counseling, going to the courses and private tutoring. School administrators take the exam results very seriously. Implementations that are based on student-teacher-parent collaboration and that use selection based on ability and interests have been suggested.

Türkan Argon

2012-08-01

259

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation  

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Relations between teachers’ goal orientations, their instructional practices as expressed in perceived classroom goal structures and students’ goal orientations were analyzed, focusing also on potential moderators. Results of a questionnaire study with 46 Mathematics teachers and their 930 students supported the assumption that teachers’ goal orientations affect their instructional practices and students’ goal orient...

Markus Dresel; Fasching, Michaela S.; Gabriele Steuer; Sebastian Nitsche; Oliver Dickhäuser

2013-01-01

260

Home Culture, Host Culture, and Identity: Student Teachers' Understanding of Self and Others  

Science.gov (United States)

This article used data from an ethnographic study to address the unique challenges facing novice teachers in their practice teaching in a cross-cultural context. Participants in the study were 15 student teachers in a U.S. study abroad program in South America. Student teachers' views were sought through a recursive process of review of students'…

Roane, Warren

2008-01-01

 
 
 
 
261

Understanding Secondary Teachers' Formative Assessment Practices and Their Relationship to Student Motivation  

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The purpose of this study was to describe secondary teachers' formative assessment practices and to examine the relationship of these practices to student motivation. The sample included 3,242 students and 161 grade 6-12 teachers. Teachers and students completed self-report questionnaires that focused on both formative assessment and motivation…

McMillan, James H.; Cohen, Jessye; Abrams, Lisa; Cauley, Kathleen; Pannozzo, Gina; Hearn, Jessica

2010-01-01

262

Peer Assessment as a Learning Tool for Enhancing Student Teachers' Preparation  

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This study investigates how peer assessment contributes to enhancing student teachers' preparation during field experience. A semi-structured interview was conducted with 72 student teachers. The findings showed that the student teachers have positive beliefs about peer assessment. They think that it can be beneficial if some changes are made in…

Al-Barakat, Ali; Al-Hassan, Omayya

2009-01-01

263

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours  

Science.gov (United States)

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Zhukov, Katie

2013-01-01

264

Student Teacher Challenges: Using the Cognitive Load Theory as an Explanatory Lens  

Science.gov (United States)

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

Moos, Daniel C.; Pitton, Debra

2014-01-01

265

Student Teachers' Perceptions about the Impact of Internet Usage on Their Learning and Jobs  

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This study investigated student teachers' perceptions about the impact of internet usage on their learning and future jobs. The sample consisted of 448 student teachers from the Early Childhood and Primary Education Departments at the National University of Athens, in Greece. Student teachers' perceptions regarding the impact of internet usage on…

Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

2013-01-01

266

Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442  

Science.gov (United States)

Growing concerns over the achievement of U.S. students have led to proposals to reward good teachers and penalize (or fire) bad ones. The leading method for assessing teacher quality is "value added" modeling (VAM), which decomposes students' test scores into components attributed to student heterogeneity and to teacher quality. Implicit in the…

Rothstein, Jesse

2008-01-01

267

SEAS (Student Experiments At Sea): Helping Teachers Foster Authentic Student Inquiry in the Science Classroom  

Science.gov (United States)

Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the challenges of working in the deep-sea environment. Also, fostering authentic student investigations (i.e., working through preparatory materials, developing proposals, analyzing data and writing summary reports) is challenging to fit within the academic year. Nonetheless, teacher feedback highlights that the excitement generated by participation in real research is highly motivating. Further, students experience a ``paradigm shift'' in understanding evidence-based reasoning and the process of scientific discovery.

Goehring, L.; Kelsey, K.; Carlson, J.

2005-12-01

268

Lessons of Love: Psychoanalysis and Teacher-Student Love  

Science.gov (United States)

What is the relation of love and pedagogy? Two recent phenomena have called into question whether love has any place within pedagogy at all: teacher-student sexual scandal and the standardization movement. As love walks the thin line between inspiration and sex, and as standardization has assumed love to be synonymous with bias, it has become more…

Cho, Daniel

2005-01-01

269

Improving Student Teacher Supervision: The Preservice Consultation Model.  

Science.gov (United States)

The paper reviews a program model that used data and supportive consultation to improve preservice supervision for prospective special education teachers. Using the model, the student teaching practicum becomes a training/learning experience in which the supervisor plays a more central role. (CL)

Warger, Cynthia L.; Aldinger, Loviah E.

1984-01-01

270

Student and Teacher De-Motivation in SLA  

Digital Repository Infrastructure Vision for European Research (DRIVER)

With a brief introduction of the definitions of de-motivation, this article reviews present research on student de-motivation, analyzes the teacher motivation from the macro-contexts and micro-contexts, and puts forward suggestions in getting rid of de-motivation.

2009-01-01

271

The Role of Emotions in Student Teachers' Professional Identity  

Science.gov (United States)

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and,…

Timostsuk, Inge; Ugaste, Aino

2012-01-01

272

Teachers' conceptions about students' mathematical reasoning : Gendered or not?  

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This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking. 

Sumpter, Lovisa

2009-01-01

273

Power Product Equipment Technician: Equipment Systems. Teacher Edition. Student Edition.  

Science.gov (United States)

This packet contains teacher and student editions on the topic of equipment systems, intended for the preparation of power product equipment technicians. This publication contains seven units: (1) principles of power transmission; (2) mechanical drive systems; (3) principles of fluid power; (4) hydraulic and pneumatic drive systems; (5) wheel and…

Hilley, Robert

274

Student Teachers' Ways of Experiencing the Teaching of Health Education  

Science.gov (United States)

The aim of this phenomenographic study was to identify student teachers' ways of experiencing the teaching of health education, and to determine the aspects that are educationally critical in gaining a deeper understanding of the teaching. Qualitative data (written essays, semi-structured interviews) were gathered twice during health education…

Paakkari, Leena; Tynjala, Paivi; Kannas, Lasse

2010-01-01

275

Environmental Education Attitudes of Biology Students, Teachers, and Administrators.  

Science.gov (United States)

Investigated the ranking of five major biology instructional goals by biology teachers, college/noncollege preparatory biology students, and public school administrators to determine the relative emphasis each group believed should be given to a social/environmental goal. Results show that the ranking of this goal did not differ significantly…

Bedwell, Lance E.

1984-01-01

276

Diesel Technology: Workplace Skills. Teacher Edition and Student Edition.  

Science.gov (United States)

This publication consists of instructional materials to provide secondary and postsecondary students with skills useful in pursuing a career in the diesel industry. Introductory materials in the teacher edition include information on use of the publication, competency profile, instructional/task analysis, related academic and workplace skills…

Kellum, Mary

277

Diesel Technology: Brakes. Teacher Edition [and] Student Edition.  

Science.gov (United States)

This document contains teacher and student materials for a course on brakes in the diesel technology curriculum. The course consists of 12 units organized in three sections. The three units of the introductory section cover: (1) brakes; (2) wheel bearings and seals; and (3) antilock brake systems. The second section, Hydraulic Brakes, contains the…

Hilley, Robert; Scarberry, Terry; Kellum, Mary

278

Performance Standards for Teachers supporting Nursing Students’ Reflection Skills Development  

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Full Text Available How can nursing teachers improve students’ reflection skills? In the study performance standards for teachers were developed and validated. A ten-step procedure was followed to ensure procedural and internal validity. National competences and specific content standards for supporting nursing reflection skills development formed the foundation of a preliminary rubric framework which was piloted. Forty participants from six nursing institutes judged the developed rubric framework of eight competences covering thirty rubric attributes. They also discussed the prerequisite minimum performance level and judgmental models. These judgments and discussions resulted in consensus on the rubric framework, a cut-off score, and a conjunctive judgmental model that is convenient for assessing nursing teachers’ competences. The rubrics can be used in a teacher training program. Also institutes of nursing education can employ the rubrics as a tool for preparing and formatively assessing reflection skills.

Agaath Dekker- Groen

2012-01-01

279

Mining Data to Find Adept Teachers in Dealing with Students  

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Full Text Available Higher education faculty staffs lack behind any prior training program of teaching. Mostly staffs teach students in his/her ways. They are unaware of the qualities of a teacher which they must possess as how to tackle the problems arising in teaching, what key points must be remembered while teaching etc. This may cause a teacher to be unsuccessful in classroom. So the problem is the amount of knowledge a staff has of a teaching process. Educationist finds few qualities of a good teacher. But their method is qualitative. In this paper a quantitative approach i.e. data mining is used to measure the quality of a teacher and suggest them what qualities they have.

Umesh Kumar Pandey

2012-04-01

280

Solo Librarians Working Collaboratively  

Science.gov (United States)

The Elko County School District in Nevada has elementary school librarians that are "solo" librarians. Over the last several years they have worked to collaborate on meeting monthly--even though the district covers 17,100 square miles--and on providing professional development face to face and online. Sharing and collaboration help them to problem…

Nickel, Robbie

2011-01-01

 
 
 
 
281

The Role of Librarians in Academic Success  

Directory of Open Access Journals (Sweden)

Full Text Available Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skills are integral to academic success. In conjunction with research and teaching faculty, librarians create a framework for knowledge acquisition in the evolving university education.

Claudia J. Dold

2013-04-01

282

Gas Tungsten Arc Welding and Plasma Arc Cutting. Teacher Edition [and] Student Edition [and] Student Workbook. Second Edition.  

Science.gov (United States)

This packet of instructional materials for a gas tungsten arc welding (GTAW) and plasma arc cutting course is comprised of a teacher edition, student edition, and student workbook. The teacher edition consists of introductory pages and teacher pages. Introductory pages include training and competency profile, state duty/task crosswalk,…

Harper, Eddie; Knapp, John

283

The Relationship between Student Teachers' Citizenship Skills and Critical  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of the research is to investigate the relationship between student teachers’ citizenship skills and their critical thinking skills. The New Turkish Primary Curriculum aims at educating pupils with pre-requisite skills and knowledge that are necessary for operating efficiently in a knowledge based society. There is a strong emphasis on improving generic skills of students. The skills of critical thinking, reflective thinking, inquiry and working in groups are thought to be necessary skills for effective teaching and learning. When it comes to citizenship education those skills, especially critical thinking skills, become even more important.There has been a shift in policy with the curriculum both in terms of its structure and its philosophy from ‘creating good citizens’ to ‘empowerment’. The teachers will be the agents for the proposed shift to occur in schools and in pupils’ hearts and minds. That is why it is important that teachers themselves should be equipped with the necessary skills and knowledge. In order to predict whether those aims will be realized or not, it is important to know whether teachers have those knowledge and skills. Thus, the question of whether there is relationship with citizenship qualifications and critical thinking skills will be investigated through student teachers.This study employs a survey research method. In order to collect data two different research tools are used. The data on student teachers’ citizenship skills were gathered through a ‘Citizenship Qualifications Scale’ developed by Yucel, Acun, Demirhan and Goz. The scale has to parts. First part contains questions on demographic information about teachers and teachers’ professional practice. Second part of the scale includes question/statements to determine teachers’ level of knowledge on citizenship themes, level of their behaviors and level of their importance attribution on the same themes. Those themes are categorized as ‘Active Citizenship’, ‘Enviromental Issues’, ‘Economy and Consumer Rights’, ‘Global Issues’, ‘Democracy: Equality and Respect’ and ‘Society and Individual’. In order to obtain information on their level of knowledge, behaviors and importance attribution on those 6 categories, 94 items were formulated. Likert type scale was used ranging from 1 to 5. The total reliability of the scale was ,89 Crombach’s Alpha.

?smail Acun

2010-05-01

284

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

285

Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students  

Science.gov (United States)

This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question…

Takala, Marjatta; Haussttatter, Rune Sarromaa; Ahl, Astrid; Head, George

2012-01-01

286

Oxyacetylene Welding and Oxyfuel Cutting. Third Edition. Teacher Edition [and] Student Edition [and] Student Workbook.  

Science.gov (United States)

This Oklahoma curriculum guide, which includes a teacher edition, a student edition, and a student workbook, provides three units for a course on oxyacetylene welding, oxyfuel cutting, and cutting done with alternative fuels such as MAPP, propane, and natural gas. The three units are: "Oxyacetylene Welding"; "Oxyfuel Cutting"; and "Oxyacetylene…

Knapp, John; Harper, Eddie

287

Water Foundations Teachers Guide. The Science of Florida's Water Resources: Lesson Plans for Teachers and Students.  

Science.gov (United States)

This document features lesson plans for teachers and students on Florida's water resources. The guide is divided into four grade levels: K-2, 3-5, 6-8, and 9-12. Each grade level includes objectives, guides, and five lesson plans. K-2 lesson plans include: (1) "We Are Water"; (2) "Why Water is Extra Special"; (3) "Water's Changing Shapes"; (4)…

2001

288

Teachers' Reproaches and Managing Discipline in the Classroom: When Teachers Tell Students What They Do "Wrong"  

Science.gov (United States)

Drawing from a corpus of video-recorded classes in 6 and 7 grade groups in an Italian secondary school and in two 3 grade groups in a primary school, the article investigates one specific format used by teachers to reproach students for their untoward conduct. The analysis focuses on cases where, in contrast to other less explicit formats,…

Margutti, Piera

2011-01-01

289

The Contribution of Faculty to Community Building in a Teacher Education Program: A Student Teacher Perspective  

Science.gov (United States)

Much has been written in recent decades about the importance of community in education. According to some of the literature, a solution to the lack of community in preservice education might lie in the creation of "cohort programs," in which a relatively small number of student teachers engage in their coursework and (insofar as possible) their…

Kosnik, Clare; Beck, Clive

2003-01-01

290

Student Teachers? Microteaching Experiences in a Preservice English Teacher Education Program  

Directory of Open Access Journals (Sweden)

Full Text Available Microteaching has been widely used in pre-service teacher education programs to enhance prospective teachers’ instructional experiences. Within ELT programs, the use of microteaching offers valuable opportunities for trainee-teachers to develop effective teaching strategies. Understanding the perceptions and concerns of student teachers is crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the views of sixty-one female teacher trainees from the English Language Education Program in the Faculty of Education in the United Arab Emirates University (UAEU regarding the microteaching component offered in two courses of English language teaching methods. A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. Overall analysis of the findings indicated that prospective teachers described a variety of benefits they gained from microteaching experiences. The study ended with recommendations and directions for future studies to further examine the highlighted results.

Sadiq Abdulwahed Ahmed Ismail

2011-09-01

291

The Living Network of Schools Owned by Teachers and Students  

CERN Multimedia

This paper describes a network of teachers and students who form a living system of education at all levels and achieve high standards. The key process of the network is the process of effective learning by inquiry. Physics is distinguished among sciences as the most transparent source of understanding what it means to learn effectively by inquiry. We suggest that teachers and others who are interested in building the network start from learning about the contexts of productive learning by inquiry using specially designed and well tested materials from education of physics. We provide an outline of the process of creating the network.

Glazek, S D

1998-01-01

292

Teachers’ Nonverbal Behavior and Its Impact on Student Achievement  

Directory of Open Access Journals (Sweden)

Full Text Available The observational study was conducted to see the impact of teachers’ nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers’ both male and female working in English medium Federal Government Cantt Garrison schools, Army Public schools and Private schools and to find out the relationship between teachers’ nonverbal behavior and academic achievement of students. 90 science teachers were randomly chosen through cluster sampling technique. An observation form with seven-point rating scale (semantic differential based on Galloways’ categories of nonverbal communication was developed. The rating scale complemented verbal dimension of Flanders’ interaction categories through nonverbal dimension. Design of research was descriptive cum observational. The statistical techniques of frequency distribution, mean, standard deviation, and ANNOVA and t-test were used for analysis. The results were generalized to the population by means of appropriate inferential statistics. It was found that the nonverbal behavior of the teachers was found to be consistent with their verbal behavior. 

Noureen Asghar Chaudhry

2012-06-01

293

The Fission Vision: Teacher and Student Editions  

Science.gov (United States)

Although they may have heard the term many times, students often have difficulty conceptualizing the process of nuclear fission. The kinesthetic simulation, as wellas the two suggested applets, are worthwhile activities for clarifying the process of nuclearfission. This free selection includes the Table of Contents, A Note from Joy Hakim, Resources for Integration and Implementation, the corresponding National Science Education Standards, and the Index.

Texley, Juliana

2008-11-01

294

Physical Appearance and Student/Teacher Interactions  

Science.gov (United States)

Scientific and cultural research suggests that attractiveness does affect the ways that people perceive and respond to each other. In this paper, the author talks about the impact of one's appearance in academe as well as in the relationship between students and professors. From the research literature, popular writings, and many comments from his…

Perlmutter, David L.

2005-01-01

295

A Planning Model for Student Teachers.  

Science.gov (United States)

This study identifies the characteristics in several models of curriculum design that may be appropriate in the teaching of modern foreign language students for school practice. The study concludes that no one mode is ideal and that an eclectic approach is desirable. (15 references) (CK)

Allan, Joanna; Dunning, Lesley

1995-01-01

296

The relationship of teachers' and students' motivation in ELT in Malta: a mixed methods study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken...

2011-01-01

297

Educating student teachers to become high quality professionals - a Finnish case  

Digital Repository Infrastructure Vision for European Research (DRIVER)

For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n=545) in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning...

Hannele Niemi

2011-01-01

298

Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers  

Science.gov (United States)

In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

2009-05-01

299

Solar energy education: New materials for teachers and students  

Energy Technology Data Exchange (ETDEWEB)

The Florida Solar Energy Center (FSEC) has developed teacher education materials for classroom use. One set of the materials has been designed for elementary/middle-school students, and the other for upper level/high school students. The middle school level includes more than 25 hands-on exercises for classroom use, covering the basics of solar water heating, photovoltaic, solar design and various principles. The unit also has a bibliography, teacher and student internet links, and other reference materials. The complete curriculum unit is available at no charge from the FSEC web site. The high school unit contains several PowerPoint presentations on various aspects of solar energy. ready for classroom presentation or hand out to students. Materials currently available include nearly 100 slides showing applications of solar energy systems around the world and explaining the principles and concepts of the technologies; case studies on successful solar applications; a presentation on solar energy uses in agriculture, and a philosophical case study on the uses of solar energy to replace fossil fuels. This complete set of materials is also available at no charge on the Internet web site. This presentation will discuss these materials, offer ideas on using them in the classroom, and how to work with teachers to get the materials in use. Sample presentation materials will be shown. This will be the first presentation of the new upper level/high school materials. (au)

Sheinkopf, B.M.; Sheinkopf, K.G. [Florida Solar Energy Center, Cocoa, FL (United States)

2000-07-01

300

Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors  

Science.gov (United States)

This study examined the effects of effective command training with teachers on students' compliance rates and academic engagement. Three target students were selected who were exhibiting compliance rates substantially below peers. The students' teachers were taught how to provide effective commands. Results indicated that students' rates of…

Matheson, Andrea Starkweather; Shriver, Mark D.

2005-01-01

 
 
 
 
301

The Influence of the Teacher’s Sex on High School Students’ Engagement and Achievement in Science.  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this article is to explore relationships between teachers’ sex and a range of variables relating to adolescent students’ perceptions of their classroom engagement, quality of teaching and responses to their teacher, and their own achievements in science. A cross-sectional survey of 798 Norwegian students showed the potential influence of the sex of the teacher on engagement, motivation, volition, and learning outcomes which was estimated after they had known their teachers for six months. The conclusion is that there are interesting interactions between the sex of students and the sex of science teachers in high school along some dimensions. The statistical significant findings support the sex-stereotypic notion, while there are also tendencies supporting the sex-opposite notion. However, in most instances significant interactions between teacher sex and student sex are not established. The conclusion is more nuanced than in earlier studies. Study shortcomings and implications for the practice of future research are discussed.

Eyvind Elstad

2009-01-01

302

Linking Teacher Beliefs, Practices and Student Inquiry-Based Learning in a CSCL Environment: A Tale of Two Teachers  

Science.gov (United States)

The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) "how" teacher beliefs influenced practices; and (b) "how" the influence on practices, in turn, impacted student inquiry learning in a CSCL environment. Through a fine-grained comparative…

Song, Yangjie; Looi, Chee-Kit

2012-01-01

303

Generating Knowledge and Avoiding Plagiarism: Smart Information Use by High School Students  

Science.gov (United States)

The article reports phase 2 of a two-year study, dubbed the Smart Information Use project, the focus of which was appropriate seeking and use of information by students at various stages of their high school education, along with the avoidance of plagiarism. In four Australian high schools, teacher librarians and classroom teachers developed and…

Williamson, Kirsty; McGregor, Joy

2011-01-01

304

An Analysis on Proactive-Reactive Personality Profiles in Student-Teacher Relationship through the Metaphorical Thinking Approach  

Science.gov (United States)

This study analyzed the proactive and reactive personality traits in teachers and students. These traits were interpreted with the help of the ideas and images revealed through metaphors. With the help of these metaphors, the certain imaginative categories and statements of student teachers about the teacher, the student and teacher-student

Yucel, A. Seda; Kocak, Canan; Cula, Serpil

2010-01-01

305

Teaching with student response systems (SRS: teacher-centric aspects that can negatively affect students’ experience of using SRS  

Directory of Open Access Journals (Sweden)

Full Text Available In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS that we have found to negatively affect students’ experience of using SRS in lecture settings. By doing so, we hope to increase teachers’ awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS can have a significant negative impact on students’ experiences, especially when these aspects are often repeated. We cover areas such as consistency when using SRS, time usage, preparation, the experience level of the teachers with regard to SRS, teacher commitment and attitudes, teacher explanations, and how students fear that voting results can mislead the teacher. The data are based on 3 years of experience in developing and using an online SRS in classroom lectures, and they consist of focused (semistructured student group interviews, student surveys and personal observations.

Kjetil L. Nielsen

2013-06-01

306

Students, Teachers, and Scientists Partner to Explore Mars  

Science.gov (United States)

The Mars Exploration Rovers began their journey to the red planet in the summer of 2003 and, in early 2004, will begin an unprecedented level of scientific exploration on Mars, attracting the attention of scientists and the public worldwide. In an effort to engage students and teachers in this exciting endeavor, NASA's Mars Public Engagement Office, partnering with the Athena Science Investigation, coordinates a student-scientist research partnership program called the Athena Student Interns Program. The Athena Student Interns Program \\(ASIP\\) began in early 1999 as the LAPIS program, a pilot hands-on educational effort associated with the FIDO prototype Mars rover field tests \\(Arvidson, 2000\\). In ASIP, small groups of students and teachers selected through a national application process are paired with mentors from the mission's Athena Science Team to carry out an aspect of the mission. To prepare for actual operations during the landed rover mission, the students and teachers participate in one of the Science Team's Operational Readiness Tests \\(ORTs\\) at JPL using a prototype rover in a simulated Mars environment \\(Crisp, et al., in press. See also http://mars.jpl.nasa.gov/mer/fido/\\). Once the rovers have landed, each ASIP group will spend one week at JPL in mission operations, working as part of their mentor's own team to help manage and interpret data coming from Mars. To reach other teachers and students, each group gives school and community presentations, contributes to publications such as web articles and conference abstracts, and participates in NASA webcasts and webchats. Partnering with other groups and organizations, such as NASA's Solar System Ambassadors and the Housing and Urban Development Neighborhood Networks helps reach an even broader audience. ASIP is evaluated through the use of empowerment evaluation, a technique that actively involves participants in program assessment \\(Fetterman and Bowman, 2002\\). With the knowledge they gain through the ASIP program and their participation in the empowerment evaluation, ASIP members will help refine the current program and provide a model for student-scientist research partnerships associated with future space missions to Mars and beyond. Arvidson, R.E., et al. \\(2000\\) Students participate in Mars Sample Return Rover field tests. Eos, 81(11). Crisp, J.A., et al. \\(in press\\) The Mars Exploration Rover Mission. J. Geophys. Research-Planets. Fetterman, D. and C.D. Bowman. \\(2002\\) Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example. J. Experiential Education, 25(2).

Bowman, C. D.; Bebak, M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.; Ransom, S.; Reedy, K.; Spencer, C.; Steege, A.

2003-12-01

307

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

Directory of Open Access Journals (Sweden)

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

Wanli Zhao

2010-01-01

308

Student and Teacher Attendance: The Role of Shared Goods in Reducing Absenteeism  

DEFF Research Database (Denmark)

A theoretical model is advanced that demonstrates that, if teacher and student attendance generate a shared good, then teacher and student attendance will be mutually reinforcing. Using data from the Northwest Frontier Province of Pakistan, empirical evidence supporting that proposition is advanced. Controlling for the endogeneity of teacher and student attendance, the most powerful factor raising teacher attendance is the attendance of the children in the school, and the most important factor influencing child attendance is the presence of the teacher. The results suggest that one important avenue to be explored in developing policies to reduce teacher absenteeism is to focus on raising the attendance of children.

Banerjee, Ritwik; King, Elizabeth

2012-01-01

309

VIEW OF TEACHERS AND STUDENTS ON ACTIVATING TEACHING METHODS  

Directory of Open Access Journals (Sweden)

Full Text Available New requirements for secondary school graduates call for a new approach tothe teaching process. Not only the content and goals of teaching, but also the methodsof acquiring knowledge are changing. The traditional way of giving knowledge tostudents is supplemented by modern, activating teaching methods, which supportactivity, creativity and skills development of students, help them to enter the realbusiness. The use of teaching methods depends on various factors, which influenceteachers in making their own selection. Each method has its positives and negatives.Therefore is it important that the teacher uses multiple teaching methods and combinesthem together in order to make the result of teaching as effective as possible. In thiscontribution we analyse the opinions of teachers and students, we have obtained on thebasis of survey about using different teaching methods in selected schools.

?UDMILA VELICHOVÁ

2012-01-01

310

Teacher perceptions of high school students underachievement in science  

Science.gov (United States)

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

Gopalsingh, Bhagyalakshmi

311

Leadership Development for Librarians.  

Science.gov (United States)

The purpose of this manual is to provide a guide to the inservice training of librarians for community liaison through the group work process. The manual was developed for the supervisor participants in the Institute on Discovery Management for Supervisor...

P. R. Penland

1971-01-01

312

Gender and ethnic interactions among teachers and students: Evidence from Sweden  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study investigates the importance of gender and ethnic interactions among teachers and students for school performance in Swedish, English and Mathematics. School leaving certificates assigned by the teacher is compared with results on comprehensive national tests. The analysis is based on data on grade 9 students (age 16) from Sweden. I find that a student is likely to obtain better test scores in Mathematics, when the share of teachers of the same gender as the student increases. Corre...

2007-01-01

313

Mentoring Matters: Finding the Golden Mean--Mentors and Student Teachers Working for Success  

Science.gov (United States)

The cooperating teachers who make the greatest positive impact on interns allow student teachers to make mistakes and learn from them, offer constructive feedback, invest in their student teachers' success, practice current pedagogy in their own classrooms, and remain positive throughout the experience. In this article, the author suggests that…

Spangler, Susan

2012-01-01

314

The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement  

Science.gov (United States)

This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

Warren, Jeffrey M.

2010-01-01

315

Student Views of Teacher Actions in Science Classrooms Designed to Meet Current Reforms  

Science.gov (United States)

Science/Technology/Society (STS) as a reform effort has been active in Iowa for three decades. A program called Iowa Chautauqua has evolved over the four decades to promote K-12 STS teaching in Iowa's 300 school districts. This is a study of how teachers have become Teacher Leaders of the reforms and lead other teachers who enroll as new teachers and schools each New Year. All were involved with Action Research projects each year while also assisting graduate student teams who serve as research associates. In this study, students were asked to identify specific teacher actions that were designed to make student learning more successful. The study examines general student views of teacher actions as well as specific examples of how students interact with the teacher and how the teachers encourage greater student/student involvement. The results show success with STS and how it defines science and affective actions of teachers in classrooms. Student views of Teacher Leaders, new Chautauqua teachers, and Control Teachers with no STS or Chautauqua experiences provide ways of recognizing successes of current reform efforts.

Yager, Stuart O.; Akcay, Hakan; Dogan, Ozgur Kivilcan; Yager, Robert E.

2013-12-01

316

The Impact of the COPET Programme on Student PE Teachers' Teaching Practice Experiences  

Science.gov (United States)

Teaching practice is a decisive event in a student teacher's training and shapes the beginnings of their life in the teaching profession. It is widely recognized that student teachers' learning opportunities can be maximized during teaching practice by cooperating teacher contribution (Hardy, 1999; O'Sullivan, 2003; Rikard and Veal, 1996;…

Dunning, Carol; Meegan, Sarah; Woods, Catherine; Belton, Sarah Jane

2011-01-01

317

Teachers' Beliefs about Culturally, Linguistically, and Economically Diverse Gifted Students: A Quantitative Study  

Science.gov (United States)

This study investigated teachers' beliefs about culturally, linguistically, and economically diverse (CLED) gifted students. The newly developed "Teachers' Beliefs About Culturally, Linguistically, and Economically Diverse Gifted Students Survey" was administered to a stratified, random sample of 4,000 teachers from eight states. Three hundred and…

de Wet, Catharina F.; Gubbins, E. Jean

2011-01-01

318

Delivering, Modifying or Collaborating? Examining Three Teacher Conceptions of How to Facilitate Student Engagement  

Science.gov (United States)

Across Australia, recent policy initiatives have focused on student engagement in school and in learning. Although teachers play a significant role in the implementation of these policy reforms, little research has looked at student engagement from teachers' perspectives or sought to identify and understand the strategies teachers report using to…

Harris, Lois

2010-01-01

319

Who Assigns the Most ICT Activities? Examining the Relationship between Teacher and Student Usage  

Science.gov (United States)

The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers

Hsu, Shihkuan

2011-01-01

320

Telling Is Compelling: The Impact of Student Reports of Bullying on Teacher Intervention  

Science.gov (United States)

Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by…

Novick, Rona Milch; Isaacs, Jenny

2010-01-01

 
 
 
 
321

Action Research: Teacher Practices that Enhance Belonging of Students with Disabilities  

Science.gov (United States)

The purpose of this action research study was to support the members of a fourth grade inclusion team, namely three fourth grade teachers and a teacher assistant in (1) developing a deeper understanding of student belongingness, (2) identifying teacher practices that contribute to a student's sense of belongingness, and (3) developing and…

Nichols, Christine Schroder

2009-01-01

322

Student Teachers' Levels of Understanding and Model of Understanding about Newton's Laws of Motion  

Science.gov (United States)

This study was conducted to determine the level of student teachers' understandings of Newton's laws of motion and relating these levels to identify student teachers' models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first part…

Saglam-Arslan, Aysegul; Devecioglu, Yasemin

2010-01-01

323

Digital Divide between Teachers and Students in Urban Bangladesh  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Telecom boom since 2000 and ‘Digital Bangladesh’ campaign since late 2008 created significant nationwide hype, resulting rapid increase in the use of digital devices. While studies are being conducted to use the ability of “power users of technology” for reducing digital divide, there is hardly any data available on them in Bangladesh context. A study was conducted to study the digital divide and ICT usage pattern among the urban students and teachers of schools and colleges in Dhaka,...

Khalid, Md Saifuddin

2011-01-01

324

Digital Divide between Teachers and Students in Urban Bangladesh  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Telecom boom since 2000 and ‘Digital Bangladesh’ campaign since late 2008 created significant nationwide hype, resulting rapid increase in the use of digital devices. While studies are being conducted to use the ability of “power users of technology” for reducing digital divide, there is hardly any data available on them in Bangladesh context. A study was conducted to study the digital divide and ICT usage pattern among the urban students and teachers of schools and colleges in Dhaka,...

Khalid, Md Saifuddin

2012-01-01

325

Genethics: project accountability via evaluation of teacher and student growth.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Accountability through demonstrated learning is increasingly being demanded by agencies funding science education projects. For example, the National Science Foundation requires evidence of the educational impact of programs designed to increase the scientific understanding and competencies of teachers and their students. The purpose of this paper is to share our human genetics educational experiences and accountability model with colleagues interested in serving the genetics educational need...

Hendrix, J. R.; Mertens, T. R.

1992-01-01

326

Teachers’ Experiential Reflections on Iranian and Malaysian Students’ Collaborative Orientations  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper is part of a larger study which was concerned with the comparison and description of Iranian and Malaysian students’ classroom behaviors in general and their collaborative tendencies in particular. In this paper the core findings of interviews with five teachers who had the experience of teaching both in the contexts of Iran and Malaysia are reported. They all shared the view that the collectivist orientation is tangibly stronger among Malaysian participants than among their Iran...

2012-01-01

327

Investigating the Interpretation of Media Graphs among Student Teachers  

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The official inclusion of the teaching of graphing in school curricula has motivated increasing research and innovative pedagogical strategies such as the use of media graphs in school contexts. However, only a few studies have investigated knowledge about graphing among those who will teach this curricular content. We discuss aspects of the interpretation of media graphs among primary school student teachers from Brazil and England. We focus on data which came from questionnaires and intervi...

2007-01-01

328

Student teachers' views: what is an interesting life sciences curriculum?  

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In South Africa, the Grade 12 'classes of 2008 and 2009' were the first to write examinations under the revised Life Sciences (Biology) curriculum which focuses on outcomes-based education (OBE). This paper presents an exploration of what students (as learners) considered to be difficult and interesting in Grades 10-12 Life Sciences curricula in the Further Education and Training (FET) phase. A sample of 125 first year, pre-service Life Sciences and Natural Sciences teachers from a university...

Rian de Villiers

2011-01-01

329

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

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

Prihadi Kususanto Chin Sook Fui

2013-02-01

330

Students Learn about Documentation throughout Their Teacher Education Program  

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Full Text Available Study groups and learning circles can offer a systematic way for early childhood teachers to interact about their work and create a culture of professional development. This paper describes how faculty systematically followed a collaborative co-inquiry process in order to improve a new early childhood interdisciplinary teacher preparation program. The team met on a regular basis throughout one academic year, with the stated objective of infusing observation/documentation knowledge and skills in a coherent and systematic way throughout the students’ program of studies. The group created a template of the cycle of inquiry, which could apply to all courses, and analyzed the documentation process along a series of skill dimensions: (1 level that students are expected to achieve (awareness, application, refinement/integration; (2 focus of the students’ observations (who, what, where, when, how; (3 width of the lens of observation (e.g., focused narrowly on one dimension of behavior or widely on a whole classroom environment; (4 intended audience of the completed documentation (e.g., children, parents, professional colleagues; and (5 finished product of documentation (e.g., project panel, memory book, slide presentation. The co-inquiry process allowed the faculty to improve the ways that the program helps students move from an awareness level toward a practitioner level in using observation and documentation. The students’ reflections and finished work suggest how they learned to promote children’s learning, partner with parents, and come to think of themselves as “professionals” in their field.

Carolyn Pope Edwards

2007-01-01

331

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.  

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This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement. PMID:23870445

Zee, Marjolein; Koomen, Helma M Y; Van der Veen, Ineke

2013-08-01

332

Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management  

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Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

2009-01-01

333

Examining Instructional Leadership: A Study of School Culture and Teacher Quality Characteristics Influencing Student Outcomes  

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First, to examine the influence of teacher input characteristics and teacher perceptions of school culture on student absences. Second, to examine the influence of teacher input characteristics and teacher perceptions of school culture on out-of-school suspensions. Data was obtained for the 2006-2007 school year from 23 urban public elementary…

Ohlson, Matthew

2009-01-01

334

Beliefs about Teaching Science: The Relationship between Elementary Teachers' Participation in Professional Development and Student Achievement  

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Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student

Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana

2012-01-01

335

The relationality in/of teacher-student communication  

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In mathematics education, student-teacher communication is recognized to constitute an important dimension in/of mathematical learning. Significant effort has been made in recent decades to depart from a focus on the individual in which teachers and student simply use communication to express, to and for others, their private knowledge or thinking. In this paper, we continue this departure taking as a starting point the observation that (mathematical) communication is possible only when there is a relation with others: Communication is the relation with others. That is, we present a way of thinking about student-teacher communication in which geometrical being-in-the-know is conversationally produced. Using fragments of elementary classroom conversations involving three-dimensional geometry as a tool to flesh out this theoretical study, we illustrate (a) how being-in-the-know-with can be recognized in asking and responding to questions involving mathematical concepts and (b) how conversations are then the fine-tuning of being-in-the-know relations in which mathematical ideas can come forth even in those instances where not-being-in-the-know is asserted.

Maheux, Jean-Francois; Roth, Wolff-Michael

2014-01-01

336

Student-Teacher Interaction on Facebook: What Students Find Appropriate  

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Web 2.0 technologies such as Facebook, a popular social networking site, provide educators with new possibilities for reaching their students. As these technologies are new, there is not a total understanding of how these technologies could best be used in education. This study helps to develop this understanding by investigating how appropriate…

Teclehaimanot, Berhane; Hickman, Torey

2011-01-01

337

What the Students Will Say While the Teacher is Away: An Investigation into Student-Led and Teacher-Led Discussion within Guided Reading Groups  

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This article describes a qualitative study of discussion patterns within guided reading groups in a struggling metropolitan school. The study involves analysis of reader response to literature through discussion within teacher-led and student-led contexts. Transcripts of discussions surrounding texts, teacher interviews, and student surveys were…

Hulan, Nancy

2010-01-01

338

The role of teacher challenge and support in high school students' academic engagement in science  

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Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level Hierarchical Linear Models indicate that researchers' assessments of teacher-provided challenge positively predicted students' momentary reports of engagement in science learning activities. Teachers' provision of instrumental support was also positively associated with student engagement. Contrary to expectations, teacher provision of emotional support was not consistently related to students' reports of engagement. Both instrumental and emotional support interacted with challenge such that teachers' simultaneous provision of challenge and support was associated with additional gains in student engagement. Consistent with these findings, overtly obstructive (non-supportive) teacher behaviors were associated with decreases in student engagement when instruction was challenging. Results are discussed in terms of implications for theory and instructional practice.

Strati, Anna D.

339

Genius and madness in the social representations of mathematics teacher according to students and teachers  

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Full Text Available This paper presents an analysis of the social representations of 528 research participants, including 163 mathematics teachers and 365 students from state and private schools in Pernambuco, Brazil, about mathematics teachers The data collection was carried out using a three-phase methodology: free questionnaires, thematic seminars based on focus groups, and interviews. The results were progressively constructed with the participants, who in each research phase had feedback from the previous one. The data obtained from the questionnaires were subjected to a factor analysis using the Tri-deux software, whereas the data collected in the other two phases were analysed according to Bardin’s content analysis. The results revealed stereotypes such as the gift to teach and learn mathematics, and the superior and abnormal intelligence of mathematics teachers.

Fatima Maria Leite Cruz

2011-12-01

340

Students as teachers in an anatomy dissection course.  

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One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession. PMID:24219999

Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

2014-01-01

 
 
 
 
341

An Analysis of the Statistical Differences between Student Writing Scores for Students of Delaware Writing Project Partnership Teachers and Students of Teachers Not Participating in the Delaware Writing Project Partnership  

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The purpose of the study was to discover if there exists a statistically significant difference in DSTP student writing scores from spring 2007 third grade to spring 2007 fifth grade student writing scores for students of Delaware Writing Project (DWP) Partnership teachers and students in classrooms with teachers not participating in the DWP…

Lazar, Carolyn

2010-01-01

342

Science Teacher Quality and Effectiveness: Gweru Urban Junior Secondary School Students’ Points of View  

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Full Text Available The purpose of this study was to examine the perceptions among junior secondary science students from Gweru Urban secondary schools in Zimbabwe towards science teachers' teaching quality and effectiveness. This qualitative study approached and interviewed Form 2 students from 10 different schools in Gweru urban. The results show that three key dimensions of science teacher quality and effectiveness emerged: teacher's scientific knowledge, teacher’s pedagogical skills and teacher's social competence. Findings suggest that the teachers can promote and enhance teaching effectiveness by applying a positive student approach, understanding students’ learning difficulties, acknowledging the individual student, being someone the students can trust, being able to organise and teach in interesting and flexible ways, using good teaching methods, their ability to plan and structure the content and the use of practical investigative science in the classroom. Student perspectives, however, retain a humanistic vision of teaching and learning. Students want teachers who care and respect them, who help them learn and make learning interesting and fun. This study adds value by unveiling the key antecedents and predictors of students perceptions thus confirm previous findings that teacher quality is an important educational issue. It is apparent from this study that quality teachers must embrace the vision of caring for students and their learning.The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. Secondary school science students prefer teachers who teach science in a way that is both interesting and relevant to the student.

Mandina Shadreck

2012-06-01

343

A STUDY OF STUDENT TEACHERS PARTICIPATION IN QUALITY MANAGEMENT RELATED TO STUDENT SUPPORT AND PROGRESS.  

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Full Text Available The Present study has been conducted to study the student teacher's participation in related is related to teaching, learning and evaluation of planning ,organization, communication ,co-ordination and evaluation process. The sample consisted 960 and selected randomly. In order to collect the data self made Questionnaire was used. Mean, S.D. and't' value are calculated to get result on basis of collected data. The analysis shows that student teacher's participation in Quality management in relation to Granted and No granted for planning, organization, communication, co-ordination and evaluation seemed to be an average level.According to NAAC institution all higher education's quality maintain by seven criteria's. Student support and progress is also one important criteria. Researcher compare old and new colleges of b.ed related to Student support and progress

NITINKUMAR DADASAHEB MALI

2013-05-01

344

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.  

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The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed. PMID:17419665

VanWeelden, Kimberly; Whipple, Jennifer

2007-01-01

345

The Status of Teacher’s Questions and Students’ Responses: The Case of an EFL Class  

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Whereas a lot of classroom research conducted in English classes have studied the role of classroom interaction, a considerable number of research has been concerned with the linguistic aspects of classroom interaction, many of which dealt with the type of questions asked in the EFL classes. Previously it was demonstrated that teachers make adjustments in their questioning techniques when communicating with their students. In the same line of inquiry, the present study tried to find out wh...

Arman Toni; Farzad Parse

2013-01-01

346

Factors affecting the career choice of first-year student teachers  

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The lack of appropriately qualified teachers in South Africa is growing rapidly and frequency of debates about the decline in teacher numbers in South Africa is increasing. In this study, the results of an investigation into possible factors that impact on the career choice of student teachers are reported. The reasons why first-year student teachers at the University of Pretoria chose teaching as a career were studied by using a non-experimental design (survey design; administering a non-sta...

Maree, Kobus; Maree, J. G.; Hislop-esterhuysen, Natalie; Swanepoel, Andre; Linde, Michael J.

2009-01-01

347

Responding to Observation: How Student Teachers’ Use of their Counselor’s Notes Support their Preparation  

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Several practices for teacher preparation remain as essential today as they have been for decades. Among them, observation of lessons continues to be highly popular to support and evaluate student teachers’ learning processes. The following pages deal with an experience in which observation was given an alternative perspective in the preparation of future teachers. Sixteen student teachers who constantly responded to their counselor’s observation notes participated in the study. Exploring...

Viáfara González John Jairo

2005-01-01

348

Are Boys Better Off with Male and Girls with Female Teachers? A Multilevel Investigation of Measurement Invariance and Gender Match in Teacher-Student Relationship Quality  

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Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182…

Spilt, Jantine L.; Koomen, Helma M. Y.; Jak, Suzanne

2012-01-01

349

Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry  

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The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work…

Kazemi, Elham; Franke, Megan Loef

2004-01-01

350

The Effect of Teacher-Student Gender Matching: Evidence from OECD Countries  

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While some educators argue that teacher-student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher-student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science…

Cho, Insook

2012-01-01

351

Turkish Student Teachers' Ideas about Diagrams of a Flower and a Plant Cell  

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In the present study, the understandings of student teachers (training for the primary phase and Master's degree students from a primary science and technology education department) about flowers and plant cells using the method of drawing in combination with interviews are explored. The data were gathered from 116 student teachers and 10 Master's…

Topsakal, Unsal Umdu; Oversby, John

2012-01-01

352

The Initial Teaching Behaviors of Student Teachers in a CBTE Program in the Language Arts.  

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Thirty-one student teachers participated in a study of the language arts and reading module of a competency-based program at the University of Toledo, to determine the extent to which objectives were implemented during the student teaching experience. Results from an observation schedule and questionnaires completed by student teachers and…

Romanoff, Marjorie Reinwald

353

Middle School Students' Perceptions of Caring Teacher Behaviors: Differences by Minority Status  

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In U. S. schools, which have a primarily White teaching force but an increasingly non-White student population, students and teachers may not be able to complete caring encounters based on their differing communication patterns. Therefore, it is important to understand what behaviors students view as caring so that teachers can complete caring…

Tosolt, Brandelyn

2009-01-01

354

The Moderating Effect of Teacher Support on Depression and Relational Victimization in Minority Middle School Students  

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Support provided by caring teacher-student relationships is essential for the emotional well-being of students who are bullied. The researchers were interested in discovering whether perceived teacher support would moderate the relationship between relational victimization and depression in low-income minority middle school students. A mixed…

Mihalas, Stephanie T.; Witherspoon, Ryan G.; Harper, Meg E.; Sovran, Brittany A.

2012-01-01

355

Teachers, Parents, and Student Motivation: The Effects of Involvement and Autonomy Support.  

Science.gov (United States)

Findings of a study that examined the relationship of students' perceptions of parents' and teachers' involvement and autonomy support to student motivation are presented in this paper. Based on a larger process model of academic achievement (Ryan and Stiller 1991), students' perceptions of parent and teacher autonomy support and involvement were…

Stiller, Jerome D.; Ryan, Richard M.

356

Teachers' Use of Student Data Systems to Improve Instruction: 2005 to 2007  

Science.gov (United States)

The availability and use of electronic student data systems for instructional improvement are rapidly changing. Federal, state, and district efforts to promote the use of data to improve instruction and student achievement are being accompanied by changes in teacher access to student data systems and data use. Nearly three-quarters of all teachers

Gallagher, Lawrence; Means, Barbara; Padilla, Christine

2008-01-01

357

An Empirical Study on New Teacher-student Relationship and Questioning Strategies in ESL Classroom  

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Full Text Available Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning. Questioning strategy is a fine effective strategy in teacher-student interaction, and it benefits the construction of new teacher-student relationship. Based on the questionnaires concerning current survey of "teacher-student relationship" and "questioning strategies in English classroom", we get the conclusion that the current teacher-student relationship and the questioning situation are not optimistic in teaching English as a second language (ESL. Most of students desire the new, harmonious, democratic teacher-student relationship, and want to show a nice performance in English class, and hope to be questioned in a proper and respectful way. Meanwhile, the paper, based on the affective factors and construction of new teacher-student relationship, puts forward some questioning strategies for construction of new teacher-student relationship.

Zuosheng Sun

2012-06-01

358

Facilitating ESL Students with Autism Learn Sight Vocabulary: Teachers’ Practices and Voices  

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Full Text Available Teachers’ support is critical to the learning of special needs students. Without teachers’ assistance and understanding, it may be difficult for such students to develop learning.The paper reports the findings of a study that looked into English language teachers’ practices in facilitating primary school ESL students with autism learn sight vocabulary.Observational field notes, interviews, and document analysis indicate that the teachers used a variety of ways to help the students learn. The findings indicate humanistic language teaching practices. The practices seem to be important in promoting sight vocabulary development among the students. The findings have important implications for teacher educators, in service and pre service teachers involved in teaching ESL students with autism in inclusive and special education settings.

SAROYA YAHYA

2013-04-01

359

Some Student Teachers’ Conceptions of Creativity in Secondary School English  

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

Beth Howell

2008-12-01

360

Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills  

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This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2012-01-01

 
 
 
 
361

The Role of Librarians in Academic Success  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skill...

Dold, Claudia J.

2013-01-01

362

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

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This study investigated elementary and secondary teachers’ understanding and pedagogical strategies applied to students making errors in finding a missing length in similar rectangles. It was revealed that secondary teachers had better understanding of ratio and proportion in similar rectangles than elementary teachers. While all secondary teachers solved the similar rectangles problems correctly, a large portion of elementary teacher struggled with the problem. In explaining their solution...

2011-01-01

363

An Investigation of Perceptions of Vietnamese Teachers and Students toward Cooperative Learning (CL)  

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The present study examined how cooperative learning (CL) is implemented in Vietnamese classrooms, how local teachers' and students' perceived this approach to learning, and what were the local barriers that hindered its implementation. Forty teachers and forty students from twenty Vietnamese colleges completed a questionnaire about CL and follow-up interviews were conducted with ten students and ten teachers on their perceptions of this practice. The results showed that CL has become a common...

2011-01-01

364

Self-regulation of learning processes of student teachers in new training arrangements  

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In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be responsible for planning, monitoring and assessment of their own learning. We therefore designed a research project to answer the following question: What is a good didactic way to systematically opt...

Endedijk, M. D.; Vermunt, J. D. H. M.; Brekelmans, M.; Brok, P. Den; Verloop, N.

2007-01-01

365

Suggesting a New Model of Assessment at Chinese Teacher Education Institutions: Perceptions of University Students  

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The study was conducted to investigate the different aspects of assessments like fairness, feedback ability, compatibility with the goals, and satisfaction of the students about assessment system in teacher education institutions. The main object of the study was to suggest a model of assessment applicable in the teacher education institutions in China. The students were ignorant of curricular goals. The teachers were not providing proper feedback to the students. Overwhelming majority sugges...

2012-01-01

366

Violence at School: perceptions of public and private schools teachers and students in São Leopoldo, RS  

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Despite of the violence to be important investigation theme, they are still incipient the researches in which the school ambients is prioritized as place of manifestation of violent situations. In that side, the objective of that work was to investigate teachers and students’ of São Leopoldo/RS perceptions concerning the theme. Three teachers and two students of a private school and three teachers and two students of a public school participated. An semi-structuredinterview was used to inv...

2003-01-01

367

The Association between Students' Perceptions of a Caring Teacher and Sexual Initiation. a Study among South African High School Students  

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This paper has the following aims: (i) to explore the extent to which students who received an intervention involving HIV/AIDS and sexuality perceived that their teacher cared for their health and well-being, (ii) to investigate the characteristics of students who reported to have caring teachers and (iii) to document the association between…

Helleve, Arnfinn; Flisher, Alan J.; Onya, Hans; Mathews, Catherine; Aaro, Leif Edvard; Klepp, Knut-Inge

2011-01-01

368

A Qualitative Case Study of Teacher-Student Micropolitical Interaction: The Strategies, Goals, and Consequences of Student Resistance.  

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This report examines part of a qualitative study on the micropolitical classroom strategies, goals, and consequences that occur among the students and a teacher in an elementary classroom. The paper focuses on the students' micropolitical strategies and goals, and the resulting consequences on their classroom teacher. Micropolitics describes the…

Spaulding, Angela McNabb

369

Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students  

Science.gov (United States)

There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

2008-01-01

370

Teacher Gender and Student Performance in Mathematics. Evidence from Catalonia (Spain  

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Full Text Available This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain. The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students.

Josep-Oriol Escardíbul

2013-01-01

371

Wow, My Science Teacher Does Real Research! Engaging and Motivating Students Using Experiences from the Field  

Science.gov (United States)

Students respond to personal connections. When K-12 science teachers are able to participate as field assistants on research projects, their students can benefit greatly from the stories, pictures, and video transmitted or brought back from the field. Teachers can translate and tailor their learning while in the field to the level of their students. Students are ';hooked' into science content by seeing their own teacher out there actually ';doing' science. The teacher is able to provide a direct content connection for the student, an avenue for understanding why ';learning this' is relevant and important. This presentation provides a case for why science teachers and researchers should collaborate as much as possible. The NSF funded PolarTREC program (Teachers and Researchers Exploring and Collaborating) is an excellent example of how to make this collaboration work. The presentation will also provide a look into how teachers can make an effective connection for their students between field science and classroom learning. Alaskan secondary science teacher Carol Scott spent a month at the Kevo Research Station in northern Finland in May/June 2013 as a PolarTREC teacher, and is translating this experience for students. She has also worked on an NSF Research Experience for Teachers grant in Prince William Sound, AK, and has successfully used this work to engage students in the classroom.

Scott, C.

2013-12-01

372

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan  

Science.gov (United States)

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

373

Investigating the Interpretation of Media Graphs among Student Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The official inclusion of the teaching of graphing in school curricula has motivated increasing research and innovative pedagogical strategies such as the use of media graphs in school contexts. However, only a few studies have investigated knowledge about graphing among those who will teach this curricular content. We discuss aspects of the interpretation of media graphs among primary school student teachers from Brazil and England. We focus on data which came from questionnaires and interviews which gives evidence of the mobilisation of several kinds of knowledge and experiences, in the interpretation of media statistical graphs. The discussion of results might contribute to an understanding of the complexity of the interpretation of such graphs, and to the development of pedagogical strategies which can help teachers think about the teaching and learning of statistics in ways that will support the balance of these kinds of knowledge.

Carlos Monteiro

2007-10-01

374

Teachers and Students, Students and Teachers: An Ever-Evolving Partnership.  

Science.gov (United States)

Provides a historical overview of "Modern Language Journal" articles that describe the teacher-learner relationship. The review focuses on how language learners have been portrayed in the journal and the implications of these portrayals for language teaching. (Author/VWL)

Horwitz, Elaine K.

2000-01-01

375

Turkish Science Student Teachers' Conceptions on the States of Matter  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims to determine science students teachers’ conceptions on the concepts related to ‘the matter and the states of the matter’. 112 Turkish science student teachers participated at this research. A questionnaire consisting of thirteen open-ended items was designed to collect the data. The questionnaire aimed to reveal the students’ views concerning; the features of ‘solid, liquid and gas’ states and their application in everyday life, the state of matter at room temperature and in normal conditions, the particulate structure of matter, unique properties of each particle of matter, the relationship between the force of attraction between these particles and room temperature. The results were analyzed mainly qualitatively, but also quantitatively. As an outcome of the analysis, fourteen misconceptions were determined. These misconceptions can be categorized as ‘mentioning of the state of matter without specifying the temperature and the pressure’, ‘not comprehending that liquids evaporate at any temperature’, ‘not understanding the features of the particulate structures of solid, liquid and gas substances (volume and the number of the particles’.

Abdullah Aydin

2013-04-01

376

Teacher and Student Perceptions about Technology Use in an Elementary School in Ankara  

Directory of Open Access Journals (Sweden)

Full Text Available In the present study, the perceptions of two important stakeholder groups (teachers andstudents were examined at the same time to have an insight about the current state of technology usein an elementary school in Ankara. The participants of this study included 35 elementary school teachers and 81 students, and the data were collected through two different questionnaires for teachers and students. The results of the study indicated that both teachers and students have positive perceptions about the value of technologies in educational settings. Teachers’ most frequently used technologies were computer and internet and they used these technologies mostly for class preparation activities. A majority of teachers have low competency levels for computer use and the most important barrier to their technology use was their lack of technology related knowledge and skills. Looking from both teachers’ and students’ perspectives, the results of this study would provide valuable insights about how to improve technology integration process in educational settings.

Feride Karaca

2011-11-01

377

Social Marketing and the School Library: An Effective Path to Collaboration? A Review of: Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007. 22 April 2008 .  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – The study attempted to apply the strategies of social marketing theory to collaboration between school librarians andteachers. Design – Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians.Subjects – Students (student librarians in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences Methods – Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action. Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good. Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included:• Instructions for designing announcements, leaflets, and conferences as marketing strategies • Instructional unit designs for subject content and information literacy skills• Incentive payments of $200 to be used for library resources as anincentive to collaborate.• The steps to engaging in the collaborative process • Procedural guidelines for taking field notes, unobtrusive observations and informal evidence.Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods.Main Results – Social Marketing Model The researchers evaluated the study in each of the four aspects of the Social Marketing Model.Attention (A – Gaining Attention and Convincing. Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools.Interest (I - Promoting Interest in Services and/or Products - Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement.Desire (D and Action (A – Recognizing Values and Taking Action. Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies also did not appear to increase motivation of teachers to participate. Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects. Action Process

Gayle Bogel

2008-06-01

378

Reflection Of Student Teacher On Technology Based Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Practice teaching is core training programme in B Ed practicum component which is to build teaching competencies in student teachers. Quality education depends upon quality teaching. Practice teaching is integration of many skillsTechnology based teaching is an instructional strategy which involves use of technological means in teaching. In the age of knowledge explosion the use of technology in teaching learning process is inevitable. . The researcher has made attempt to find out the problems in conducting these lessons and remedies to overcome the difficulties in conducting lessons based on Technology based teaching.

Rajendra Patil

2013-07-01

379

Bridging discourses in the ESL classroom students, teachers and researchers  

CERN Multimedia

Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are 'bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register. This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduat

Gibbons, Pauline

2006-01-01

380

A Meta-Analytical Review of Teacher Credibility and Its Associations with Teacher Behaviors and Student Outcomes  

Science.gov (United States)

This meta-analysis reviews the findings of 51 studies (N = 14,378) examining the associations among teacher credibility, teacher behaviors, and student outcomes. When all three dimensions of credibility are considered collectively (i.e., competence, trustworthiness, and caring), the cumulative evidence indicates a moderate, meaningful relationship…

Finn, Amber N.; Schrodt, Paul; Witt, Paul L.; Elledge, Nikki; Jernberg, Kodiane A.; Larson, Lara M.

2009-01-01

 
 
 
 
381

Comparison of Brunei Preservice Student Teachers' Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education  

Science.gov (United States)

The authors investigated and compared Brunei trainee teachers' attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants…

Haq, Faridah Serajul; Mundia, Lawrence

2012-01-01

382

Does Coaching Student Teachers Affect the Professional Development and Teaching of Cooperating Teachers? A Cross-Cultural Perspective.  

Science.gov (United States)

This study examined the perceptions of cooperating teachers who are coaching student teachers within Professional Development School (PDS) models in two cultures. Part of an action research project conducted by the University of California-Irvine (UCI) and Beit Berl College (Israel), the study examined: (1) what contributions the cooperating…

Ariav, Tamar; Clinard, Linda McCorkel

383

Not your ordinary librarian debunking the popular perceptions of librarians  

CERN Multimedia

When you picture a librarian, what do you imagine? An old white woman with glasses and a prudish disposition? That is the image that many people conjure up when asked to picture a librarian; with 82 per cent of the professional force being female and the average age of a librarian at 45, coupled with popular stereotypical images, it is difficult to dispute the perceptions. But there is more to librarians than meets the eye. This book will explore the origin of the image and popular media images of the librarian, in addition to the effects of the stereotype, and the challenges to the perception

White, Ashanti

2012-01-01

384

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

Directory of Open Access Journals (Sweden)

Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments. According to students, compared to structure academic learning, technology is a better environment to make good use of their time, to satisfy their curiosity about certain subjects, to establish communication with others and to play games.

Bahadir ERISTI,

2012-08-01

385

Student evaluations of their physics teachers: Evaluative bias and its relationship to classroom pedagogy and students' career aspirations  

Science.gov (United States)

Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed.

Potvin, Geoff

2013-04-01

386

Improving ESL Teacher Education: Meeting Students' Needs for More "Practical" Activities.  

Science.gov (United States)

Interviewed students in an English-as-a-Second-Language (ESL) teacher education program to gain input for course and program revision. Lists 12 suggestion for improvement based on students' comments. (Author/VWL)

Reichelt, Melinda

2003-01-01

387

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science  

Science.gov (United States)

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student interactions during the quantitative phase described the most instances of teacher cooperative behaviors, such as teacher helpfulness and understanding. Conversely, students reporting low motivation and low perceptions of teacher-student interactions described the most instances of teacher oppositional behavior, such as harsh and impatient behaviors. An in-depth description of categories and subcategories is also provided. This study concludes with an interpretive analysis of quantitative and qualitative results considered both separately and together. Implications for middle grades science education are discussed, including recommendations for behavior management, scaffolding students' transition to middle school, making explicit connections to science careers, and providing opportunities for small successes within the science classroom. Implications for science teacher education, limitations of the study, and future research directions are also discussed.

Smart, Julie Brockman

388

The influence of ecosystemic factors on Black student teachers’ perceptions and experiences of Early Childhood Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Post-1994 welcomed political transformation in South Africa which also brought about change in the educational sector since Black students had access to former White universities. Contrary to the growing number of Black students, the impetus for this study was found in the short supply of Black student teachers in ECE. Moreover, this study attempted to investigate how ecosystemic factors influenced the low enrolment of Black student teachers as well as their perceptions and experiences of the...

Hannaway, Donna-anne Mary

2013-01-01

389

Teachers Assessment Practices and Students Perceptions of the Classroom Assessment Environment  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study was to examine the relationship between teachers' assessment practices and students’ perceptions of the classroom assessment environment. A total of 1,636 students and 83 science teachers in the ninth grade participated in the study. Results from hierarchical linear modeling techniques showed that students’ perceptions of the assessment environment were shaped by student characteristics such as self-efficacy, class contextual features such as aggregate perceived ...

2010-01-01

390

A Match or a Mismatch between Student and Teacher Learning Style Preferences  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study is to identify the learning styles of the students enrolled in an American affiliated Lebanese university who are currently registered in intensive English courses and to investigate whether there is a match between students’ learning styles and teachers’ teaching styles. The participants in this study were 103 students and five ESL teachers. A modified version of the PLSPQ has been used as an assessment instrument to determine the learning styles of the students...

Ghada Sabeh; Rima Bahous; Nahla Nola Bacha; Mona Nabhani

2011-01-01

391

Librarians' Image and Identity  

Digital Repository Infrastructure Vision for European Research (DRIVER)

To achieve a good image, librarians must develop a strong sense of identity. The purpose of the present research is to analyze the situation of a small library, the Poletti library, discovering how professionals see themselves, starting from the idea that visibility and dignity should be values of our daily life.

2006-01-01

392

Librarians and Gifted Readers.  

Science.gov (United States)

Outlines myths about gifted readers. Suggests that librarians are vital in nurturing gifted children by developing collections which respond to high abilities and diverse intelligences while honoring the chronological age of these readers, by creating responsive learning environments and using flexible teaching strategies, and by supporting…

Abilock, Debbie

1999-01-01

393

Gates Speaks to Librarians.  

Science.gov (United States)

In an interview, Microsoft CEO Bill Gates answers questions about the Gates Library Foundation; Libraries Online; tax-support for libraries; comparisons to Andrew Carnegie; charges of "buying" the library market; Internet filters, policies, and government censorship; the future of the World Wide Web and the role of librarians in its future.(PEN)

St. Lifer, Evan

1997-01-01

394

Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study  

Science.gov (United States)

This research was supported in part though an IMLS Kent State University Grant supporting Information Literacy. Based on the importance of teacher-school library media specialist collaboration, this study seeks to advance knowledge involving the dynamics of this special relationship. The subjects were a group of student librarians--themselves…

Immroth, Barbara; Lukenbill, W. Bernard

2007-01-01

395

Perception about radiation by students and teachers. Necessity of bringing-up of ''radiation literacy''  

International Nuclear Information System (INIS)

Perception about radiation and nuclear-related matters by students and teachers were studies, and it has proved that the degree of acquisition of the knowledge about radiation by teachers is in general very poor. It is keenly felt that some fundamental policy for improving the present situation should be established for the goal of elevations the ''radiation literacy'' of the teachers. (author)

2005-03-01

396

Effects of Training Teachers in Enthusiasm on Student Achievement and Attitudes.  

Science.gov (United States)

A study was conducted to determine if training to increase teachers' observable level of enthusiasm had a subsequent effect on student achievement and attitudes toward the teacher and curriculum. Seventeen first-year elementary teachers were randomly assigned to either an enthusiasm training treatment or a no training treatment. Following the…

Bettencourt, Edward M.; And Others

397

Job Stressors and Teacher Job Satisfaction in Programs Serving Students with Emotional and Behavioral Disorders  

Science.gov (United States)

Teacher turnover is problem that continues to plague the field of special education, given the associated costs when a teacher leaves his or her job. The challenges associated with recruitment and retention of quality teachers, especially in programs serving students with emotional and behavioral disorders (E/BD) have been attributed to a variety…

Adera, Beatrice A.; Bullock, Lyndal M.

2010-01-01

398

Effects of the Teacher's Background on Teaching and Students' Achievement in Botany and Zoology  

Science.gov (United States)

The relationship of certain teacher background variables to their attitudes priorities, expectations, and instructional practices regarding botany and zoology was investigated. Teachers were grouped into three categories: botanists, zoologists, and neutrals; the academic achievement of the students of the teachers in the three categories was…

Tamir, P.

1976-01-01

399

Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement  

Science.gov (United States)

This study investigated teachers' efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers' efficacy at the start of their intervention training and investigated relationships among teachers' efficacy, implementation, and students' reading progress. The efficacy and…

Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret

2013-01-01

400

Special Education Teachers' Attitudes towards Inclusion of Students with Autism in Jordan  

Science.gov (United States)

This study investigated the attitudes of special education teachers in the city of Amman, Jordan, toward the inclusion of students with autism in public schools and what the teachers believed to be the most important prerequisite skills for successful inclusion. Ninety two special education teachers were selected to complete the survey. The…

Abu-Hamour, Bashir; Muhaidat, Mohammad

2013-01-01

 
 
 
 
401

Teachers' Attitudes towards Inclusion of Students with Intellectual Disability in Bosnia and Herzegovina  

Science.gov (United States)

The aim of this study is to examine the attitudes of teachers in Bosnia and Herzegovina (BiH) towards educational inclusion of students with intellectual disability into regular classes. The sample for this study consisted of 194 elementary school teachers from eight schools in BiH. The attitudes of the teachers were measured by "The Attitudes…

Memisevic, Haris; Hodzic, Saudin

2011-01-01

402

Lagging in the Race: The Impact of Teacher Morale on Student Achievement  

Science.gov (United States)

The effect teachers have on student achievement is perennial. Several factors contribute to declining teacher morale. Teachers have an insuperable amount of responsibilities and duties. Stress related to increased federal, state, and local demands, low pay, lack of administrative support, and heightened discipline problems, are all factors that…

Covington, Char-Shenda D.

2010-01-01

403

Study of Teachers' Motivation To Motivate Students by the Theory of Planned Behavior.  

Science.gov (United States)

This research goes with a new tendency in the field of educational psychology--the study not only of students' motivation but also of teachers' motivation. However, the studies of teacher motivation had been only to acknowledge the factors to motivate teachers, without the analysis of motivation as a process that contains several cognitive…

Jesus, Saul Neves de; Abreu, Manuel Viegas

404

Teacher-Student Interpersonal Behavior in Secondary Mathematics Classes in Indonesia  

Science.gov (United States)

This study is aimed at describing profiles of interpersonal behavior of Indonesian mathematics teachers and examining associations between students' perceptions of their mathematics teachers' interpersonal behavior and their motivation in learning mathematics. Data were collected with the Indonesian version of the Questionnaire on Teacher

Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel J.

2012-01-01

405

Linking Black Middle School Students' Perceptions of Teachers' Expectations to Academic Engagement and Efficacy  

Science.gov (United States)

Teachers' expectations are consistent predictors of performance outcomes for elementary, middle, and secondary students. However, the literature is not as clear in articulating exactly how teacher expectations influence such outcomes. Thus, the purpose of this study is to examine whether perceptions of teachers' expectations are predictive of…

Tyler, Kenneth M.; Boelter, Christina M.

2008-01-01

406

How we launched a developmental student-as-teacher (SAT) program for all medical students.  

Science.gov (United States)

Abstract Introduction: Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. Methods: A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. Results: The entire class of 2016 (N?=?200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. Conclusions: The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program. PMID:24527838

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

407

Radiation oncology physics: A handbook for teachers and students  

International Nuclear Information System (INIS)

Radiotherapy, also referred to as radiation therapy, radiation oncology or therapeutic radiology, is one of the three principal modalities used in the treatment of malignant disease (cancer), the other two being surgery and chemotherapy. In contrast to other medical specialties that rely mainly on the clinical knowledge and experience of medical specialists, radiotherapy, with its use of ionizing radiation in the treatment of cancer, relies heavily on modern technology and the collaborative efforts of several professionals whose coordinated team approach greatly influences the outcome of the treatment. The radiotherapy team consists of radiation oncologists, medical physicists, dosimetrists and radiation therapy technologists: all professionals characterized by widely differing educational backgrounds and one common link - the need to understand the basic elements of radiation physics, and the interaction of ionizing radiation with human tissue in particular. This specialized area of physics is referred to as radiation oncology physics, and proficiency in this branch of physics is an absolute necessity for anyone who aspires to achieve excellence in any of the four professions constituting the radiotherapy team. Current advances in radiation oncology are driven mainly by technological development of equipment for radiotherapy procedures and imaging; however, as in the past, these advances rely heavily on the underlying physics. This book is dedicated to students and teachers involved in programmes that train professionals for work in radiation oncology. It provides a compilation of facts on the physics as applied to radiation oncology and as such will be useful to graduate students and residents in medical physics programmes, to residents in radiation oncology, and to students in dosimetry and radiotherapy technology programmes. The level of understanding of the material covered will, of course, be different for the various student groups; however, the basic language and knowledge for all student groups will be the same. The text will also be of use to candidates preparing for professional certification examinations, whether in radiation oncology, medical physics, dosimetry or radiotherapy technology. The intent of the text is to serve as a factual supplement to the various textbooks on medical physics and to provide basic radiation oncology physics knowledge in the form of a syllabus covering all modern aspects of radiation oncology physics. While the text is mainly aimed at radiation oncology professionals, certain parts of it may also be of interest in other branches of medicine that use ionizing radiation not for the treatment of disease but for the diagnosis of disease (diagnostic radiology and nuclear medicine). The content may also be useful for physicists who are involved in studies of radiation hazards and radiation protection (health physics). This book represents a collaborative effort by professionals from many different countries who share a common goal of disseminating their radiation oncology physics knowledge and experience to a broad international audience of teachers and students. This publication is aimed at students and teachers involved in programmes that train professionals for work in radiation oncology. It provides a comprehensive overview of the basic medical physics knowledge required in the form of a syllabus for modern radiation oncology. It will be particularly useful to graduate students and residents in medical physics programmes, to residents in radiation oncology, as well as to students in dosimetry and radiotherapy technology programmes. It will assist those preparing for their professional certification examinations in radiation oncology, medical physics, dosimetry or radiotherapy technology. It has been endorsed by several international and national organizations and the material presented has already been used to define the level of knowledge expected of medical physicists worldwide

2005-01-01

408

A Conceptual and Analytic Critique of Student Ratings of Teachers in the USA with Implications for Teacher Effectiveness and Student Learning.  

Science.gov (United States)

Uses principles of validation as a conceptual framework for critiquing validity-invalidity evidence and arguments related to student ratings of teachers (SRTs). Also explores the utility of SRTs. (SLD)

Olivares, Orlando J.

2003-01-01

409

The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience  

Science.gov (United States)

The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was designed on a cognitive apprenticeship framework and uses a variety of technology to support both…

Kopcha, Theodore J.; Alger, Christianna

2011-01-01

410

The Analyze of Teachers’ Responsibility Beliefs for Student Academic Successes and Failures (The Sample of Turkish Biology Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available This study was prepared to analyze biology teachers’ responsibility beliefs for student academic successes and failures in terms of different variables. The data were collected with Teachers’ Responsibility for Student Achievement Scale, Teachers’ Sense of Self-efficacy Scale, The Scale of Attitudes toward Teaching Profession and open-ended interview questionnaire. For the data analysis, descriptive statistics, one-way variance analysis (ANOVA, independent groups t-test and Pearson Correlation Coefficient were used. On the other hand, the data collected through open-ended interviews were subject to content analysis. While teachers’ responsibility beliefs is not significant in terms gender, teachers’ sense of self-efficacy and teachers’ attitudes toward teaching profession, there is significant results in terms of length of service and student numbers in their classrooms. There are average, positive and significant relations between teachers’ responsibility beliefs for student success and years experience, size of classrooms, perception of self-efficacy in teaching profession and attitudes toward teaching profession.© 2013 IOJES. All rights reserved

Hakan Kurt

2013-08-01

411

Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement.  

Science.gov (United States)

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent Positive, Congruent Negative, Incongruent Child Negative, and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Group membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and the measured outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688

Wu, Jiun-Yu; Hughes, Jan N; Kwok, Oi-Man

2010-10-01

412

Being a librarian for young people - yes!  

Directory of Open Access Journals (Sweden)

Full Text Available The development of information sources and their presence in libraries has rosen some new questions for the librarians for young people. What should their role be, should they become only instructors for the use of information sources or should they become mediators between information source and user? Or should they in the first pla?e remain experts and counsellors, specialized in children and youth literature, for children, their parents, educators, teachers and others working with young people? How to find and keep one's pla?e in the frames of librarianship? Are special forms of training needed for librarians working with young people; in this context, more attention should be payed to the hands-on training with new information sources.

Elizabeta Hriberšek-Balkovec

1997-01-01

413

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

Science.gov (United States)

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

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

2010-01-01

414

Lesbian Teachers and Students: Issues and Dilemmas of Being "Out" in Primary School  

Science.gov (United States)

For many lesbian teachers and students there are issues and dilemmas that challenge them being "out" in school environments. The purpose of this paper is to describe and explore the experiences of two lesbians in this context. This is a descriptive case study involving semi-structured interviews and conversations. The teacher and a student in the…

Hardie, Ann

2012-01-01

415

Understanding Early Childhood Student Teachers' Acceptance and Use of Interactive Whiteboard  

Science.gov (United States)

Purpose: The purpose of this paper is to understand early childhood student teachers' self-reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework. Design/methodology/approach: A total of 112 student teachers enrolled in science-related…

Wong, Kung-Teck; Russo, Sharon; McDowall, Janet

2013-01-01

416

Problem Solving Experiences of Student Mathematics Teachers through Cabri: A Case Study  

Science.gov (United States)

This article describes a case study dealing with teacher?student reaction and cooperation during problem-solving activities within a class setting. The aim is to familiarize student mathematics teachers with the process of mathematics teaching with computers and to help them re-examine their traditional views of mathematics learning and teaching.…

Baki, Adnan

2004-01-01

417

Las Prendas de Vestir (The Articles of Clothing). Teacher's and Student's Booklets, First Edition.  

Science.gov (United States)

The materials of this program are written to individualize the teaching of Spanish to English speakers, and are designed to provide as much flexibility as possible for both the teacher and student. The materials can be used for large groups, small groups, and individual work, although direct teacher-student contact is considered to be beneficial.…

Dade County Public Schools, Miami, FL.

418

Discipline Orientations of Pre-Service Teachers before and after Student Teaching  

Science.gov (United States)

This study examined the classroom discipline orientations of pre-service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full-time student teaching experience, pre-service teachers (N = 220) from three southeastern universities in the USA completed a discipline…

Kaya, Sibel; Lundeen, Cynthia; Wolfgang, Charles H.

2010-01-01

419

Measuring Teacher Perceptions of the "How" and "Why" of Student Motivation  

Science.gov (United States)

In the field of educational psychology, there is diverse and active research in motivation for learning and achievement. Many instruments exist for assessing students' motivation, primarily as self-report. Fewer instruments are available for assessing "teachers'" perceptions of their students' motivation, and fewer still for assessing teachers'…

Hardre, Patricia L.; Davis, Kendrick A.; Sullivan, David W.

2008-01-01

420

Teacher and Student Perceptions of the International Baccalaureate Program: A First Year Perspective  

Science.gov (United States)

This study examined the perceptions of teachers and students during the first year of implementation of the International Baccalaureate (IB) Diploma Program at a high school. The research team interviewed all IB teachers and students regarding their decision to teach/enroll in IB; how IB differed from teaching/taking regular courses; and other…

Culross, Rita R.; Tarver, Emily T.

2007-01-01

 
 
 
 
421

Identified Phases in the Building and Maintaining of Positive Teacher-Student Relationships  

Science.gov (United States)

Teacher-student relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging…

Newberry, Melissa

2010-01-01

422

Teacher and Student Beliefs on Constructivist Instructional Design: A Case Study  

Science.gov (United States)

The main purpose of this research is to evaluate the effects of a constructivist instructional design on a group of students and their teacher. The sample consisted of 26 students and one teacher. The research was conducted at Istanbul Technical University, School of Foreign Languages, English Preparatory Program. The instructional design based on…

Altun, Sertel; Buyukduman, F. Ilke

2007-01-01

423

Estimated Effect of the Teacher Advancement Program on Student Test Score Gains  

Science.gov (United States)

This article presents findings from the first independent, third-party appraisal of the impact of the Teacher Advancement Program (TAP) on student test score gains in mathematics. TAP is a comprehensive school reform model designed to attract highly effective teachers, improve instructional effectiveness, and elevate student achievement. We use a…

Springer, Matthew G.; Ballou, Dale; Peng, Art

2014-01-01

424

Comparative Attitudes of University Students and School Teachers on the Use and Legalization of Marijuana  

Science.gov (United States)

Explored use of marijuana and attitudes toward its legalization among university students and school teachers in Alberta. Students had more permissive attitudes toward marijuana use and its legalization as compared to teachers. Significant relationships were found between drug use and age and legalization of marijuana and sex and religiosity.…

Paul, Madanjit K.

1977-01-01

425

Beliefs of Families, Students, and Teachers regarding Homework for Elementary-Aged Children  

Science.gov (United States)

According to Simplico (2005), critics who were led by parents have argued, "Children are spending too much time doing homework, which has no impact on their learning" (p. 138). This research study is significant for students, parents, teachers, educators, and administrators who wish to compare beliefs of families, students, and teachers regarding…

Wright, Kim McGee

2010-01-01

426

The Evaluation of the Student Teachers' Attitudes toward Internet and Democracy  

Science.gov (United States)

The aims of this study are to find out (1) how student teachers' attitudes toward Internet affect their attitudes toward democracy, (2) how student teachers' attitudes toward democracy are in terms of their purpose of using Internet and (3) benefits provided by the Internet. The research is carried out in Ziya Gokalp Education Faculty at Dicle…

Oral, Behcet

2008-01-01

427

Impact of an Action Research Instructional Model: Student Teachers as Reflective Thinkers  

Science.gov (United States)

In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. Its sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work. The work took place at a…

Ostorga, Alcione N.; Estrada, Veronica Lopez

2009-01-01

428

Misconceptions about "Misconceptions": Preservice Secondary Science Teachers' Views on the Value and Role of Student Ideas  

Science.gov (United States)

There remains a lack of agreement in the field of science education as to whether student "misconceptions" ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students' ideas. This empirical study examines how 14 preservice secondary science teachers in…

Larkin, Douglas

2012-01-01

429

Facilitating Students' Problem Solving in a Technological Context: Prospective Teachers' Learning Trajectory  

Science.gov (United States)

In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers interpreted and developed in their role of facilitating students' mathematical problem solving with a…

Lee, Hollylynne Stohl

2005-01-01

430

Relationships between Sociocultural Characteristics and Cognitive Styles of Student Teachers in Turkey  

Science.gov (United States)

The purpose of this study is to find out the demographic characteristics and cognitive styles of student teachers in various subject areas in Turkey. Under this general purpose, the following research questions were used to conduct the study: (1) Does the gender of the student teacher influence cognitive style?; (2) Does the educational level of…

Guven, Bulent

2007-01-01

431

Class Size Effects on the Number and Types of Student-Teacher Interactions in Primary Classrooms  

Science.gov (United States)

This paper addresses the relationship between class size and student-teacher interactions as an explanation for effects of class size on achievement. Observations were conducted in kindergarten and Grade 1 classes from 46 Dutch primary schools in order to address the effect of class size on the amount and type of student-teacher interactions. The…

Folmer-Annevelink, Elvira; Doolaard, Simone; Mascareno, Mayra; Bosker, Roel J.

2010-01-01

432

Teacher Expectations and Students from Low Socioeconomic Background: A Perspective from Costa Rica  

Science.gov (United States)

This study explores teachers' academic expectations of students from low socioeconomic status (SES) in Costa Rica for the purpose of cross-cultural comparison. A group of 17 teachers from two different elementary schools located in a small town in Costa Rica were questioned about their expectations of low SES students enrolled in their classes.…

Regalla, Michele

2013-01-01

433

Six Elements of Diversity: Teacher Candidate Perceptions after Engaging Native American Students  

Science.gov (United States)

Teacher education serves an important role in preparing teacher candidates to engage with diverse student populations. This study supports a need for candidates to practice Invitational Theory and Practice when teaching students from diverse backgrounds. To assess candidate growth, we used Schmidt's (2007) Six Elements of Diversity as a lens for…

Moeller, Mary; Anderson, Carla; Grosz, Linnea

2012-01-01

434

Culturally Responsive Teaching: When and How High School Teachers Should Cross Cultural Boundaries To Reach Students.  

Science.gov (United States)

In the 1980s several qualitative studies of midwestern public high schools that serve students of color were conducted. Many teachers attempted to reach these students by adopting culturally responsive teaching strategies. While some teachers insisted that abandoning traditional pedagogy was to give up on socially legitimate teaching, others tried…

Hemmings, Annette

435

Effects of Increased Self-Regulated Learning Opportunities on Student Teachers' Metacognitive and Motivational Development  

Science.gov (United States)

This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with…

Vrieling, E. M.; Bastiaens, T. J.; Stijnen, S.

2012-01-01

436

Learning from Animated Classroom Exemplars: The Case for Guiding Student Teachers' Observations with Metacognitive Prompts  

Science.gov (United States)

Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's…

Moreno, Roxana

2009-01-01

437

Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices  

Science.gov (United States)

The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to…

Storz, Mark G.; Hoffman, Amy R.

2013-01-01

438

Choosing Teaching as a Career: Perspectives of Male and Female Malaysian Student Teachers in Training  

Science.gov (United States)

This paper is motivated by concern about the decline in the numbers of males entering the teaching profession in Malaysia. It seeks to explore first year student teachers' views of teaching as a career choice and to determine the factors that influenced their decision to enter the teaching profession. A total of 425 student teachers completed a…

Azman, Norzaini

2013-01-01

439

An Analysis of Teacher Nominations and Student Performance in Gifted Programs  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study evaluated the relationship of teacher nomination instruments to later performance of students in a gifted program. Teacher nominations were based on two instruments, an instrument designed specifically to assess gifted behaviors of students from culturally divergent and/or low income populations and an instrument designed to assess gifted behaviors in the general population. Separate canonical correlation analyses ...

1997-01-01

440

Digital Dilemmas: How Elementary Preservice Teachers Reason about Students' Appropriate Computer and Internet Use  

Science.gov (United States)

With increased computer technology use in schools, preservice teachers must be prepared to deal with ethical issues involved in a range of computer uses, such as students plagiarizing from the Internet or accessing adults-only web sites. We investigated preservice teachers' judgments regarding several scenarios of student uses of the computer and…

Kafai, Yasmin B.; Nixon, Althea Scott; Burnam, Bruce

2007-01-01

 
 
 
 
441

Similarities and Differences in Instructional Tactics Used by Teachers of TMR and PMR Students.  

Science.gov (United States)

Analyses of questionnaires on instructional practices answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students identified similarities and differences in seven categories: personal/professional information, professional preparation, classroom teaching activity, classroom management,…

Westling, David L.

1985-01-01

442

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary  

Science.gov (United States)

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

TNTP, 2012

2012-01-01

443

Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive  

Science.gov (United States)

Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

TNTP, 2012

2012-01-01

444

The Portfolio Effect: Enhancing Turkish ELT Student-Teachers' Autonomy  

Science.gov (United States)

This article reports on the use of portfolios to develop ELT major student-teachers' autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants'…

Yildirim, Rana

2013-01-01

445

Humanistic Qualities of the Teacher as Perceived by Undergraduate Students in Bahrain and Kuwait  

Science.gov (United States)

The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…

Al-Musawi, Nu'man; Karam, Ebraheem M.

2011-01-01

446

High School Teachers' Attitudes toward the Inclusion of Students with High-Functioning Autism  

Science.gov (United States)

Few researchers have examined teachers' perceptions of the inclusion of students with autism spectrum disorders at the high school level. The purpose of this mixed methods sequential explanatory study was to examine teachers' attitudes and perceived needs in teaching high school students with high-functioning autism (HFA). Cognitive constructivism…

Kieran, Laura Perran

2012-01-01

447

Experience Gained through Engaging Student Teachers in a Developmental Reflective Process  

Science.gov (United States)

The article illustrates the hopes and challenges evident in my attempt to use action research as an approach to engage student teachers in reflective processes. The data was systematically generated from the student teachers themselves and from the diaries I noted through out the inquiry. The study suggested that while lack of previous experience…

Hussein, Jeylan Wolyie

2007-01-01

448

Eight Types of Graphic Organizers for Empowering Social Studies Students and Teachers  

Science.gov (United States)

Graphic organizers offer visual models that equip teachers and students with tools, concepts, and language to organize, understand, and apply information. Many teachers, concerned that social studies tends to overwhelm students, feel social studies is viewed as a complex and confusing subject unrelated to the contemporary world. Graphic organizers…

Gallavan, Nancy P.; Kottler, Ellen

2007-01-01

449

Cultural Considerations in Teachers' Perceptions of Student Classroom Behavior and Achievement  

Science.gov (United States)

This study examines teachers' perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition,…

Tyler, Kenneth M.; Boykin, A. Wade; Walton, Tia R.

2006-01-01

450

Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning  

Science.gov (United States)

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…

McNeill, Katherine L.; Krajcik, Joseph

2008-01-01

451

Student-Teacher Relationships in Early Elementary School and Impact on Later Academic Engagement  

Science.gov (United States)

Teachers have many roles that make them influential in a child's overall development at school. The relationship formed between teachers and students early on may foreshadow adjustment and functioning of the student in later school years. A conditional latent curve model was fit to data from a subsample of the longitudinal Collaborative Family…

Lauderdale, Stacy Marie

2011-01-01

452

Affordances of Computers in Teacher-Student Interactions: The Case of Interactive Physics  

Science.gov (United States)

Discusses a study designed to understand 11th-grade students' learning during conversations with their teacher over and about a computer-based Newtonian microworld, Interactive Physics. Illustrates that students' learning was not local but persistent, in that they used appropriate canonical science talk without teacher support. (36 references)

Roth, Wolff-Michael

2006-10-09

453

The Timing of the Research Question: First-Year Writing Faculty and Instruction Librarians' Differing Perspectives  

Science.gov (United States)

Faculty and librarians agree on the qualities of a good research question. However, in an exploratory study, they differed on when students should develop their research question. While librarians stated that students should develop their question early, first-year writing faculty advocated for delaying the development of the research question.…

Nutefall, Jennifer E.; Ryder, Phyllis Mentzell

2010-01-01

454

Information Literacy Skills: Teacher and Student Viewpoints. A review of: Herring, James E. “A Critical Investigation of Students’ and Teachers’ View of the Use of Information Literacy Skills in School Assignments.” School Library Media Research 9 (2006. 14 May 2007 .  

Directory of Open Access Journals (Sweden)

Full Text Available Objective – To examine student and teacher views of information literacy skills in school assignments in order to determine: 1 To what extent did students value the use of a research model booklet (PLUS? 2 How confident were the students about doing a good assignment and did the PLUS booklet affect their confidence? 3What benefits and limitations did students identify from individual brainstorming and concept mapping in relation to learning more about their topic and producing a good assignment? 4 To what extent did students see value in doing preliminary reading to revise their initial keywords and concept maps? 5 What reading and note?taking strategies did students adopt when using print and electronic resources? 6 To what extent (and why did students prefer to use electronic rather than print resources? 7 What are the implications for teachers and school library media specialists (SLMS?Design – Qualitative, action research; collaborative inquiry.Setting – Ripon Grammar School, Yorkshire, United Kingdom (high school/coeducational.Subjects – Fifty?two students in the second year of high school (year 8 enrolled in a science class studying sound technology; the school library media specialist (SLMS; science teachers.Methods – Students in this study had previously been taught a variety of information skills and had been introduced to a research model called PLUS (Purpose, Location, Use, Self?Evaluation. Students were given a PLUS model booklet, were required to select a topic in the area of sound technology, and were expected to do brainstorming and concept mapping and to produce a 600?word essay. After the assignment was completed, three methods of data collection were employed to determine students’ and teachers’ views: 1 post?assignment questionnaire 2 group interviews with students and teachers 3semi?structured interview with the school librarian.Main results – Responses indicated that students were “mostly” satisfied with the use of the PLUS model, although there were 18 students who did not respond to questions regarding the use of the booklet. It was also clear from the questionnaire that the majority of the students did not feel confident in their abilities to produce a satisfactory assignment prior to beginning the research; however, 48% of the students indicated that the PLUS booklet made them more confident. A comparable number of students said the booklet had no effect on their confidence and one student said it made them less confident. Students responded very positively about the use of individual brainstorming and concept mapping as a way to organize and focus on their topic. (There was a split between those who felt a written concept map was useful and those who felt a mental concept map was just as helpful. The majority of students felt that group brainstorming was helpful, while a few indicated the behavior of other students during group brainstorming was a hindrance. Questions about preliminary reading were not open?ended but were multiple choice. There was no response to indicate whether the preliminary reading was helpful or not, but rather how it was helpful. Most students indicated it had helped to identify the right keywords for further research and it helped them in finding the right resources. Students were questioned on the format of their note?taking. Sixty?five per cent preferred to hand write their notes in a notebook; fifteen per cent preferred to take notes electronically in some type of word processing program; twelve per cent preferred to cut and paste into a word processor; and eight per cent preferred “other methods.” Note?taking styles ranged from bulleted lists to spider diagrams, to using headings with categorized notes. When asked to indicate the percentage of information derived from Web sites versus information from books and journals, responses showed that over 65.5 % of the information came from web sites while only 35.5 % came from print material. When asked why, students responded that Websites were easier to read,

Julie Stephens

2007-06-01

455

Teachers‘ Awareness of Second Language Learning Strategies Adopted and Used by Their Students: A Questionnaire  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study investigates Iraqi university-level teachers’ awareness of these strategies adopted and used by their students in leaning a second language. A questionnaire is administered to twenty-seven teachers in five department regarding English as their major knowledge. Definitions, importance classifications and teaching second language learning strategies are dealt with. The study shows that these teachers are aware that their students are able to adopt and use a number of the...

Ahmed Qadoury Abed

2011-01-01

456

Teachers' collaborative interpretations of students' computer-mediated collaborative problem-solving interactions  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Although teachers need to draw on knowledge of students' knowledge in order to engage in a wide range of educational activities, relatively little research has been carried out on what types of student knowledge teachers attempt to acquire, and how they acquire it. We propose an analytical model of teachers' cognitive-interactional activities within an experimental reflective teaching situation. This situation employs a new research method that we term "collaborative interpretation", during w...

Lund, Kristine; Baker, Michael

1999-01-01

457

Hong Kong Physical Education Teachers’ Beliefs about Teaching Students with Disabilities: A Qualitative Analysis  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study aims to identify and examine the beliefs of physical education (PE) teachers in Hong Kong toward teaching students with disabilities. Based on the Theory of Planned Behavior (Ajzen, 1991), a qualitative design was employed to examine the underlying beliefs (behavioral, normative, and control) of PE teachers regarding teaching students with disabilities in their mainstream curricular PE. Participants were five Hong Kong PE teachers (F=3, M=2). Data were gathered in individual semi-s...

Jing Qi; Amy Sau Ching Ha

2012-01-01

458

Beyond the Right Answer: Exploring How Preservice Elementary Teachers Evaluate Student-Generated Algortihms  

Directory of Open Access Journals (Sweden)

Full Text Available Tasks regularly completed by elementary teachers reveal the mathematical nature of their work. However, preservice teachers demonstrate a lack of depth of mathematical thought. This study investigated the criteria preservice teachers intuitively used to evaluate algorithms. The intent was to use that knowledge as a foundation for modeling mathematical habits of mind for similar tasks. Journal writings and notes from in-class discussions were collected over three semesters of an introductory course for future teachers. Data were analyzed to discover dominant criteria used by preservice teachers to evaluate student algorithms. Four criteria, namely efficiency, generalizability, mathematical validity, and permissibility, were routinely used by preservice teachers.

TRACIE McLEMORE SALINAS

2009-01-01

459

The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach  

Science.gov (United States)

A meta-analytic approach was used to investigate the associations between affective qualities of teacher-student relationships (TSRs) and students' school engagement and achievement. Results were based on 99 studies, including students from preschool to high school. Separate analyses were conducted for positive relationships and engagement (k = 61…

Roorda, Debora L.; Koomen, Helma M. Y.; Spilt, Jantine L.; Oort, Frans J.

2011-01-01