Engaging Deaf and Hard of Hearing Students in the School Library: A Handbook for Teacher-Librarians (United States)

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be…

Eisner, Nadene



Becoming Teacher-Librarian 2.0  

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Full Text Available This article discusses the place of Web 2.0 social software in the school library program. It examines the potential of this technology for enhancing teaching and learning, and the implications for students' information literacy. The article suggests ways for teacher-librarians to engage in professional learning to increase their knowledge of this evolving field.

Anita Mary Brooks Kirkland



Radiation for Students and Teachers (United States)

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


Interpretation of Information into Knowledge in Design Based Education: the Roles of Teachers, Students and Librarians  


Architectural education is one of the design based education system. Its objective is to enable architectural students to develop their design skills while teaching them the basic principles and how to approach to a building design. The design studio which is the core process of the architectural education combines all relevant information derived from various disciplines and interprets them into knowledge. Then the students can create an architectural design of a building. Libraries are the ...

O?ztu?rk, Ays?e; Ku?c?u?kcan, Berrin



??????????????????????? The Elementary Teacher Librarian Collaborating with Teachers Designing Integrated Information Literacy Instruction  

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Full Text Available ???????????????????????????????????,?????????????????????,?????????????????????????????????,???????????????????????????????,????????????????????????????????,?????????????????????????????????:(??????????????????????,????????????????????????????;(???????????????????????????????????????????????,?????????;(??????????????????????????????;(???????????????????????,???????; (???????????????????????,????????????,????????????????????,????????The purpose of this research was to solve the problems occurring when elemen- tary teacher librarians and teachers collaboratively design integrated infor- mation literacy instruction. The collaborative action research was used as a framework in this study. The researchers, a teacher librarian, and three teach- ers worked together to implement four action plans, which lasted for one and a half years. During the research process, the methods of collecting data in- cluded observation, interviews, document collection, and survey. The research results showed the following possible strategies for improving the collaboration between the teacher librarians and teachers: 1. In the stage of collaborative initiation, the teacher librarian and teachers should actively invite each other, or join school research projects to start designing the integrated curriculum; 2. In the stage of collaborative planning, they should start to plan the detailed in- structional contents for the coming semester during summer or winter breaks, and the instructional schedule should be flexible; 3. In the stage of collabora- tive implementation, they should co-teach and allocate dedicated time for dis- cussion and reflection; 4. In the stage of collaborative evaluation, they should develop both of evaluation methods and rubrics, and assess students together; 5. In the stage of collaborative reflection, the teacher librarian should invite teachers to examine the curriculum comprehensively when it is finished, and in an ideal situation, they can collect all the documents into a portfolio for a ref- erence in the future.

Lin Ching Chen



The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III (United States)

This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used…

Montiel-Overall, Patricia; Hernandez, Anthony C. R.



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

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

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



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



Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty (United States)

This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st Century Skills (as defined by the Partnership for 21st Century Skills) and librarian-teacher collaboration.…

Latham, Don; Gross, Melissa; Witte, Shelbie



School Library Development: Unesco Workshop on Training Courses for Teachers and Teacher Librarians. South Pacific Region. Contribution to the Development of Information Infrastructures. (United States)

As part of the Unesco School Library Development Project in the South Pacific, a selected group of librarians and a coordinator of extension studies from the region met with Unesco consultants to design and develop a general course or courses for teachers and teacher librarians on the design, production, use, and organization of learning…

Trask, Margaret


Survival Strategies for Teacher Librarians. Third Edition. Occasional Monograph No. 6. (United States)

This publication is a strategy plan to help teacher librarians avoid possible difficulties and promote positive decisions. The document is in the form of a hands-on checklist that includes reading suggestions, buying lists, product descriptions and contact information, and helpful hints. The six chapters are: (1) "Stepping In," including starting…

Bruce, Terry G.; Dillon, Ken; Fischer, Judi


Rethinking Roles: Librarians and Faculty Collaborate to Develop Students’ Information Literacy  


Librarians at Westminster College developed and implemented a yearlong faculty and staff professional development experience using ACRL’s “Information Literacy Competency Standards for Higher Education” as a framework. Traditionally, fostering student mastery of selected standards is perceived as the librarians’ job while other standards are thought to fall primarily under the purview of the teaching faculty. In particular, librarians are hesitant to address some of the more complex l...

Diane VanderPol; Swanson Westminster College United States, Emily A. B.



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



Collaboration and Connection: A University Outreach Program for High School Librarians and English Teachers (United States)

In today's knowledge economy, both high school and university educators must ensure that students are equipped with the proficiencies needed to transition from high school to college and, ultimately, from college to the workplace. As librarians at Arizona State University (ASU), the authors sought to develop a local program that would support this…

Ewbank, Ann Dutton; Guy, Melissa; Tharp, Julie; Welty, Ellen



Beyond the Stacks: How Librarians Support Students and Schools (United States)

There are many different job titles for this position around the country: school librarian, library media specialist, information technology specialist, research technology specialist, and library media coordinator. The position has changed from primarily a traditional librarian position to a balance of teaching and librarianship, and it's…

Freeman, Joanna



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

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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



Librarians Do It Differently: Comparative Usability Testing with Students and Library Staff (United States)

Usability testing on library search tools was conducted with ten students and eighteen library staff members at Syracuse University. The study addressed three research questions: (1) Do the ways in which librarians carry out search tasks on the library Web site vary from those of student users?; (2) Are those variations indicative of different…

Turner, Nancy B.



Teacher Control and Affiliation: Do Students and Teachers Agree? (United States)

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

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



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  

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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



On the Road to Student Success. How School Librarians Leave No Child Behind; Accountability and the School Teacher Librarian; Looking for the Evidence: Do School Libraries Improve Student Achievement?; Strategic Directions and Newer Dilemmas for Teacher-Librarians and School Library Resource Centres; The School Library: Accountability for Student Learning; Making Library Programs Count; Accelerated Reader: Does It Work? If So, Why?; Improving Satisfaction Levels: Playing a Political Game; Accountability and School Libraries: The Principal's Viewpoint; Vive la Difference: Gender, Motivation and Achievement; Integrated Library Program; Canadian Coalition for School Libraries Update; Block Grassroots Projects; On the Other Hand. (United States)

Includes 14 articles that explore school library programs based on quantifiable data and serious investigation. Topics include libraries and student success; accountability; political issues; principals' attitudes; gender; and motivation. (LRW)

Lance, Keith Curry; Loertscher, David V.; Woolls, Blanche; Oberg, Dianne; Haycock, Ken; Dotten, Rose; Koechlin, Carol; Zwaan, Sandi; Krashen, Stephen; Coupal, Linda; Sykes, Judith; Kitchenham, Andrew; Arnold, Judy; Lorinc, John; Gunn, Holly; Hamilton, Donald; Caldwell, John



Storied relationships : students recall their teachers  


Abstract This research focuses on studying teacher-student relationships based on memories of teachers. It asks what and how those memories tell about teacher-student relationships. The work of teachers is understood as relational, and at its core are relationships to students. Body, gender, caring, emotions and power evolved as important concepts in studying the teacher-student relationships. Personal and professional aspects were intertwined in the relationships. In this study, stud...

Uitto, Minna



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.  

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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



Training English Language Student Teachers to Become Reflective Teachers (United States)

Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they…

Al-Issa, Ali; Al-Bulushi, Ali



Pasteur: Student and Teacher. (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



Instructional role of librarians in higher education  


Considers that education is centrally and necessarily concerned with the transmission of knowledge. Conservation of knowledge its transmission to the new generations and facilitating advancement of the frontiers of knowledge are the main objectives of higher education. The teachers stimulate in the students a genuine desire for scholarship by introducing, explaining and commenting on the subject matter. Librarian brings the student into living contact with knowledge generated in that subject ...

Raman Nair, R.



Students' perceptions of teacher control behaviours  


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.



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



Opportunities of the Collaborative Mentoring Relationships between Teachers and Student Teachers in the Classroom: The Views of Teachers, Student Teachers and University Tutors (United States)

This article explores the views of teachers, student teachers and university tutors about the opportunities of the collaborative mentoring relationships between teachers and student teachers. A qualitative approach was employed to conduct the study using a semi-structured type of interview with teachers, student teachers and university tutors.…

Aderibigbe, Semiyu Adejare



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



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

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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.

Marcie Lynne Jacklin



Empowering Teachers and Empowering Students (Reflections). (United States)

Reflects on how miscue analysis empowers teachers and empowers students. Discusses how it changes teachers' understanding of readers who are experiencing difficulty. Discusses Retrospective Miscue Analysis, which involves students in analyzing their own miscues. Offers teachers advice for getting started in miscue analysis, and appends a 38-item…

Martens, Prisca



Student teachers' self-regulated learning  


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.



Interpersonal Teacher Behaviour and Student Outcomes  


In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFl.) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimension...

Brok, P. Den; Brekelmans, M.; Wubbels, T.



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


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...

Meshkova, N. V.



Key Experiences in Student Teachers' Development (United States)

This study focuses on the question of why student teachers stay in teaching even after a profound "practice shock," i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers' views of their first year of teaching…

Meijer, Paulien C.; de Graaf, Gitta; Meirink, Jacobiene



Caring for Students: A Teacher's View (United States)

The asymmetry in power relations that exist between physicians and patients also exist between teachers and students. Thus, the dimensions of student care are analogous to those of patient care. The interactions between teachers and students are analyzed using the framework of the principles of beneficence (non-maleficence), autonomy, and justice,…

Rangachari, P. K.



Teacher Perspectives Regarding Gifted Diverse Students  


Abstract Understanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinato...

Szymanski, Toni; Shaff, Thomas



Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students (United States)

This study was designed to explore characteristics of exceptional teachers of gifted students. Participants included 63 teachers and 1,247 highly able students. Teachers responded to 2 measures: a background questionnaire and the Myers Briggs Type Inventory (MBTI), a self-report personality inventory. Students also completed the MBTI. In response…

Mills, Carol J.



Teachers' Ratings of Relationships with Students: Links to Student and Teacher Characteristics (United States)

This exploratory study examined the associations between teacher-student relationship ratings and characteristics of students and teachers. A sample of fifth grade teachers (N = 115) and their students (N = 2070) were studied. Hierarchical linear modeling was employed to explore the associations between variables while taking both individual…

Buhl, Sara J.



Matching Teachers' and Students' Cognitive Styles. (United States)

Describes how the field dependence independence dimension of cognitive style affects teachers' instructional behaviors and students' learning behaviors, and how interaction of teachers' and students' cognitive styles creates different learning environments. Discusses matching alternatives, focusing on identical cognitive style matching and…

Saracho, Olivia N.



Link teacher behaviours: student nurses' perceptions. (United States)

The role of the nurse teacher in the clinical area is a major issue in nurse education today. When attempting to define the role, identification of teacher behaviours that are effective and valued by students is essential. Whilst there is no shortage of literature addressing nurse educationalists' opinions of the nature of the present and future role, there is a paucity of papers reflecting students' views, and UK students in particular. The aim of this descriptive survey was to discover the views of third year RGN diploma level student nurses regarding the link teacher behaviours that help them to learn. One hundred and two student nurses completed a written questionnaire seeking information about the number and length of link teacher visits, and ratings of the level of helpfulness of 5 categories of link teacher behaviours. The Statgraphics statistical package aided the production of descriptive statistics, and also validation of the internal construct of the behaviour categories. Results showed that the majority of students were dissatisfied with the amount of link teacher contact they receive. A minimum length of time for each visit was established. The link teacher behaviours found to be most helpful were related to interpersonal skills and personality followed by nursing competence, evaluation and teaching ability. The findings contribute to the literature addressing UK students' views, and will inform the development of a higher quality link teacher support system for senior student nurses. PMID:9277165

Wills, M E



Teacher vs. Student Selection of Instructional Activities. (United States)

The study explored the effects of student selection versus teacher selection of instructional activities on the activities selected and reasons given by teachers and 42 elementary resource room students for selecting particular activities. Ss' progress was monitored by a curriculum-based repeated measurement data collection and evaluation system…

Wesson, Caren


Teacher Certification Among Athletic Training Students  


Researchers have reported that athletic training students who earn teacher certification enhance their job marketability. The purpose of this study was to determine the number of athletic training students who pursue teacher certification. A survey was mailed to the directors of the 78 NATA undergraduate programs in 1992. Data from the returned surveys showed that 177 of the 703 expected graduates in 1992 and 148 of the 640 graduates in 1991 pursued teacher certification. The most common teac...

Curtis, Neil



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 (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




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




NOAA Education Special Links for Teachers (United States)

NOAA's many educational activities are distributed across the agency. This site has been designed to help students, teachers, librarians and the general public access the many educational activities, publications, and booklets that have been produced.


Providing Effective Feedback to EFL Student Teachers  

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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



Teachers' Talk on Students' Writing: Negotiating Students' Texts in Interdisciplinary Teacher Teams (United States)

This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared…

Helstad, Kristin; Lund, Andreas



Attitudes of Student-teachers towards Written Teacher’s Guide  

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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



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

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Full Text Available 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 and gifted student, depending on the age characteristics of the latter. The fundamentally important position, stated in the article, is the idea based on the basic concept of personalization, that creativity and personal teachers’ “creativeness” is not only his individual psychological trait, but also an effective channel of transferring individual-specific approaches of that particular teacher to the problems of life in general, and to the problematic areas of interest of his gifted students in particular.

N.V. Meshkova



Student-Centered Learning Communities: Teachers' Perspectives. (United States)

Teachers in rural West Virginia who had completed a Foxfire training course reported that they involved students to a greater extent in the design and participation of learning activities, especially in the use of discussions, peer teaching, and planning units of instruction. Teachers also reported incorporation of the community in the learning…

Deay, Ardeth; Saab, Joy Faini



Student Expectations and the Substitute Teacher. (United States)

Examines the problems substitute teachers have with conducting regular lessons when the class is unruly and offers a student questionnaire that gives an idea of what substitutes face as one solution. (JC)

Benedict, K. C.



Analysis of Student Behavior in Teacher’s Evaluation: Based on Time Spent Method  

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Full Text Available Teacher evaluation is a method of assessing an instructor’s effectiveness in the classroom. The main purpose of the teacher evaluation is to: judge student learning level, improving it, measures the performance of individual teacher and guides the teacher as they reflect and improve the effectiveness of the teaching. True and accurate teacher’s evaluation by the student places an important role in education department but unluckily the purpose of teacher evaluation is not fulfilled due to student immature attitude in teacher’s evaluation. In this paper we have discussed that how to: identify the wrong teacher’s evaluation by the student and student behavior in teacher’s evaluation by the student.

Safi Ullah Hidayat



Teachers leadership style and motivating of students  


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...

Pirnat, Karmen



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

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

Amity Noltemeyer



Gazing strategies in teacher-student dialog  

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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



Exploration of Norwegian Student Teachers' Relational Concerns during Internships (United States)

This study builds on and contributes to research on student teachers' relational concerns in teacher education, as four Grade 3 Norwegian student teachers were followed during their internship for two periods of two weeks each. The article presents and discusses data from interviews and student teachers' logs, while the aim of the study is to…

Haugan, Jan Arvid; Moen, Torill; Karlsdottir, Ragnheidur



Teacher Educators as Role Models:A Qualitative Examination of Student Teacher's and Teacher Educator's Views towards Their Roles (United States)

Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone,…

Izadinia, Mahsa



Values for Librarians in the Information Age. (United States)

Defines values that librarians have in the information age, including service, preservation, intellectual freedom, equitable access, and information literacy. Discusses the results of a survey that compared the values of American academic librarians, library science students, and librarians from Russia and the former Soviet Union. (LRW)

Dole, Wanda V.; Hurych, Jitka M.



The Australian Science Teacher: A Typology of Teacher-Student Interpersonal Behaviour in Australian Science Classes (United States)

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

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



Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers (United States)

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

Jungert, Tomas; Alm, Fredrik; Thornberg, Robert



Astrophysics for Early Elementary Students and Teachers (United States)

How can very young students be taught astrophysics? What can we offer to teachers of K-4 students? Whether you deal directly with youngsters in classrooms, work with your School of Education to develop science inquiry training, or offer occasional general outreach, we discuss activities your program can adopt from the University of Oregon's Electronic Universe outreach program. This collaboration through NASA's Oregon Space Grant plus citizen amateur astronomers has been successfully delivering astrophysics to students in all grades throughout Oregon for over a decade. Students in grades K-4 are generally very enthusiastic learners who have a lot of interest in content and technology about space. Unfortunately typical curricula, state learning requirements, and typical training of their teachers is usually very simplistic and often contains erroneous and outdated materials. We'll work through a series of explorations designed for elementary level that use digital data and virtual reality simulations in conjunction with kinesthetic activities to connect observations such as brightness, shadows, motions, shapes, and colors to basic physical characteristics and properties. This is the starting place where we can grab already curious students and inspire teachers, particularly new teachers, to use space science content to develop science inquiry based curricula. Young students and their teachers can handle astrophysics if the topics are presented in familiar terms and with use of sufficient first hand modeling. Don't be afraid to start them early on these topics, this could dispel myths, generate future interest, and promote careers in science.

Kang, R.



Changes in Teacher-Student Relationships (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.



Students' Consent to a Teacher's Pedagogical Authority (United States)

In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

Harjunen, Elina



A Student Teacher Checklist: Professional Preparation. (United States)

A checklist of communication skills and techniques for student teachers includes items in the following categories: knowledge of content; knows students' names; blackboard use; use of notes; distracting mannerisms; eye contact; use of voice; facial expressions; use of humor; seating arrangement; classroom control. (JMF)

Grosshans, Onie R.





Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers’ proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on learning of the students. Attitude being a social construct is influenced by many factors like gender social strata ,age, stream ...

Bhargava, Anupama; MK PATHY



Teacher Research Programs = Increased Student Achievement (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.



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

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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




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



Troubling Identities: Teacher Education Students' Constructions of Class and Ethnicity (United States)

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, "race", or social class are examined, the focus is on developing student teachers' understandings of how these discourses…

Allard, Andrea C.; Santoro, Ninetta



How Does Using Technology Affect Student Attitudes about Teachers? (United States)

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

Forman, David W.



Student Teacher and Cooperating Teacher Tensions in a High School Mathematics Teacher Internship: The Case of Luis and Sheri (United States)

We investigate interpersonal difficulties that student teachers and cooperating teachers may experience during the teaching internship by exploring the tension between one high school mathematics student teacher and his cooperating teacher. We identified seven causes of this tension, which included different ideas about what mathematics should be…

Rhoads, Kathryn; Samkoff, Aron; Weber, Keith



Examining of the Gifted StudentsTeacher Preferences  

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Full Text Available Gifted students differ from their peers in terms of motivations, learning, social and emotional needs. Because of these differences, it is indispensible that their teachers have to have a number of different characteristics. Because, teachers’ personality tratis and professional qualifications affects gifted students’ academic, cognitive and affective development. The main aim of this study is to examine that whether gifted students’ preferences of characteristics that teachers should have, differs according to type of educational institution, student's gender and level of meeting their educational needs or not. The study was designed as descriptive, one of the survey models. The study group consists of 1077 gifted students who are enrolled at five Science High School state schools, a private gifted school and three Science and Art Centers in Thracia Region in Turkey. As a means of data collection, Gifted StudentsTeacher Preferences Scale (GSTPS developed by Sahin & Tortop (2013 was used. In the calculation of internal consistency reliability of research data, Cronbach's ? value was calculated. Cronbach alfa realibity cofficients were found to be .92 for Personality Traits sub-scale, .89 Professional Qualification sub-scale and .94 GSTPS, respectively. Besides, it was seen that based on the gender of participants, there was no difference in the characteristics they want to see in teachers and the opinions of students in High Schools and at SACs differed from the ones who were in the private school. Moreover, it was determined that the scores of the ones who thought the schools met their educational needs fully and the ones who thought the schools met their educational needs partially varied significantly.

Feyzullah SAHIN



What medical students value from their teachers. (United States)

As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medical students do not seem to have strong preferences when it comes to assessment, contradicting some of the fundamental suggestions of the recent educational literature, in which assessment is often viewed as a key element in the formation and the direction of learning. The fact that medical students seem to reject many of the paradigms of the psychology-based educational literature, at least based on the large sample surveyed at the University of New South Wales, suggests that caution should be used in the development of training programs for teachers in medical faculties, and that learning and teaching should ensure that students' expectations and teachers' training do not mismatch. PMID:17669057

Ho, Maria Theresa; Tani, Massimiliano



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



Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality (United States)

This study provides insights into possible changes in 83 student teachers' motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers' perceptions of their learning environment--specifically,…

Canrinus, E. T.; Fokkens-Bruinsma, M.



Teacher and student intrinsic motivation in project-based learning  


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

Lam, Sf; Cheng, Rwy; Ma, Wyk



The effect of a brief teacher training on student achievement  


On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training program on teacher behavior, student achievement, and student attitudes towards mathematics. From this study it appeared that the timing of the training was important for its effect on student achie...

Sijde, Pieter C.



Communication Teacher-Student-Computer (United States)

The work points out the importance of the use of the information and communication technologies in education. The overview of elementary, advanced and specialized informatics and information related knowledge and skills that every teacher should master and apply in the educational process is presented. Stress is laid upon the importance of the…

Tatkovic, Nevenka; Sehanovic, Jusuf; Ruzic, Maja



South Pacific Region Pilot Project on School Library Development: Training Programmes for Teachers. (United States)

The Pilot Project on School Library Development has designed two course to train primary and secondary teachers and teacher librarians in the South Pacific Region. Oriented to the needs of the teacher as a library user, the first course seeks to stimulate teachers to encourage students to use library resources for seeking information and for…

Trask, Margaret; And Others


Student Teacher Reflective Writing: What Does It Reveal? (United States)

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

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



Assessing Student Achievement in Physical Education for Teacher Evaluation (United States)

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Mercier, Kevin; Doolittle, Sarah



Teacher and Student Intrinsic Motivation in Project-Based Learning (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.



Performance Pay System Preferences of Students Preparing to Be Teachers (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



The Effectiveness of Feedback for Changing Student Teachers' Humanistic Behavior. (United States)

This study investigated effects of dissonance and positive reinforcement as feedback mechanisms for altering the humanistic behavior of student teachers. The subjects were undergraduate education majors who were enrolled in a student teaching program. The student teachers were observed twice by their pupils using the Tuckman Teacher Feedback Form.…

Walencik, Vincent J.; Tuckman, Bruce W.


Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry (United States)

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…

Merc, Ali



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


Diesel Technology: Engines. [Teacher and Student Editions. (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


Can Teachers Motivate Students to Learn? (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.



A Manual for Teachers of Indochinese Students. (United States)

This is a manual for teachers of Indochinese students. The manual begins with brief cultural, linguistic, and historical descriptions of Vietnam, Laos, and Cambodian people. The tenets of animism, Buddhism, Taoism, Confucianism, and Christianity, as practiced in Indochina are reviewed. Also discussed are Indochinese attitudes toward learning and…

Phap, Dam Trung



Directory of Open Access Journals (Sweden)

Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.




The Perceptions of College Students on Teacher Quality: A Focus on Teacher Qualifications (United States)

This study examines the perceptions of college students on teacher quality components, with exclusive focus on teacher qualifications. To accomplish the objective this study identifies the perceptions of college student on teacher quality components. Data for the study were collected from 218 college students enrolled in a HBCU from the…

Okpala, Comfort O.; Ellis, Richard





The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

Kraft, Luiza



Teacher Effectiveness and Student Performance (United States)

Evaluated the effects of using graduate student instructors rather than regular faculty in a college economics course. It was found that graduate instructors were as effective in teaching economic principles as experienced faculty, probably due to their ability to grasp what students don't understand, their enthusiasm and approachability. The…

Tuckman, Howard P.



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

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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



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.



A formação de professores e a capacitação de bibliotecários com limitação visual por meio da EAD em ambiente virtual de aprendizagem / Teachers formation and visual disabled librarians training through e-learning in learning virtual environment  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Esta pesquisa aborda o uso e a apropriação das Tecnologias de Informação e de Comunicação (TICs) pelas Pessoas com Necessidades Educacionais Especiais (PNEEs) com limitação visual e os processos de interação e de aprendizagem por esses sujeitos em um ambiente virtual de aprendizagem (AVA). O cenário [...] desta pesquisa é o AVA TelEduc e as suas ferramentas, bem como as ferramentas de comunicação e de interação externas ao ambiente, como o MsChat e o Skype. Fazem parte deste processo quatro sujeitos com limitação visual (SB, AL, NO e AM), professores e bibliotecários dos cursos PROINESP, da Secretaria de Educação Especial do Ministério da Educação (SEESP/MEC), em parceria com a Universidade Federal do Rio Grande do Sul (UFRGS), por meio do Núcleo de Informática na Educação Especial (NIEE) e do BIBLIOTEC II, Curso de Extensão em Bibliotecas Escolares e Acessibilidade, do Departamento de Ciências da Informação da Faculdade de Biblioteconomia e Comunicação (DCI/FABICO), da UFRGS. O problema de pesquisa pretende verificar como ocorre, na formação a distância em Ambientes Virtuais de Aprendizagem, o processo de apropriação e de interação, no uso das Tecnologias de Informação e de Comunicação, de professores e de bibliotecários com limitação visual. Dentre os objetivos, destacam-se os de propiciar a formação e a qualificação a distância de professores e bibliotecários com limitação visual, por meio de AVA e avaliar os processos de apropriação, de interação e a inclusão social, digital e profissional. A epistemologia vygotskyana foi a base desta pesquisa e a linha mestra do processo pedagógico. A partir das análises realizadas dos processos de apropriação e de interação dos sujeitos desta pesquisa, pode-se concluir que SB, AL, NO e AM conseguiram apropriar-se das ferramentas e serem mediadores deste processo de apropriação pelos seus alunos e interagiram entre eles (sujeitos), com os colegas, com os formadores e com os alunos por meio do uso das ferramentas, sendo incluídos em um ambiente virtual de aprendizagem. Abstract in english This research approaches the use and the appropriation of ICTs, by PNEEs with visual disability and their interaction and learning processes in an AVA. The background of this research is AVA TelEduc and their tools, as well as the external tools to the environment: MsChat and Skype. Four visual disa [...] bled people are part of this process (SB, AL, NO and AM), as well as PROINESP courses teachers and librarians. The research main goal is to verify how the appropriation and interaction process in the use of ICTs happens in long distance educational system AVAs -, among teachers and librarians with visual disability. Among the objectives, stand out to provide long distance graduation and qualification through AVA to teachers and librarians with visual disability, and to evaluate appropriation and interaction processes as well as the social, digital and professional inclusion. The Vygotskyan epistemology was the foundation for this research. Starting from the accomplished analyses of the appropriation and interaction processes of the involved people in this research, it can be settled that SB, AL, NO and AM were able to appropriate themselves of the tools and be mediators of the appropriation process to their students .They also interacted among themselves, among friends, teachers and students by using the tools and by being included in a virtual-learning environment.

Lizandra Brasil, Estabel; Eliane Lourdes da Silva, Moro; Lucila Maria Costi, Santarosa.



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


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 ...

Muhammad Aamir Hashmi; Ashi Zeeshan; Shoukat Ali Raza; Tariq Mehmood; Shaikh, Faiz M.



Ranking Teachers when Teacher Value-Added is Heterogeneous Across Students  


The typical measure used by researchers and school administrators to evaluate teachers is based on how the students' achievement increases after being exposed to the teacher, or based on the teacher's "value-added''. When teacher value-added is heterogeneous across her students, the typically used measure reflects differences in the average value-added the teacher provides. However, researchers, administrators, and parents may care not just about the average value-added, but also its dispersi...

Stacy, Brian



Disconnections between Teacher Expectations and Student Confidence in Bioethics (United States)

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important…

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy



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


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




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Full Text Available Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers’ proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on learning of the students. Attitude being a social construct is influenced by many factors like gender social strata ,age, stream of education and previous experience of the job .what bearing the gender and stream of education has on the attitude of student teachers towards teaching profession to throw light on this a study was conducted using a readymade tool. Study of different categories like Non-tribal male and female science stream, nontribal male and female social science stream, Tribal male and female science stream, Tribal male and female social science stream was undertaken. In a sample of hundred students ninety six students responded. The mean scores were considered and ‘ t’ value was calculated to find the difference in the attitude of different categories towards teaching profession.




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



Teacher Research Programs Participation Improves Student Achievement in Science (United States)

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachersstudents passed Regents science exams at a higher rate (p = 0.049) than non-participating teachersstudents. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

Dubner, J.



When Students Are Our Teachers (United States)

When Alexis Wiggins returned to full-time teaching after having a baby, she took with her an idea from the book "A Path With Heart" by Buddhist Jack Kornfield. The idea was that each day might go better if she viewed everyone she encountered during that day, including any student or parent who seemed to make her teaching life harder, as…

Wiggins, Alexis



Grade One Peer and Teacher Feedback on Student Writing (United States)

This article examines a grade one teacher's support for her students' writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for…

Peterson, Shelley Stagg; Portier, Christine



How and Why Do Student Teachers Use ICT? (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.



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



Teacher characteristics and student learning in secondary science (United States)

The question of how best to prepare and support K-12 science teachers for reformed teaching is a critical and unresolved issue. As described in the research review in chapter 2, many intermediate steps have been examined and documented; however, the link between teacher characteristics and student learning in science is not well studied. This study contributes to the knowledge base for the design of effective professional development for teachers of science. This study examined relationships between teacher characteristics and student learning gains in secondary science. Participants in the study consisted of teachers (N = 15) and students (N = 1,250) in 8th grade public school science classrooms in a large school district in western Washington. Two measures were used to quantify student learning: student scores on the science portion of the Washington Assessment of Student Learning (WASL), and student pretest-posttest gain on researcher-designed content tests. Two instruments were used to collect information about teacher characteristics: the Epistemological Beliefs Assessment for Physical Science (EBAPS), and a Teacher Questionnaire. A hierarchical multiple regression analysis was conducted to predict student gain scores from student WASL scores and teacher characteristics. The results of Step 1 of this analysis indicated that WASL score accounted for a significant amount of the gain variability, R 2 = .08, F(1, 640) = 52.04, p student gain after controlling for student WASL score, R2 change = .04, F(3, 637) = 9.09, p student learning and individual teacher characteristics were mixed. Both teacher years of experience and teacher combined coursework were negatively correlated with student gain score (r = -.16, p student gain score, r = .12, p < .001. A second hierarchical multiple regression was conducted to examine relationships between teacher EBAPS score (criterion variable) and teacher years of experience and combined coursework (predictor variables). No significant correlation was found between the predictors and the criterion; neither the Step 1 regression model nor the full regression model was statistically significant.

Close, Eleanor Warfield



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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.




The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective (United States)

With the persistent criticism of teacher education as a backdrop, this article explores the common perception that teacher education is too theoretical. This article takes the view that the student teachers' assumptions regarding the concept of theory affect how they engage with theory during initial teacher education. Using a qualitative…

Sjølie, Ela



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


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 ...

Seyed Ahmad Bathaei; Mohammad Koohbor; Reza Heidarifar; Maryam Mirizadeh; Neda Khorasani Niasar



The Impact of Co-teaching between Science Student Teachers and Primary Classroom Teachers on Children's Enjoyment and Learning of Science and Student Teacher Confidence. (United States)

This paper describes findings from the Science Students in Primary School (SSIPS) project in which undergraduate science specialist student teachers were placed in primary schools where they "co-taught" investigative science and technology lessons with primary teachers. Students and teachers planned, taught and evaluated science lessons together.…

Murphy, Colette; Beggs, Jim; Carlisle, Karen


Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education (United States)

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

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



Elementary Teachers' Understanding of Students' Science Misconceptions: Implications for Practice and Teacher Education (United States)

This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were…

Gomez-Zwiep, Susan



The Differing Perceptions of Teachers & Students Regarding Teachers' Emphasis on Evaluation in High School Biology Classrooms (United States)

In a sample of 107 biology teachers from Minnesota's public schools, most teachers claimed that they emphasize evolution and allocated little or no time to creationism in the classes. However, in a sample of 685 students from Minnesota's public schools, students claimed that their teachers allocated much less time to evolution and much more time…

Moore, Randy



A Psychometric Study of a Measure of Teachers' Directiveness, Student Perception of Teacher Style. (United States)

This study investigated the factor structure of Tuckman's Student Perception of Teacher Style scale, designed to measure teachers' directiveness. Grade 10 students rated their male and female mathematics and English teachers. Factor analyses failed to confirm Tuckman's factor structure. Variations by sex and subject matter were noted. (Author/SJL)

Saklofske, D. H.; And Others



Teacher as Mediator: A Teacher's Influence on Students' Experiences Visiting an Art Museum (United States)

Teachers are a central factor in student learning in the classroom, but what impact does a teacher have on students' educational experiences in out-ofschool settings, such as the museum? As schools become increasingly open to community resources and partnerships, the teacher's realm of influence reaches beyond the classroom to community and…

Costantino, Tracie E.



Teacher Attitudes toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia (United States)

The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an…

Hornstra, Lisette; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus



Science teachers' diagnosis and understanding of students' preconceptions (United States)

Research has established that students enter their science classes with ideas about the natural world that do not align with accepted scientificbeliefs. The diagnosis of these student preconceptions may be seen as aninitial, crucial step in the process of teacher-facilitated conceptualchange. So as to capture what science teachers do in their everydayclassroom routines to diagnose these student preconceptions, in-depthobservations and interviews were conducted with four exemplary secondaryscience teachers. The teachers' strategies for diagnosing students' preconceptions, their use of information found through diagnosis, and the teachers' understanding of students' preinstructional ideas were all analyzed. The four teachers in this study did not use any formal assessment tools such as pretests, concept maps, interviews, or journal writing to diagnose students' ideas, although they all stated that finding out what students know prior to instruction is important. The teachers all declared that they used questioning to gather information on student ideas but were seen in their classes to rely heavily on low-level, recall questions. One of the teachers, the most experienced, did conduct class discussions where the students were encouraged to express their ideas and preconceptions. The four teachers' understanding of what student preconceptions consist of and the justification for attempting to diagnose these ideas was seen to be weak.The implications of these findings and recommendations for teacher trainingare made in the article.

Morrison, Judith A.; Lederman, Norman G.




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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



Institutional Leadership, Teacher’s Competence on Curricular Trends and Student’s Performance in Science  


The study primarily aimed to determine whether there is a significant combined influence of institutional leadership in science education, and teachers' competence on curricular trends on students' performance in science education in private secondary schools in Region XI. Employing a descriptive-correlation design, this investigation was conducted in Region XI (Davao Region or Southern Mindanao) with 233 purposively selected Science Teachers from private secondary high schools. A 20-item-res...

Balaud-tabboga, Camfel V.



Differentiating between Student Evaluation of Teacher and Teaching Effectiveness  


Teachers are considered to be principal actors in the teaching process as well as one of its major constituents when quality and equity are concerned. Over the last decade a lot of papers have been published that deal with the quality of the teaching process and teachers. Most of them focus on students as the main subjects in evaluation of the teaching process and teachers. In this paper we analyze freshmen and senior students’ ability to differentiate between the evaluation of teacher a...

Goran Hajdin; Katarina Pažur



Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (United States)

Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students' perceptions of their relationships with their teachers. Data were collected from 90 fifth- and sixth-grade classrooms (n = 2,000 students) and…

Brackett, Marc A.; Reyes, Maria Regina; Rivers, Susan E.; Elbertson, Nicole A.; Salovey, Peter



Students' Reactions to Teachers' Management of Compulsive Communicators (United States)

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)



When Is Student Teaching Teacher Education? Research Series No. 178. (United States)

This paper presents a conceptual framework that relates empirical aspects of student teaching (facts about the experience) to considerations of value (what student teachers ought to learn). First, the report explains what is meant by calling student teaching an "occasion for teacher learning." Next, based on observational and interview data, two…

Feiman-Nemser, Sharon; Buchmann, Margret


Science Student Teachers and Educational Technology: Experience, Intentions, and Value (United States)

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

Efe, Rifat



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


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.

Abrandt Dahlgren, Madeleine; Hammar Chiriac, Eva





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 stu...

Yalc?in- Durmus?, Gu?lcan; Demi?rtas?, Hasan



Behaviorally At-Risk African American Students: The Importance of Student-Teacher Relationships for Student Outcomes (United States)

The purpose of this exploratory study was to examine the associations between the student-teacher relationship and outcomes for African American students who were behaviorally at-risk for referral to special education. Students were identified by their teachers as having behavior problems. Participants were 44 students and 25 teachers from two…

Decker, Dawn M.; Dona, Daria Paul; Christenson, Sandra L.



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



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



Teacher Evaluation of Student Ability: What Roles Do Teacher Gender, Student Gender, and Their Interaction Play? (United States)

Background: Recent decades have been marked by an extensive movement to analyze bias in people's thinking, especially in gender-related issues. Studies have addressed the question of gender bias in classrooms on different levels--the use of gender in books, learning opportunities determined by students' gender, or teachers' gender…

Krkovic, Katarina; Greiff, Samuel; Kupiainen, Sirkku; Vainikainen, Mari-Pauliina; Hautamäki, Jarkko



An Exploratory Study of the Effects of Teacher Attractiveness on Undergraduates' Perceptions of Teacher-Student Sexual Involvement (United States)

This study explored whether the attractiveness of a teacher affected perceptions of teacher sexual misconduct. Respondents (120 female and 108 male undergraduates) read scenarios depicting teacher sexual misconduct varied by gender dyad (male teacher-female student and female teacher-male student) and two levels of attractiveness (very attractive…

Fromuth, Mary Ellen; Kelly, David B.; Wilson, Amy K.; Finch, Lanjericha V.; Scruggs, Lindsey



Student Teachers and Classroom Management: The Development of Strategies (United States)

This study of four preservice teachers was designed to answer the question of what preservice teachers describe as their views and experiences with classroom management during the student teaching experience. This is a question of importance to educators as successful learning in the classroom will not take place if a teacher is unable to utilize…

Prince, Courtney Dionne



Effects of Teacher Avoidance of School Policies on Student Victimization (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



Exploring Educational Equity for GLBT Students and Teachers (United States)

This educational article is structured in a dialogue format and written for preservice and in-service teachers. It addresses GLBT (gay, lesbian, bisexual, and transgender) issues relevant for Grades K-12 as well as teacher education programs. We use a storytelling approach to highlight issues and concerns that GLBT students and teachers face in…

Wiest, Lynda R.; Brock, Cynthia H.; Pennington, Julie L.



The Social Origins of Student Teachers in Nigeria. (United States)

A sample of 578 bachelor of education students randomly chosen from three Nigerian universities were surveyed during the 1982-83 school year to determine the social origins of student teachers in Nigeria. Findings are presented. (Author/MT)

Obasi, Emma



Students' perceptions of teachers' pedagogical styles in Higher Education  


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 studen...

Paulo Charles Pimentel Botas



Unraveling Bias from Student Evaluations of Their High School Science Teachers (United States)

In this study, the evaluation of high school biology, chemistry, and physics 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, whereas female students underrate female teachers only…

Potvin, Geoff; Hazari, Zahra; Tai, Robert H.; Sadler, Philip M.



Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning (United States)

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

Finn, Amber N.; Ledbetter, Andrew M.



Multicultural Content Infusion by Student Teachers: Perceptions and Beliefs of Cooperating Teachers. (United States)

Cooperating teachers (N=95) completed a survey on their attitudes toward multicultural content infusion by student teachers. Cooperating teachers appeared to hold some misconceptions regarding multicultural curriculum transformation, and their criteria for evaluating multicultural content activities tended to focus more on their ease of…

Vavrus, Michael; Ozcan, Mustafa


Redesigning Schools to Reach Every Student with Excellent Teachers: Summary of Teacher Career Paths (United States)

These career paths match Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most models create new roles and teams enabling all teachers and staff to develop and contribute to excellence. In "reach-extended roles," excellent teachers take…

Public Impact, 2012




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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%”.




The Nigerian University Teachers' Effectiveness as Perceived by Their Students (United States)

The study investigated the Delta State University, Abraka, Students' concept of the "effective teacher". A sample of 200 second year university students selected from four faculties were asked to select three most important characteristics of a good teacher from a list of ten. The data obtained were analysed using the percentage frequency. The…

Okoye, Nnamdi S.



Outcome and Attributional Disagreements between Students and Their Teachers. (United States)

The outcome interpretations, attributions for the outcome, expectancies of future test outcomes, and perceptions concerning instrumental actions of four Finnish elementary school teachers and their 84 sixth-grade students were compared after a math exam. Disagreements between teachers and students on these points reflect biases on the part of…

Juvonen, Jaana



Teachers Adapt Their Instruction According to Students' Academic Performance (United States)

This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…

Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa



Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies (United States)

The purpose of this study was to analyze the validity and reliability of the Empathic Tendency Scale, which was developed in order to identify student teachers' empathic tendencies. The sampling of the study consisted of 730 student teachers studying at Hacettepe University Faculty of Education. To determine the factor pattern of Empathic…

Kocak, Canan; Onen, Aysem Seda



More Than Marks. What Teachers Say about Student Evaluation. (United States)

The first chapter of this monograph sets forth the central purpose of the reported study: "Why do teachers prefer to use particular practices in student evaluation?" Chapter two explores the question: "How should evaluation influence the learning of each student?" and defines three specific issues, quotes what some teachers say on each issue,…

Thiessen, Dennis; Moorhead, Roslyn


The Relationship between Emotional Intelligence and Student Teacher Performance (United States)

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.



Career Choice and Philosophical Values of Student Teachers (United States)

Reports a study designed to test the following hypotheses: "Each student teacher has developed a philosophical position and manifests it in his teaching. The range of philosophical positions among student teachers is limited because of the interaction between personality types. Teaching styles and career choice operates in a restrictive way."…

Butzow, John W.; Ryan, Charles W.



Student Evaluation of Teacher Performance in a Multisection Graphics Course (United States)

Findings from a study to investigate various subjective factors associated with student evaluation of teaching in a technical laboratory course at Texas A&M University to some extent uphold the validity of teacher evaluation by students in a technical education environment. Correlation of rating criteria and teacher characteristics was notable.…

Barr, Ronald E.; Krueger, Thomas J.



Environmental Awareness and Attitudes of Student Teachers: An Empirical Research (United States)

The purpose of the study is to assess the awareness and attitudes of student teachers in Turkey. The relationship between the student teachers' attitudes and their gender, academic major, grade level, geographical region and socioeconomic status (level of family income, their parents' education level and occupation, residence) was evaluated with…

Ozden, Mustafa



Turkish Elementary Student Teachers' Epistemological Beliefs and Moral Reasoning (United States)

The purpose of the present study was to explore the relationships among Turkish elementary student teachers' epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique…

Topcu, Mustafa Sami





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...




Teachers’ Use of a Verbally Governed Algorithm and Student Learning  


The effects of instructing teachers in the use of a verbally governed algorithm to solve students’ learning problems were measured. The teachers were taught to analyze students’ responses to instruction using a strategic protocol, which included a series of verbally governed questions. The study was designed to determine whether the instructional method would affect the number of verbally governed decisions which the teachers made as well as the number of academic objectives achieved by t...

Dolleen-Day Keohane; Douglas Greer, R.



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

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

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



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


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



Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers (United States)

The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered instruction and to examine the relationship between their instructional and managerial approaches. More specifically, do teachers who use student-centered instruction also implement…

Garrett, Tracey



New Peace, New Teachers: Student Teachers' Perspectives of Diversity and Community Relations in Northern Ireland (United States)

This paper reflects upon student teachers' conceptions of inter-community relations and the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible. Student teachers at a…

Montgomery, Alison; McGlynn, Claire



Listening Ability of Physical Education Teacher Department and Classroom Teacher Department Students on Interpersonal Communication  


In the educational process “listening” is taking an important role like interpersonal communication. So, it is possible to increase the activity of teacher in communication between teacher and student by gaining and strengthening the “listening ability”. In the point of this view, the purpose of this study was to find out interpersonalcommunication ability level of classroom and physical education teacher department students and make some suggestions.For this purpose, 150 classroom te...

Yoncalik, Og?uzhan; C?i?men, Zafer



Student and Teacher Self-Efficacy and the Connection to Reading and Writing (United States)

Self-efficacy or the belief in one's ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few studies have compared teacher efficacy, student efficacy, and student ability at once. This study examined the relationship between teacher self-efficacy, student

Corkett, Julie; Hatt, Blaine; Benevides, Tina



Student teachers' approaches to student's mistakes in the case of the absolute value concept  


After the studies of Piaget and Bachelard, student’s mistakes were considered essential for learning and a messenger of knowledge being constructed. The purpose of this study was to define the approaches of student teachers regarding student’s mistakes and analyze those approaches in the light of learning theories (such as behaviorism, constructivism). The sample group consisted of 28 student-teachers from Secondary Mathematics Education department at the Ataturk Education Faculty of Marm...

Sava? Ba?türk



More Research Needed on Librarian Teaching Anxiety. A Review of: Davis, Kaetrena D. “The Academic Librarian as Instructor: A Study of Teacher Anxiety.” College & Undergraduate Libraries 14.2 (2007:77?101.  

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Full Text Available Objective – To identify the types of librarian teaching anxiety and the coping mechanisms that often accompany it and to compare those findings with those described by Showalter in “Teaching Literature”; also, to examine whether perceptions of librarians from both inside and outside the profession influence teaching anxiety.Design – A 35?item online questionnaire created using Zoomerang; a link to the questionnaire was distributed through the Information Literacy Instruction Listserv (ILI?L.Subjects – Subscribers to ILI?L. There were approximately 3,700 subscribers to ILI?L at the time of the study. This electronic mailing list is sponsored by the Instruction Section of the Association of College and Research Libraries and is moderated.Methods – As previously mentioned, a link to the questionnaire was distributed via the ILI?L. Requests for participation were sent to the list three times during the six weeks the survey was open for responses. The questionnaire consisted primarily of multiple choice questions, several with the option to enter a free text “Other” response, as well as four Likert?type questions. After the survey closed, the collected data was analyzed using SPSS. The article did not indicate when the survey was completed.Main Results – 687 responses were collected. Of those, 657 were completed. Surveys were assessed for accuracy, during which 305 responses were eliminated, resulting in 382 “viable” responses (84. Accuracy assessments consisted of throwing out surveys in which respondents answered questions inappropriately, however, an explanation of what constituted an inappropriate response is not included. Nearly three quarters of respondents (74% indicated they enjoyed teaching. This trend did not appear to be related to the number of years of experience as a librarian. The majority of respondents (58% had never taught full semester or quarter courses, whereas “virtually all” (86 had taught one?shot instructional sessions. Sixty?three percent of respondents noted being nervous prior to teaching. Although 40% of respondents noted having no physical symptoms of anxiety, of those who did, the main symptoms included sweating and upset stomach. Sixty?five percent of respondents noted experiencing mental or emotional symptoms, mainly identified as worries about being sufficiently prepared and answering tough questions (40% and fear of public speaking (27%. These mental and emotional symptoms were noted to occur often in the case of 29% of respondents, and at least some of the time in 41% of respondents. Nearly three quarters of the respondents reported using personal strategies for dealing with teaching anxiety, including over?preparation, joining groups where they were able to practice public speaking, and prayer. Most (84% did not have routines or rituals that they followed prior to teaching.Some additional findings were presented regarding librarians’ perceptions of themselves as well as perceptions of librarians by other faculty. Eighty?four percent of respondents agreed or somewhat agreed that there are many differences in the roles and duties of librarians and paraprofessionals, while 78% agreed or somewhat agreed that faculty do not understand the librarian’s teaching role. Thirty?five percent noted defending teaching roles to other librarians.Conclusion – The role of librarians in academic institutions continues to evolve and include more teaching. As an increasing number of librarians regularly teach and move to teaching semester?long credit courses, the subject of teaching anxiety will continue to grow in importance. This small study draws attention to the need for more research in this area.

Stephanie J. Schulte



Digital Divide between Teachers and Students in Urban Bangladesh  

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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, the capital of Bangladesh. About 75 students enrolled in probability and statistics course of Independent University, Bangladesh (IUB) in autumn 2009 participated in conducting survey activities. Total 33 academic institutes were south for approval and 11 could be surveyed before the Christmas and annual recess. Responses from 6 other academics institutes were collected from the personal networks of students. A questionnaire was developed based on initial semi-structured interview with randomly selected students from these academic institutions. The 41-question questionnaire was developed to study the usage of computer, internet, mobile and other handheld devices, radio, television and CD/DVD players. A slightly different questionnaire was developed for teachers. 965 students and 185 teachers participated in the survey. Among student respondents 37% were from English Medium and 63% from Bangla medium institutions. From class VI –XII, the survey group represent the secondary and higher secondary education level in Bangladesh. Male respondents were 53% and female 43%, remaining are missing. Responses collected using paper-based questionnaires were put on a learning management system’s (LMS) questionnaire survey module. Irrespective of type of ICT device higher percentage of English medium students ‘own’ and know ‘how to use’ compared to Bangla medium students. Significantly higher percentage of students can use and own desktop, laptop, cellphone, iPOD and MP3 player. While teachers mostly use computers for work (73%), study (45%) and listening music (34%), students use for playing games (63%), listening musing (62%) and study (44%). 69% teachers and 66% students use social networking sites. Top three online activities for students are music (53%), games (47%) and chat (42%), for teachers these are study (55%), chat (40%) and music (33%). Students use more mobile features than teachers. Interestingly 59% teachers and 61% students have more than one SIM card. More than 50% of students and teachers use mobile for listening radio. 55% or more teachers and 67% or more students ‘own’ a desktop. 90% or more teachers and 74% or more students ‘know how to use’ desktop computer. Further study is required to gain insight into digital divide and associated reasons in four different educations systems in Bangladesh.

Khalid, Md. Saifuddin



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



The Teacher-Student Communication Pattern: A Need to Follow?  

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Full Text Available This study is intended to investigate the teacher-student communication patterns in an upperintermediate English class. There are major questions in this study; (a what the nature of interaction is in a foreign language classroom, (b what the characteristics of teacher-student turn taking are, (c what type of feedback is taken by the teacher, (d how the teacher's competence and performance are. The participants of the study are female adult students and a female teacher majoring English literature at MA level that has had five years of teaching experience. Five partial
sessions of the class are recorded, transcribed, and analyzed. According to the findings, the type of discourse is teacher-initiated one and the question type is both WH-questions and questions with auxiliaries. The way of student's reply is brief and limited to one teacher-student turn-taking. The type of interaction is based on the questions posed by the teacher and long interaction such as discussing, debating, and challenging could rarely be seen in the classroom in question. The type of
feedback depending on the skill and tasks dealt with, ranging from recast to direct correction. The teacher's competence and performance are satisfactory with correct pronunciation and near native accent.

Mohammad Hashamdar



Inclusion Through Exclusion: Teachers’ Perspectives on Teaching Students with Autism  


Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do...

Vanja Lozic



Teacher Education and Black Male Students in the United States  


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. Dra...

Richard Milner, H.; Amber Pabon; Ashley Woodson; Ebony McGee



Differentiating between Student Evaluation of Teacher and Teaching Effectiveness  

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Full Text Available Teachers are considered to be principal actors in the teaching process as well as one of its major constituents when quality and equity are concerned. Over the last decade a lot of papers have been published that deal with the quality of the teaching process and teachers. Most of them focus on students as the main subjects in evaluation of the teaching process and teachers. In this paper we analyze freshmen and senior students’ ability to differentiate between the evaluation of teacher and evaluation of teaching. In a lot of questionnaires used in research into this topic there is no difference in the approach to these two diverse aspects of the educational process quality. Since students are commonly the main target group of such questionnaires, in this paper we present the results of the study aimed at determining which elements, from the students’ perspective, are recognized and associated with teaching, and which ones with teachers.

Goran Hajdin



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



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



Emerging identity of Finnish nurse teachers: student teachers' narratives in a group exam. (United States)

In Finland students pursuing in Master's Degree Programme have a previous degree in nursing from polytechnics. Nurse teacher qualification also includes at least five year's experience of working in practice. This article concentrates on the conflicts student teachers brought up in a group exam as regards changing a nurse's identity into a teacher's identity in teacher training. The approach of the study on this group was narrative. The data were collected by videotaping two group exam situations (five hours in all) of volunteer student teachers (N= 5) during the last course (Nurse teacher's inquiring mind) of their nurse teacher studies in 2002. The material was transcribed and analysed using categorical-content reading to identify particular themes, story lines and messages within material. By abstracting these, stories that describe the content can be found. Three narratives emerged in the analysis: 1. Competence creates confidence; 2. Shared teacher identity; 3. Ethics of teacher identity. The narratives raised new ideas for developing nurse teacher education in the future. Nowadays, there are good prospects for developing a shared teacher identity if there is willingness to co-operate within a learning community of a new kind. PMID:16040167

Janhonen, Sirpa; Sarja, Anneli



Exploring Student and Teacher’s Perception of E-textbooks in a Primary School  


The potential of technology in digital society offers multiple possibilities for learning. E-books constitute one of the technologies to which great attention has to be paid. This article presents a case study on the perceptions held by a teacher and his students on the use of E-textbooks in a primary education classroom. It examines students’ meaningmaking practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the a...

Gisbert-cervera, Merce?; Minelli-de-oliveira, Janaina; Camacho-i-marti?, Mar



Mathematical Thinking: Teachers Perceptions and Students Performance  

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This paper was investigated the teachers rating of the six different aspects of mathematical thinking developed by the researcher: Searching for patterns , Induction, Deduction, symbolism, Logical thinking and Mathematical proof in relation to level of importance, level of difficulty, and time spent in teaching each aspect. This paper was also aimed to examine any possible consistencies and inconsistencies between teacher opinions about the level of importance of mathematical thinking aspects to mathematics achievement, level of difficulty and test data collected. Also, it was examined if the students were familiar with solving specific problems (such as rice problem logical ways like searching for patterns rather than more traditional approaches and if they also applying the fourth step in problem solving according to Polya, (1990 (i.e., looking back (a checking the answer.
Key words: Mathematical thinking; Teacher perceptions; Students performance

Ce document a étudié la notation des six aspects différents de la pensée mathématique des enseignants développé par le chercheur: la recherche de modèles, à induction, déduction, le symbolisme, la pensée logique et mathématique la preuve par rapport au niveau d'importance, le niveau de difficulté et le temps passé dans l'enseignement de chaque aspect. Ce document visait également à examiner toute consistances et des incohérences éventuelles entre les opinions des enseignants sur le niveau d'importance des aspects la pensée mathématique à la réussite en mathématiques, niveau de difficulté et les données recueillies lors des essais. En outre, il a été examiné si les élèves ont été familiarisés avec la résolution de problèmes spécifiques (tels que les problèmes du riz façons logiques, tels que la recherche de modèles plutôt que des approches plus traditionnelles, et si ils ont également l'application de la quatrième étape dans la résolution de problèmes en fonction de Polya, (1990 (à savoir, en regardant en arrière (une vérification de la réponse.
Mots clés: Pensée mathématique; Les perceptions des enseignants et le rendement des étudiants

Mamoon. M. Mubark



Teacher-Student Interpersonal Relationships in Indonesia: Profiles and Importance to Student Motivation (United States)

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics…

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



Teacher Goal Endorsement, Student Achievement Goals and Student Achievement in Mathematics: A Longitudinal Study (United States)

This study investigated relationships among teacher practices, student motivation and student achievement on standardized mathematics assessments using an Achievement Goal Theory framework. From 2006 through 2009, 800 public school students participated in mathematics assessments and completed surveys measuring perceptions of teacher practices and…

Deevers, Matthew D.



Iranian University Teachers' and Students' Views on Effectiveness of Students' Evaluation of Teaching (United States)

The main purpose of this research is to examine the effectiveness of Student Evaluation of Teaching (SET) from a sample of university teachers' and students' view. The study adopts exploratory descriptive design. Participants of this research were 300 teachers and 600 graduate students from 3 Iranian higher education institutions. A 30-item format…

Shirbagi, Naser



Research Experiences for Science Teachers: The Impact On Their Students (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.



Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching--A Student Teacher Perspective (United States)

The increasing importance attributed to the cultural dimension of foreign language (FL) education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural…

Larzen-Ostermark, Eva



National Board Certified Teachers andTheir Students' Achievement  

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Full Text Available 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 evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the gains made by the students of non-Board certified peer teachers. Teachers identified through the assessments of the National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement, one of the many outcomes of education for which teachers are responsible. This study does not address whether other, cheaper, or better alternatives to the National Boards exist, as some critics suggest. On the other hand, the results of this study provide support for the policies in many states that honor and provide extra remuneration for National Board Certified Teachers.

Leslie G. Vandevoort



Teachers’ Emotional Expression in Interaction with Students of Different Ages  

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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



Teacher Students' MA Theses--A Gateway to Analytic Thinking about Teaching? A Case Study of Finnish Primary School Teachers (United States)

Finnish teacher education has been higher academic education since 1979. Thus, all primary school teachers graduate as Masters and they conduct an MA thesis. For this research 23 teachers were interviewed in order to determine their conceptions of reflection, teacher research and their future research intentions. These teacher students worked…

Maaranen, Katriina




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Full Text Available All children deserve effective and qualified teachers; yet, many children do not have them. Why? In 1990's, educational reformers started seeking answers to two fundamental queries: (1 How well are students learning? and (2 How effectively are teachers teaching? The focus of this paper is on one of the most significant factor in student achievement: the teacher. The teacher- as a person and as an instructor- establishes the quality of the teaching learning process. Although there is general concord that teachers make a difference, there is a lack of agreement about which aspects of teachers matter most. The widespread interest in research on teacher education has led to numerous studies that attempt to estimate the effect of teacher characteristics on pupils' achievement (Kaul, 1974; Singh, 1980. The question of how teacher characteristics have an effect on pupil learning has been of long concern to educators and parents. Surprisingly, little is known about hardiness as one important construct in teachers' personality which effects teacher effectiveness and in turn sets the climate in a classroom and conditions the learning of pupils to a large extent.

Harjeet Kaur



Teaching practice: a make or break phase for student teachers  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english 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 wee [...] ks' 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; Samuel, Nayimuli.



Does Early Childhood Teacher Education Affect Students' Cognitive Orientations?  

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Full Text Available Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for professional practice, and as education of early childhood teachers matters with regard to developmental outcomes of children, knowledge orientations of prospective early childhood teachers attending universities and attending vocational schools are investigated and compared. Knowledge orientations were assessed by means of a questionnaire. After propensity score matching of 402 beginners and 402 graduates, multilevel analyses indicate that scientific orientation at the end of teacher education was higher and subjective orientation was lower than at the beginning. Furthermore, scientific knowledge orientation of BA-students was higher, subjective orientation was lower than of students at professional schools. Implications of these results regarding education of early childhood teachers are discussed.

Christoph Mischo



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

DEFF Research Database (Denmark)

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

Wang, Li; Du, Xiangyun



Implications of Teacher-Student Relationships in Social Work Education (United States)

Changes toward a more egalitarian teacher-student relationship are discussed, including elimination of the academic caste system, increased faculty encouragement of student autonomy, reconstruction of fieldwork experiences, increased student involvement in school administration, and individual instruction based on contract. (Editor/PG)

Ho, Man Keung



Teacher, Parent and Student Perceptions of the Motives of Cyberbullies (United States)

Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms.…

Compton, Louise; Campbell, Marilyn A.; Mergler, Amanda




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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.




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

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

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



Prosocial behaviour of students from teachers point of view  


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



On Cartographies of Anti-Homophobia in Teacher Education (and the Crisis of Witnessing Rural Student Teacher Refusals) (United States)

This paper explores the problem of student refusals in a rural Australian teacher education programme as a problem located in particular spatialised social relations. Drawing upon teacher educator reflections and student online discussions, the paper documents a situated approach to anti-homophobia teacher education: one in which student

McConaghy, Cathryn



Examining Elementary Teachers' Identities through Analysis of Student Science Notebooks (United States)

The purpose of this study is to understand how teacher identity influences elementary teachers' science practices from multiple perspectives---the teacher's self-reported identity, the researcher's perspective, and the students' perspectives. Two frameworks on identity were synthesized and used in this research. The first, developed by Gee (2000-01) examines who a teacher is with respect to four areas: nature, institution, discourse, and affinity group belonging. The second, developed by Beijaard, Verloop, and Vermunt (2000) examines factors that drive what a teacher does in his/her practice through examining teachers' expertise divided among three areas: content, pedagogy, and didactics. These frameworks were used to guide interpretation of the data sources in order to better understand how instruction unfolded. The science instruction of one class of second grade students receiving science instruction from three different teachers was studied over the course of one school year. The first manuscript of this study is a qualitative case study describing the three teachers' identities and practices from the perspective of the teacher, researcher, and students. Classroom observations, teacher interviews and questionnaires, and student interviews were coded thematically using identity markers as themes. These data sources were triangulated to reveal differences in both the identities and practices among the three teachers. For two of the three teachers, their self-described identities were different from how they were viewed by their students and the researcher. These findings highlight the importance of incorporating multiple perspectives, including those of students, when describing teachers' practices and identities. The study revealed that the three experienced teachers at the same grade level had vastly different science needs, underscoring the utility of identity theory for the design of professional development efforts. The second manuscript of this study is a mixed-methods analysis of the science notebook entries created by each of the students in this second grade class over the course of the school year. Every entry of every notebook was photographed and coded for: unit (and therefore teacher), inquiry phase (pre-, during-, or post-investigation), and driving force (teacher-driven, student-driven, or balanced). In addition, missing and incomplete notebook entries were also documented. Quantitative analysis looked at the frequency of entries based on these codes. Qualitative data included thematic descriptions of how each teacher used the notebooks, teacher interviews, student interviews of their notebook use and classroom observations. All three teachers used similar curricular materials (kits) and received training from the school district on using science notebooks, suggesting that they would likely use the science notebooks in a similar way. However, quantitative differences were found across all three areas (inquiry phases, driving force, and missing entries), and qualitative analysis also indicated each teacher used the notebooks in a very different way. The teacher identity framework provided a useful way of interpreting these differences. These findings suggest that student science notebook analysis can be used in concert with other data sources through an identity framework to provide information about instruction over the course of a unit or school year, providing more robust analysis than classroom observations and interviews alone.

Madden, Lauren



Listening Ability of Physical Education Teacher Department and Classroom Teacher Department Students on Interpersonal Communication  

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Full Text Available In the educational process “listening” is taking an important role like interpersonal communication. So, it is possible to increase the activity of teacher in communication between teacher and student by gaining and strengthening the “listening ability”. In the point of this view, the purpose of this study was to find out interpersonalcommunication ability level of classroom and physical education teacher department students and make some suggestions.For this purpose, 150 classroom teacher and 150 physical education teacher department students voluntarily join the study. A questionnaire, validity and reliability tests were done, applied the samples. Researchers were applied percentage, frequency, mean and t-test for statistical analysis by using SPSS statistical program.In the result; listening ability of both classroom teacher department and physical education teacher department students was “medium level”. There was no significant difference between gender and different department students on “listening ability” and finally it was an important foundation to think about that students(except two of them did not have “the best listening ability”.




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


Principal and Teacher Beliefs about Leadership Implications for Student Performance (United States)

The goal of this study was to examine whether the leadership style of principals affects teacher and student performance. The study includes an elementary, middle, and high school principal along with two teachers from each school who worked at schools that were in good standing from 2007-2011. Each school made adequate yearly progress (AYP) each…

Jackson, Jerri C.



Secondary-Level Student Teachers' Conceptions of Mathematical Proof (United States)

Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics…

Varghese, Thomas



Blogs as Liminal Space: Student Teachers at the Threshold (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



Student-Teacher Interactions in "The Chelsea Bank" Simulation. (United States)

The goal of the research reported here was to examine how teachers perceived their role as coach, as well as how they actually interacted with students in a computer simulation environment. Simulations like "The Chelsea Bank" significantly impact the role of the teacher in the learning environment. The learner is placed in the role of decision…

Hawley, Chandra L.; Duffy, Thomas M.


How Physical Education Teachers Can Help Encourage Students to Read (United States)

The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…

Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen



Comparing Children's and Student Teachers' Ideas about Science Concepts (United States)

Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children's confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering…

Kerr, Karen; Beggs, Jim; Murphy, Colette



Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project  

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Full Text Available Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences.“Teachers first” was one of the main principles that Lankshear and Synder (2000 identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to “line up your ducks”: there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the “Learning with Laptops” project by focusing on the most experienced “teacher learners” and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners first!

Teresa Strong-Wilson



Perceived empathy of teachers and students’ metacognitive strategies  

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Full Text Available The aim of this research was to establish correlation between perceived empathy of teachers and students’ metacognitive strategies. To obtain a more comprehensive picture of this correlation, the aim was expanded to prediction of students’ metacognitive strategies based on components of teachers’ empathy. Teachers’ empathy was examined through presence of six different components: suffering, positive sharing, crying, emotional attention, feeling for others and identification, which were assessed by attribution theory. Students were the ones who evaluated teachers’ empathy. The following metacognitive strategies were explored: awareness of one’s own cognitive functioning, planning one’s own cognitive functioning and monitoring one’s own cognitive functioning. The research was conducted in two primary schools in the area of East Sarajevo on the sample of seventh-, eighth- and ninth-grade students, which yielded a total of 665 students. The obtained results show that there is a correlation between all variables used to examine teachers’ empathy and all variables used to explore students’ metacognitive strategies. Teachers’ suffering, as one of the components of teachers’ empathy, figures as an important predictor of metacognitive strategies as criterion variables. When it comes to development of metacognitive strategies, students preferred a positive attitude of teachers towards them, based on cognitive and affective balance. Since empathy plays an important role in application of learning strategies and promoting positive behaviour such as interpersonal understanding, helping others and inhibition of anti-social behaviour, empathy skills training should become an integral part of teacher education programmes. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbe?ivanja kvaliteta bazi?nog obrazovanja i vaspitanja

Sladoje-Bošnjak Biljana M.



Integrating Information Literacy into Teacher Education: A Successful Grant Project (United States)

Information literacy has gained importance over the last few decades, not only among librarians, but also with higher education faculty. Information literacy instruction is important for all college-level students. However, it is essential for teacher education students who must not only be information literate themselves, but also be able to…

Earp, Vanessa



Use of Teacher Nonverbal Cues with Handicapped Students. (United States)

Teachers can use nonverbal forms of communication (facial expression, gestures, space, eye contact, body orientation, tone of voice, and head nod/head shake) to enhance the communication process with their handicapped students. (CL)

Hillison, John; Crunkilton, John R.



Discovering Students' Voices in Teachers' Classroom Inquiry. (United States)

This study is part of a large project on teacher research and professional development in progress in the Teacher Enhancement Program (TEP), a collaborative mid-career program between the University of New Mexico and local public schools. The objective of the study was to describe teachers' engagement in classroom inquiry and the transformative…

Torres, Myriam N.


Stretching Student Teachers' Understanding of Fractions (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



How Can Teachers Develop Students' Motivation -- and Success? (United States)

This interview with Carol Dweck, professor of psychology at Columbia University, answers questions about types of motivation, with emphasis on performance (extrinsic) motivation vs. mastery (intrinsic) motivation. Questions address topics such as what teachers can do to help develop students who will work to overcome challenges rather than be overwhelmed by them, the challenge of the "gifted" label, and if self-esteem something that teachers can or should "give" to students. The site is easy reading, yet provides many useful insights.

Gary Hopkins


Some student teachers' conceptions of creativity in school science.  


Creativity is generally considered to be something to encourage in young children. It is, however, popularly associated more with the arts than with the sciences. This study used phenomenographic analysis to identify some primary school student teachers' conceptions of creativity in school science lessons (a class of 16 final year students on a degree course leading to qualified teacher status in the UK). Their conceptions were narrow, focused mainly on practical investigations of matters of ...

Newton, D. P.; Newton, L. D.



Student Teachers' Achievement Goal Orientations during Teacher Studies: Antecedents, Correlates and Outcomes (United States)

This study aimed to investigate whether student teachers' achievement goal orientations changed during teacher studies, and how motivational trajectories were related to academically- and teaching-relevant antecedents and outcomes. A total of 170 participants were followed up between two and five time points. Using individual growth models,…

Malmberg, Lars-Erik



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



Differentiating Psychology Students' Perceptions of Teachers Using the Teacher Behavior Checklist (United States)

Keeley, Smith, and Buskist (2006) investigated the psychometric properties of the Teacher Behavior Checklist (TBC), but did not provide evidence that the measure could differentiate among teachers. This study required students at 2 schools to rate their best professor, worst professor, and most recent professor on the TBC. We found highly similar…

Keeley, Jared; Furr, R. Michael; Buskist, William



Redesigning Schools to Reach Every Student with Excellent Teachers: Teacher & Staff Selection, Development, & Evaluation Toolkit (United States)

This toolkit is a companion to the school models provided on The school models use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new roles and collaborative teams, enabling all teachers and staff to develop and…

Public Impact, 2012



Teacher Recruitment in Context: Differences between Danish and Finnish Beginning Teacher Education Students (United States)

Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both…

Reimer, David; Dorf, Hans




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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.




Impact of Effective Teachers on Students’ Academic Achievements  

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Full Text Available The purpose of study was to evaluate the Impact of Effective Teachers on Students’ Academic Achievements. The main objectives of the study were (1 to identify the traits of effective teachers (2 to investigate the skills employed by effective teachers to enhance effectiveness of teaching process (2 to explore the effects of effective teaching on students achievements, (3 To identify the principles of effective teaching (4 to identify the bottlenecks in effective teaching learning if any, and suggest measures to overcome these. The total sample included 200 subjects which comprised 20 heads of institution, 50 teachers from different educational institutions administered by Federal Government Educational Directorate, Islamabad, and 130 students selected randomly. Two questionnaires were developed for teachers and students separately to collect the basic information about teachers’ Academic qualifications, professional qualifications and the methodology/ principles employed by teachers to ensure effective teaching. Items regarding impediments of effective teaching and their remedial measures were also included in the questionnaire. For the statistical analysis of data, the Arithmetic mean, percentage and correlation were computed. Conclusions and recommendations were made based on findings of the study.

Col. (R Muhammad Altaf Qureshi



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



Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science (United States)

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

Littlejohn, Vania


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


New directions for academic liaison librarians  

CERN Document Server

Aimed at practitioners and students of librarianship, this book is about interesting and unusual practical projects currently being run by academic liaison librarians. It shows how liaison librarians can extend their roles beyond the established one of information literacy teaching and showcases areas in which they can engage in collaborative ventures with academic and administrative staff. Designed to excite and inspire, New Directions for Academic Liaison Librarians demonstrates the potential of the liaison role and emphasises the need for flexibility, imagination and initiative in those who

Crawford, Alice



Measuring student teachers' basic psychological needs  


In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fulfilment is introduced in the curricula of many teacher education institutes. In five teacher education institutes for primary school teachers, study coaches use a Dutch version of the Basic Psycho...

Vermeulen, Marjan; Castelijns, Jos; Kools, Quinta; Koster, Bob



Teachers' Estimates of Their Students' Motivation and Engagement: Being in Synch with Students (United States)

Being aware of, monitoring and responding constructively to students' signals of motivation and to students' signals of engagement represent two important teaching skills. We hypothesised, however, that teachers would better estimate their students' engagement than they would estimate their students' motivation. To test this hypothesis, Korean…

Lee, Woogul; Reeve, Johnmarshall



The Influence of Student Characteristics and Interpersonal Teacher Behaviour in the Classroom on Student's Wellbeing (United States)

Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student

Van Petegem, Karen; Aelterman, Antonia; Van Keer, Hilde; Rosseel, Yves



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



An Unforgiving Enemy: AIDS. Student Reader and Teacher's Guide. (United States)

These adult basic education instructional materials on the prevention of Acquired Immune Deficiency Syndrome (AIDS) include a student reader and a teacher's guide. The student reader contains six chapters. Chapter 1 introduces two characters--Ricco and Francis--and focuses on the definition of AIDS, the three stages of the disease, the cause, and…

Adult Education Services, Johnstown, PA.


Aspects of Teachers' Knowledge for Helping Students Learn about Ratio (United States)

Ratio (and associated topics such as fractions and proportion) is known to be an area of mathematics that students find difficult. Multiplicative thinking is necessary, and students benefit from a wide range of strategies and representations for interpreting ratio. This study examined aspects of teachers' pedagogical content knowledge for teaching…

Chick, Helen



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



Students' and Teachers' Perceptions: An Inquiry into Academic Writing (United States)

Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…

Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas



Google in the Research and Teaching of Instruction Librarians (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



High School Teachers and Students Interacting with Graduate Students in Hydrographic Data Collection (United States)

In this project, four High School Teachers and their students shared the opportunity of collecting, processing and analyzing data obtained in the region where they live. Each week, one teacher from one of four school districts in southeastern Virginia went to a University campus with 3 or 4 of his/her students. The group met with one of the graduate students, picked up an instrument that measures temperature and salinity profiles in the water, initialized the instrument and went to a nearby bridge to collect temperature and salinity profiles. After the data collection, the group went back to campus to process the data and look at the profiles they collected. All these activities were carried out under the supervision of a graduate student. The data were placed at a web site where the students could compare those recently collected data to data from previous months and years. This allowed students to feel some ownership for the data they generated while they learned through lesson plans applied from the web site by the teacher. By working this way, each teacher formed a partnership with a graduate student. In this partnership, the teacher may consult with the graduate student on scientific issues related to the activity, and the graduate student got some exposure to explaining scientific topics to the teacher and the students. The result was that the teacher gained scientific information derived from the interactions and the graduate student improved his/her communication and teaching-related skills. Although the participation of graduate students in this project was not envisioned in its incipient stages, the partnership evolved in a way that some teachers invited their graduate student partners to talk about the program and other scientific topics in their classrooms.

Valle-Levinson, A.



Using the Teacher Work Sample to Assess the Impact of PETE Program Changes upon Student Teachers' Performance (United States)

The effects of Physical Education Teacher Education program modifications upon selected characteristics identified with effective teaching were assessed utilizing the Teacher Work Sample (TWS). Data were collected from all student teacher candidates during the 2002 student teaching sessions. Based upon the 2002 data, interventions were made to a…

Phillips, Carol L.; Marston, Rip E.



Students’ perception of effective clinical teaching and teacher behaviour  

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Full Text Available 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 design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE and university matriculation examination (UME results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.

Afam C. Ndu



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


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 ...

Richard Tuimur; Elizabeth Role; Lazarus Ndiku Makewa



Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies (United States)

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha



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

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

Schaub, Elsa Nunes


Applied aerodynamics experience for secondary science teachers and students (United States)

The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

Abbitt, John D., III; Carroll, Bruce F.



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


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.



Genetically Modified Food: Knowledge and Attitude of Teachers and Students (United States)

The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly expanding technology, genetic engineering, to food production. The results indicated significant difference in understanding of concepts related with genetically engineered food stuffs between teachers and students. The most common ideas about genetically modified food were that cross bred plants and genetically modified plants are not same, GM organisms are produced by inserting a foreign gene into a plant or animal and are high yielding. More teachers thought that genetically engineered food stuffs were unsafe for the environment. Both teachers and students showed number of misconceptions, for example, the pesticidal proteins produced by GM organisms have indirect effects through bioaccumulation, induces production of allergic proteins, genetic engineering is production of new genes, GM plants are leaky sieves and that transgenes are more likely to introgress into wild species than mutated species. In general, more students saw benefits while teachers were cautious about the advantages of genetically engineered food stuffs.

Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara



The Student Writing Archive Project (SWAP): Designing a Searchable Database of Student Writing and Teacher Commentary for English Teacher Preparation Courses (United States)

Teacher candidates have few opportunities during their teacher preparation coursework to investigate practices associated with eliciting and responding to student writing. This article describes an attempt to address this problem with a searchable online digital archive of student writing, with and without teachers' written feedback, as well…

Sherry, Michael B.



Internet Library For Librarians (United States)

The Internet Library For Librarians is a portal designed with librarians in mind. Common reference materials, librarianship, and accessories organize the site hierarchically. Under each of these levels exist more levels that further narrow down the visitor�s specific focus. Furthermore, the portal forms a community that offers features such as 'add or recommend a site' to further expand the portal's collection. This site is a valuable resource for those who are just entering the field or seasoned professional librarians.

Sha, Vianne Tang


The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala (United States)

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



Enhancing Students' Engagement: Report of a 3-Year Intervention with Middle School Teachers (United States)

All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years.…

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Trucano, Meg; Fulmer, Sara M.



Anxiety of Preservice Teachers Teaching Students with Disabilities: A Preliminary Investigation (United States)

Preservice teachers have indicated that they are somewhat less comfortable working with students with disabilities. Research shows that curricular modifications in teacher education programs would enable preservice teachers to be more prepared for classrooms that include students with disabilities. Much of the work in teacher education dealing…

Everhart, Brett



Initiating Student-Teacher Contact via Personalized Responses to One-Minute Papers (United States)

Teachers have used many different techniques in efforts to augment engagement given the strong engagement-learning link. Teacher-student contact is one of the most effective tools for fostering engagement; however, some teachers find it hard to initiate contact in a way that seems natural. I present one method of initiating student-teacher

Lucas, Gale M.



The Impact of Teachers' Aggressive Management Techniques on Students' Attitudes to Schoolwork (United States)

Previous studies have shown that teachers' aggressive classroom management impacts negatively on students. The authors compared student reaction to teachers' use of aggressive management techniques in Australia, China, and Israel. Reactions included distraction negativity toward teachers and perceptions that teachers' responses were unjustified,…

Romi, Shlomo; Lewis, Ramon; Roache, Joel; Riley, Philip



"I Can See You": An Autoethnography of My Teacher-Student Self (United States)

This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? I draw upon my memories of my own teachers and students to address these questions. As I portray my teaching-learning experiences as textual "snapshots," I find that my dearest memories…

Vasconcelos, Erika Franca de Souza



Diversity Awareness for K-6 Teachers: The Impact on Student Learning (United States)

"Diversity Awareness for K-6 Teachers: The Impact on Student Learning" is a resource guide for elementary teachers and college-level student teachers for teaching diversity awareness across the various areas of content. It contains many exciting activities teachers can use to enhance learning while making learning and teaching fun and exciting.…

McLeod, Rona Leach



Relating Teacher Candidate Performance to Their Students' Subject Specific Academic Achievement Using TWS Methodology (United States)

Teacher education preparation programs are under pressure from the public to provide evidence that their programs and teacher candidates are improving student achievement. However, the connections between teacher education preparation programs, teacher candidates' evaluation, and student achievement are often hard to disentangle from other…

Fenster, Mark J.; Judd, Diane L.



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

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



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



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





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

Bahadir ERISTI,



Student Teachers’ Attitude towards Twitter for Educational Aims  

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Full Text Available This paper presents an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain in which Twitter is used for various different activities. The aim of this experiment was to explore student teachers’ perceptions in order to value their attitude towards Twitter for educational aims. Afterwards, students were asked to write down their reflections on an eportfolio. Data was collected from their eportfolio evidence, which was analysed to review their attitude towards the use of Twitter for educational purposes and for their future teaching and professional development. The conclusions indicate the need to conduct different educational activities in which Twitter is used in various ways. In addition, conclusions reflect on the real impact of Twitter on students’ learning enhancement, in order to improve student teachers’ attitudes towards social media in education. Therefore, this article contributes to the body of existing research on the use of technology in education, specifically to the possibilities of the use of social media and microblogging in Teacher Education.

Victoria I. Marín



Changing Preservice Teachers' Beliefs about Motivating Students (United States)

We examined the effects of an educational psychology course on students' beliefs about motivating students. After providing opportunities to engage in systematic intentional inquiry of their beliefs about teaching and learning, we expected that students' beliefs would become more soundly based in theory and research. Following several classes on…

Peterson, Sarah; Schreiber, Jim; Moss, Connie




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Full Text Available Discusses the relationship between the New Technologies of Information and Communication (NTIC and reading treated in an interdisciplinary perspective in the context of undergraduate librarianship in the UFPA. The study aims to examine how these tools are appropriated and used by graduate students to focus on access to scholarly texts for the reading and writing of these students who are undergoing training. Conducting methodological article was first performed on stage with the literature of authors such as foundations Castells (1999, Freire (2005 without giving up the contributions of other thinkers on the subject addressed in the research and the second leg by qualitative exploratory study quantitative and a questionnaire with closed questions, open, hybrid and later with analysis and data collection done with the students of the School of Library Science at UFPA class of 2008 in morning and night shifts made in two months. As a result, research shows that over half of the undergraduates interviewed consider that the practice of reading coupled with the use of the NCITthrought their answers, as relevant to obtaining a satisfactory degree of proficiency in academic and subsequently enter the job market with more qualification. Ends the reading and understanding that the ICTs are an essential component in the training of librarians, particularly in a context of production and reproduction of information / texts in digital environments, pointing to the con struction of new reading habits based on computer use.

Erik Andre Pires



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


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...

SAROYA YAHYA; Melor Md Yunus; Hasnah Toran



Student teachers' approaches to student's mistakes in the case of the absolute value concept  

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Full Text Available After the studies of Piaget and Bachelard, student’s mistakes were considered essential for learning and a messenger of knowledge being constructed. The purpose of this study was to define the approaches of student teachers regarding student’s mistakes and analyze those approaches in the light of learning theories (such as behaviorism, constructivism. The sample group consisted of 28 student-teachers from Secondary Mathematics Education department at the Ataturk Education Faculty of Marmara University. Data were collected through a questionnaire consisted of likert-type, open-ended and close-ended questions. In open-ended questions, student teachers were invited to interpret student’s mistakes on the concept of absolute value acquired from related literature. Data were analyzed and interpreted by the means of quantitative and qualitative approaches. One of the most considerable results of the study was that student teachers’ conceptions regarding the mistakes of the students reflected the approaches of classical and behaviorist views about learning.

Sava? Ba?türk



What affects teacher ratings of student behaviors? The potential influence of teachers' perceptions of the school environment and experiences. (United States)

Teachers serve as the natural raters of students within the school and classroom contexts. Yet teachers' ratings of their students may vary based on these contextual factors. The current study explored the extent to which teacher perceptions of the school environment predict their longitudinal ratings of student behaviors. Data for this study come from 702 teachers in 42 elementary schools. Teachers self-reported their perceptions of the school context at a single time point, and provided ratings of their students' behavior via the Teacher Observation of Classroom Adaption-Checklist (TOCA-C) across three school years. Latent profile analysis identified three latent classes of teachers based on their ratings of school organizational health, burnout, and efficacy. A regression framework demonstrated an association between the baseline profiles in relation to TOCA-C ratings of student behavior across 3 years. Teachers with more favorable perceptions of the environment had lower initial ratings of concentration problems, disruptive behavior, and internalizing symptoms, and higher ratings of prosocial behaviors and family involvement. They also showed slower growth in their ratings of emotion dysregulation and greater increases of their ratings of family involvement over time. This work is particularly important for determining the extent to which teacher ratings may be biased by teacher and contextual factors, and may have implications for the identification of teachers who may rate students poorly over time. PMID:23949475

Pas, Elise T; Bradshaw, Catherine P



Measuring Student Teachers' Basic Psychological Needs (United States)

In Self-Determination Theory, basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need-fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need-fulfilment is introduced in the curricula of many teacher

Vermeulen, Marjan; Castelijns, Jos; Kools, Quinta; Koster, Bob



When in Rome...: Influences on Special Education Student-Teachers' Teaching (United States)

Student-teaching is the foundational professional experience for most special education teachers. We investigated the influences on preservice teachers' decision-making during their student-teaching through a two-part study. In the first phase, six undergraduate student-teachers at a large Midwestern university participated in focus group.…

Cook, Lysandra



Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers (United States)

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…

van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone



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



Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom (United States)

This paper reports on a study that investigated the extent to which student behaviour is a concern for school teachers. A questionnaire was used to investigate teachers' views about student behaviour in their classes. The results suggest that low-level disruptive and disengaged student behaviours occur frequently and teachers find them…

Sullivan, Anna M.; Johnson, Bruce; Owens, Larry; Conway, Robert



Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions (United States)

This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of…

Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora



A Study of Student Teachers' Reflections on their Beliefs, Thoughts, and Practices (United States)

The purposes of this study were to identify critical events that student teachers encountered and to investigate how the interaction between the characteristics of student teachers and their school environment influences their role-assumption strategies. Twenty-seven student teachers (15 elementary and 12 secondary) in three midwestern communities…

Mahlios, Marc; Soroka, Gary; Engstrom, Dorothy; Shaw, Donita Massengill



Understanding the dynamics of teacher attention: Examples of how high school physics and physical science teachers attend to student ideas (United States)

Attending to student ideas is critical for supporting students' science learning (Driver, Guesne, & Tiberghien, 1985; National Research Council, 1996). But, paying attention to student ideas in science class is difficult and does not happen often (Davis, 2001; Feldman, 2002; Levin, 2008; Levitt, 2001; Simmons, et al, 1999). Researchers have looked at how institutional expectations, curricular materials, and a teacher's cognition influence how that teacher picks up on and makes sense of student ideas (Ainley & Luntley, 2007; Levin, 2008; Rop, 2002; Tabak & Reiser, 1999; Wallach & Even, 2005). I argue that we do not yet have adequate ways of characterizing and understanding teachers' attention at the level of the interaction. I have evidence that suggests that when we look in such a fine-grained way, many of our current explanations for what teachers do and pay attention to are not sufficient. The aim of this dissertation is to build on the burgeoning body of work on teacher attention by looking at how to characterize a teacher's attention as that teacher interacts with students in the classroom and studying how a teacher's attention is situated in the teacher's framing of his or her interaction with students. In short, a person's frame or framing of the situation is his or her definition of what is going on in the interaction (Tannen, 1993). I discuss the implications for how we can support teachers' attention to student ideas and some areas for future research motivated by the findings of this study.

Lau, Matty


Who chooses to become a teacher and why? : differences between Danish and Finnish first year primary school teacher students.  

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We analyze in this article to what extent beginning teacher education students at the primary school level differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts and occupational motivations. In order to overcome methodological problems of most previous empirical studies on teacher recruitment we draw on data from a recent comparative study on teacher recruitment based on two different samples: In both Denmark and Finland we surveyed a representative group of first year teacher education students as well as last year upper-secondary pupils. The nature of the data collected enables us to characterize teacher education students in contrast to a baseline reference group eligible to apply for teacher education and to compare these differences across countries (difference-in-differences estimation). This analytical strategy allows us to overcome problems of most previous studies that use samples of teacher-education students only in order to characterize teacher education students and to estimate differences between beginning teacher students across countries more reliably. Our results clearly show that Finish and Danish beginning teacher education students for the primary school level differ markedly with respect to previous academic pathways, academic self-concepts as well as occupational motivations.

Reimer, David; Dorf, Hans



Values--A Study of Teacher and Student Perceptions in Four Countries (United States)

The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students from Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120…

Mahmud, Shamsul H.; Warchal, Judith R.; Masuchi, Ayumi; Ahmed, Rafiq; Schoelmerich, Axel



The Relationship between Student Teachers' Citizenship Skills and Critical  


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 ...

?smail Acun; Metin Demir; Nur Leman Göz



Students’ perception of effective clinical teaching and teacher behaviour  


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 ...

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



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



Embedded librarianship what every academic librarian should know  

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Is the embedded librarian an equal partner in the course, or is the librarian perceived as a "value-added" extra? What is the place of technology in this effort? Is there a line librarians should not cross? Taking into account both theory and practice to discuss multiple facets of the subject, Embedded Librarianship: What Every Academic Librarian Should Know thoroughly examines these questions and more from the perspectives of experienced embedded librarian contributors who have worked in higher education settings. The chapters illuminate the benefits and challenges of embedding, explain the planning required to set up an embedded course, identify the different forms of embedding, and consider information literacy instruction in various contexts. Readers who will benefit from this work include not only academic librarians but any professor who wants their students to be able to do better research in their fields.

Russo, Michael F



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



Investigating Teachers’ Views of Student-Centred Learning Approach  

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Full Text Available Conventional learning is based on low levels of students’ participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL approach, putting students as the centre of the learning process. This mode of presentation has been implemented in the Malaysian classroom context. However, the shift in focus on learning from the conventional to the SCL has presented Malaysian educators with some challenges especially to move away from the ‘chalk and talk’ method of teaching used for decades in most classrooms in secondary schools. This study explores teachers’ views of SCL approach through individual in-depth interviews. Various themes emerged from the interviews. The findings provides evidence that teachers who exposed students to some elements of SCL, saw students actively engaged in the learning process, aware of their own responsibilities, sense of autonomy inlearning and learned from their experiences. However, there were some challenges and constraints faced by teachers in implementing SCL approach.

Ernest Lim Kok Seng



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


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


Personal Character and Tomorrow's Citizens: Student Expectations of Their Teachers (United States)

Research evidence from UK primary and secondary schools suggests that students expect teachers to engage in character development and values education and that this assists in their holistic learning. This article is based on a major UK research study which indicates that explicit and implicit attention to values in schools is positively welcomed…

Arthur, James



Drinking Water Activities for Students, Teachers, and Parents. (United States)

This guide provides teachers with materials, information, and classroom activities to enhance any drinking water curriculum. Students can use the activity sheets to further lessons and stimulate thought. Parents can use the guide to develop science projects that will provoke thought, encourage research, and provide a scientific approach to…

Environmental Protection Agency, Washington, DC.


Genetically Modified Food: Knowledge and Attitude of Teachers and Students (United States)

The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly…

Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara



Intellectual Property: What Do Teachers and Students Know? (United States)

As society changes from an industrial to a knowledge era increasing importance and value is being placed on intellectual property rights. Technology teachers need to have pedagogical content knowledge of intellectual property if they are to incorporate it into their learning programmes to enable students to consider how to respect others'…

Starkey, Louise; Corbett, Susan; Bondy, Ann; Davidson, Susan



Lessons of Love: Psychoanalysis and Teacher-Student Love (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



An Overview of Student Teachers' Academic Intrinsic Motivation (United States)

Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic…

Uyulgan, Melis Arzu; Akkuzu, Nalan



LOL Teacher! Using Humor to Enhance Student Learning (United States)

Laughing with students can help them connect on a deeper level with the teacher and the learning. This article offers the following four strategies to incorporate humor into teaching: (1) Integrate humorous bits to boost engagement; (2) Choose humorous materials; (3) Create interest with humorous web tools and apps; and (4) Teach with silly…

Terrell, Shelly



The Relationship between Teacher Cultural Competency and Student Engagement (United States)

This exploratory study investigated teachers' cultural competency and their students' engagement within international high schools located in Hong Kong. Cultural competency is defined as a combination of knowledge about cultural groups as well as attitudes towards and skills for dealing with cultural diversity (Betancourt, 2003). The…

Robinson, Erin Nicole



Survey of What Secondary Teachers Read Aloud to Students. (United States)

Prompted by the fact that short and interesting materials suitable for reading aloud to secondary school students are difficult to find, a survey was conducted to compile a list of such materials for dissemination. The 260 respondents included secondary school teachers in all curriculum areas. Results indicated that half the respondents read…

Carneal, Ann; Bohning, Gerry


Illinois Department of Natural Resources: Stuff for Teachers and Students (United States)

This website has been developed by the Illinois Department of Natural Resources as an educational site for teachers and students. There are lesson plans, information and activities on plants, animals and biodiversity, as well as links to related websites and information on grants and contests.


ICT Student Teachers' Judgments and Justifications about Ethical Issues (United States)

In this study, Turkish ICT student teachers' judgments and justifications in four scenarios involving ICT-related ethical problems were investigated. Scenarios were designed based on Mason's (1986) four ethical issues: privacy, accuracy, property and accessibility. The study was carried out in the fall of 2010. We used the critical incidents…

Alakurt, Turgay; Bardakci, Salih; Keser, Hafize



Teacher-Student Sexual Relations: Key Risks and Ethical Issues (United States)

Researching actual or purported sexual contact between teachers and students raises many difficult ethical issues, questions and dilemmas, which may help to explain why few have ventured into the field. This experientially based paper addresses key problem areas under the headings of: the ethics of researching a sensitive taboo topic; the ethics…

Sikes, Pat



Student and Teacher De-Motivation in SLA  


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.

Hui Yan



The Teacher and Students in the Social Studies (United States)

There are selected ideas from the psychology of learning which assists students to achieve more optimally. They need to be in the repertoire of the social studies teacher. These are self efficacy, resilience, reflection, and self monitoring of the learner's own progress. Each of these concepts will be discussed as it relates to teaching and…

Ediger, Marlow



Student Town Meeting with Vice President Al Gore. Teacher's Guide. (United States)

This teacher's guide accompanies a videotape of the same name. Vice President Albert Gore, Jr., discusses current issues with students who question Mr. Gore on such topics as the environment, reinventing government, voter participation, crime, and the United States' role in foreign affairs. Gore tailors his answers to the teenage audience as the…

Edwards, Amy N.


Teacher Views on Social Skills Development in Primary School Students (United States)

The aim of the present research is to survey the views of teachers regarding social skills development in primary school students. The research was carried out using the qualitative research technique. A questionnaire prepared by the researcher was used to collect data. The results show that there are four main factors that play an important role…

Samanci, Osman



Preservice Teacher Education Students' Epistemological Beliefs and Conceptions about Learning (United States)

A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant…

Chan, Kwok-Wai



Fostering Resiliency in Students: Positive Action Strategies for Classroom Teachers. (United States)

Describes research-supported positive action strategies for teachers that will help foster resiliency in their classrooms and promote the healthy development and social competence of all students. Strategies include brainstorming, creative problem solving, goal setting, critical thinking and reflection, sensitivity to social learning, and…

Bruce, Mary Alice



Teacher Shocks and Student Learning: Evidence from Zambia (United States)

A large literature examines the link between shocks to households and the educational attainment of children. We use new panel data to estimate the impact of shocks to teachers on student learning in Mathematics and English. Using absenteeism in the 30 days preceding the survey as a measure of these shocks, we find no impact for the full sample,…

Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila



Teachers Unions and Student Performance: Help or Hindrance? (United States)

Randall Eberts explores the role of teachers unions in public education. He focuses particularly on how collective bargaining agreements shape the delivery of educational services, how unions affect both student achievement and the cost of providing quality education, and how they support educational reform efforts. Eberts's synthesis of the…

Eberts, Randall W.



Negotiation for the Librarian (United States)

Librarians engage in some sort of negotiation all the time. Unfortunately, library schools do not uniformly teach negotiation theory or skills. New librarians are left to their own devices to self-educate, and self-educate they must. Most of the library-specific negotiation literature and continuing education opportunities focus almost entirely on…

Grogg, Jill E.



American Indian and White Students Talking about Ethnic Identity in Teacher Education Programs: Helping Teacher Education Students Know Themselves as Cultural Beings. (United States)

Describes a classroom assignment designed to help teacher educators contrast how American Indian and white European American students develop their ethnic identities in teacher education programs. The paper discusses the context and ideas that generated this self-study, offering student excerpts to illustrate the processes these students travel in…

Pewewardy, Cornel



Students', Guardians', and Teachers' Perceptions of Student-Led Conferences (United States)

The purpose of the study was to examine the ELL and non-ELL students', guardians', and the English as a second language (ESL) teachers' perceptions of student-led conferences. Specifically, the study examined if ELL students' and guardians' preferences were similar to non-ELL students' and guardians' preferences…

Orso, Charlotte Lindsey



Astronomy Librarians - Quo Vadis?  

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"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of the recent talks given at the sixth "Libraries and Information Services in Astronomy" conference held in Pune, India in February 2010. We will explore the librarian's universe, illustrating how librarians use new technologies to perform such tasks as bibliometrics, how we are re-fashioning our library spaces in an increasingly digital world and how we are confronting the brave new world of open access, to name but a few topics.

Lagerstrom, Jill



Astronomy Librarian - Quo Vadis? (United States)

"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of some of the recent talks given at the sixth "Libraries and Information Services in Astronomy" conference held in Pune, India in February 2010. We will explore the librarian's universe, illustrating how librarians use new technologies to perform such tasks as bibliometrics, how we are re-fashioning our library spaces in an increasingly digital world and how we are confronting the brave new world of Open Access, to name but a few topics.

Lagerstrom, Jill; Grothkopf, Uta


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

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

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



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

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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



The Role of Librarians in Academic Success  

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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



Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School  

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Full Text Available Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School. This study aimed to describe the form, function, and questioning strategies teachers in teacher-student interrogation in Bahasa Indonesia learning in elementary school. Data sourced from four teacher of elementary school, SDN Tamangapa and SD Inpres Tamangapa. Data were obtained by (1 recording, (2 documentation, (3 field notes, (4 interview. The results showed that: (1 the form of questioning the teacher in the teacher-student interaction in Bahasa Indonesia learning in primary schools generally examined the low-level thinking skills, (2 functions of teacher questions are generally intended to check student understanding, and (3 teachers utilize a variety of strategies in addressing student answers correctly and the apparent hesitation. Some disadvantages are indicated teachers in providing interrogation.

Akmal Hamsa



Introducing Literature to an EFL Classroom: Teacher’s Presentations and Students’ Perceptions  

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Full Text Available This study documents a teacher-researcher’s presentations of 24 literary works to a class of 28 Taiwanese EFL senior high school students during a fourteen-week experiment, and reports on those students’ perceptions of the texts introduced and their attitudes towards literature in general. In preparing literary texts, the teacher explored the notion of computer assisted literature teaching (CALT, capitalizing on the Internet resources to prepare plot summaries of novels and plays. Some supplementary media materials were also used in the literature presentations. Results of participants’ responses to a 50-item questionnaire showed that most of the students like the presented novels most, followed by plays, short stories, and then poems. Furthermore, about half of the students like to read literary works and also like to be introduced to literature. Specifically, students like to read contemporary literature rather than classic literature, and such works as movie novels, realistic fiction, fantasies, and mysteries are their favorites. In the end, the author argues that there is low literature threshold, if any, for teachers to cross before they can introduce literature to their EFL students.

Fan-ping Tseng



University-School Partnerships: An Exploratory Study of Nigerian Teachers Sitting in on Student Teachers' Lessons (United States)

The teacher education programme of Obafemi Awolowo University, like those of the other universities in Nigeria, and elsewhere, adopts a university-school partnership model in principle, requiring students in the programme to take academic courses in the university and go for teaching practice or field experience in a placement school. Through…

Ejieh, Michael U. C.



Practicalising Theoretical Knowledge in Student Teachers' Professional Learning in Initial Teacher Education (United States)

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find…

Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N.



Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms (United States)

Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…

Assuah, Charles K.



Identity in Activity: Examining Teacher Professional Identity Formation in the Paired-Placement of Student Teachers (United States)

This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and "perezhivanie", to identify the factors driving the intricate learning process. Opportunities for…

Dang, Thi Kim Anh



Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning (United States)

Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

Tanase, Madalina



Effects of Teacher and Peer Feedback on Students’ Writing at Secondary Level  

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Full Text Available This research investigates the effectiveness of peer feedback and teacher feedback on the written performance of the students and also examines students’ attitude towards peer feedback and teacher feedback. Data was collected from five different government schools by using a survey questionnaire, students’ pre-test and post-test, and students’ written remarks about the whole experimental feedback activity from the sample including 100 students studying at secondary level in Bahawalpur. The results showed that students have positive attitudes towards teacher feedback and peer feedback, and this activity helped them improve their performance. Teacher feedback and peer feedback provides an effective way of learning to the students.

Mamuna Ghani and Tahira Asgher



Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks  


This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in p...

Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.



Growing Embedded Librarians Like Kudzu: How the Embedded Extension Service Creates More Embedded Librarians without Creating New Positions (United States)

In an era of exploding online enrollment and tight budgets, Central Piedmont Community College (CPCC) struggles to meet the needs of online students. CPCC librarians went one step towards solving that problem in 2009-2010 by launching an embedded librarian program. CPCC's program became so successful that it struggled to meet demand. In 2013,…

Coltrain, Mark



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



Teachers’ Nonverbal Behavior and Its Impact on Student Achievement  

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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



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


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...

Mifsud, Maria





This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher’s grammatical feedback, the students were required to revise their work again based on the teacher's suggested revisions. In addition, oral conferencing was conducted in or...

Yi-chun Pan



Educating Student Teachers to Become High Quality Professionals – A Finnish Case  


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



An exploratory study to student teachers' regulation activities in a dual learning environment  


University-based teacher education is more and more organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice in schools. These programmes often call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether these student teachers are capable to regulate their learning to this extent. Student teachers’ SRL has hardly been studied and theories on SRL...

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



Unpacking Everyday "Teacher Talk" about Students and Families of Color: Implications for Teacher and School Leader Development (United States)

Informal "teacher talk" about students is ubiquitous, but it remains largely unexamined. This study critically examines casual, everyday teacher discourse about students perceived to be racially or culturally "different." Data were collected through participants' journal entries, group discussion, and interviews. Findings…

Pollack, Terry M.



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



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



Differences of Teachers', Field Instructors', and Students' Views on Job Analysis of Social Work Students (United States)

This study compares the assessment of 30 teachers, 120 field instructors, and 287 students with regard to what students of social work do during their fieldwork practice and the importance they attach to these activities. The study used a Job Analysis Questionnaire developed specifically for this study. Results indicated differences among the…

Sherer, Moshe; Peleg-Oren, Neta



Enhancing Student Self-Worth in the Primary School Learning Environment: Teachers' Views and Students' Views (United States)

This paper reports the findings from a study of teachers and students' views regarding self-worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self-worth in students' motivation and ability to learn. While the need to enhance self-worth in the classroom has been well established in the…

Cushman, Penni; Cowan, Jackie



Teacher Work Sample Assessment: An Accountability Method That Moves beyond Teacher Testing to the Impact of Teacher Performance on Student Learning. (United States)

This paper shows how a mid-sized teacher education institution proactively developed a performance assessment method, Teacher Work Samples (TWSs), addressing the school's efforts to use TWSs to obtain evidence of the impact of teacher performance on student learning. The paper examines challenges faced in developing and implementing TWS…

Denner, Peter R.; Salzman, Stephanie A.; Harris, Larry B.


Our Librarian Bodies. Our Librarian Selves.  


Librarians are great at taking care of their patrons. We will conduct searches for our patrons and provide them with the resources they need, we contribute to the public good and offer ongoing educational opportunities, and we provide community space in the name of discourse and community building. We also testify in and lobby Congress [...

Emily Ford



An Astrobiology Summer Program for High School Teachers and Students (United States)

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational summer program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to expose high school educators to the field of astrobiology and provide them with skills and classroom activities necessary to foster student interest in scientific discovery on Earth and throughout the universe. Astrobiology activities for a week-long summer enrichment program for high school students was developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty-four high school students were introduced to hands-on activities and techniques such as gel electrophoresis, thin layer chromatography, and manual polymerase chain reaction. The impact of the astrobiology summer program on teachers and high school students will be discussed.

Cola, J.; Williams, L. D.; Gaucher, E.; Snell, T.



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

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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



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)



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

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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



Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management (United States)

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.



Should Teachers Help Students Develop Partisan Identities? (United States)

Five years ago, Diana Hess was teaching a graduate seminar called "Democratic Education." The purpose of the seminar was to critically analyze two seemingly simple, but actually very complex, questions: What is democracy? What is democratic education? Both are contested concepts, and the seminar was designed to help students understand…

Hess, Diana E.; McAvoy, Paula



Student Motivation: A Recipe for Teacher Educators. (United States)

A review of literature dealing with psychological needs, including work by Maslow (with explanations of comfort, security, the social instinct, ego gratification, and self actualization) serves as a foundation for an examination of the problem of motivating students. Two major causes of lack of motivation, poor teaching and poor curriculum, are…

Kasambira, K. Paul




ABSTRACTThe present study was undertaken to measure the attitude of the students towards teacher training programmes through Distance Education offered by Allama Iqbal Open University (AIOU), Islamabad, Pakistan. To achieve the said end, the descriptive method of research was considered appropriate. The population of the study consisted of the B. Ed. Students of AIOU. Three hundred students from the Sahiwal region were selected as sample for the study. Questionnaire was used as a Research to...

Gujjar, Aijaz Ahmed; Muhammad Akhlaque; Hafeez, Muhammad Rashid



Teachers' Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student (United States)

This study considers the role of teachers' multicultural awareness in promoting minority students' ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers' multicultural awareness affects ethnic identity and the academic achievement of minority students. This…

Qunhui, Ou; Na, Du



An Interview with Mara Sapon-Shevin: Implications for Students and Teachers of Labeling Students as Learning Disabled/Gifted. (United States)

This interview with Mara Sapon-Shevin discusses her interest in students with learning disabilities and giftedness, the negative effects of labeling students, what teachers can do to improve the social climate and peer acceptance in heterogeneous classrooms, and the need for teachers to teach all students as if they are gifted. (CR)

Walther-Thomas, Chriss; Brownell, Mary



Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams (United States)

Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in-service Spanish teachers' (n?=?102) and their students' (n?=?5,419) score on the National Spanish Exams…

Swanson, Peter B.



Identifying the Relation between the Function of Student Problem Behavior and Teacher Instructional Behavior (United States)

The purpose of this study was to determine the relationship between the identified function of student problem behavior and different types of teacher behavior. Students with emotional/behavioral disorders and their teacher in one classroom were observed during reading instruction. Results showed consistent patterns of teacher attention across the…

Wehby, Joseph H.; Tally, Brenna B.; Falk, Katherine B.



"Philia" and Pedagogy "Side by Side": The Perils and Promise of Teacher-Student Friendships (United States)

This paper asks whether teachers and students can be friends with one another and yet maintain their integrity as teachers and students. It provides an account of friendship, drawing on Aristotle, Montaigne, and contemporary work by Elizabeth Telfer and Lawrence Blum, and addresses two key challenges: first, that teachers must be impartial and…

Shuffelton, Amy B.



Teacher Knowledge about Reading Fluency and Indicators of Students' Fluency Growth in Reading First Schools (United States)

This study examines the role of teacher knowledge about reading fluency in students' fluency growth. Specifically, the effects of teacher knowledge on fluency with nonsense word reading and oral passage reading were examined. Students' vocabulary was also considered as a predictor of fluency development. Results demonstrated that teacher knowledge…

Lane, Holly B.; Hudson, Roxanne F.; Leite, Walter L.; Kosanovich, Marcia L.; Strout, Meridith Taylor; Fenty, Nicole S.; Wright, Tyran L.



Consistently Inconsistent: Teachers' Beliefs about Help Seeking and Giving When Students Work in Groups (United States)

While extensive research on student help-seeking and teachers' help-giving behaviour in teacher-centred classroom and self-directed learning environments is available, little is known regarding teachers' beliefs and behaviour about help seeking or their role when students work in groups. This study investigated primary (elementary)…

Wosnitza, Marold S.; Labitzke, Nina; Woods-McConney, Amanda; Karabenick, Stuart A.



A Quantitative Discourse Analysis of Student-Initiated Checks of Understanding during Teacher-Fronted Lessons (United States)

Recent research highlights the paradoxical importance of students' being able to check their understanding with teachers and of teachers' constraining student participation. Using quantitative discourse analysis, this paper examines third graders' discursive strategies in initiating such checks and teachers' strategies in constraining them. The…

Shepherd, Michael A.



Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students (United States)

The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…

Baz, Fatih Çagatay; Tekdal, Mehmet



Community Music Activity in a Refugee Camp--Student Music Teachers' Practicum Experiences (United States)

This article reports on a study of student music teachers' learning experiences whilst practising their teaching skills in a community music project in a Palestinian refugee camp in Lebanon. I will be discussing findings that relate those experiences to the student teachers' competence development as professional music teachers. In 2010,…

Broeske-Danielsen, Brit Aagot



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



Classrooms Where Students Perceive High and Low Amounts of Differential Teacher Treatment. Draft. (United States)

The purpose of this paper is to explore differences in the nature of classrooms where students perceive high and low amounts of differential teacher treatment between high and low achievers. The Teacher Treatment Inventory was used to measure students' perceptions of the frequency of 30 teacher behaviors towards a hypothetical male or female high…

Marshall, Hermine H.; Weinstein, Rhona S.


Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students (United States)

Accurate teacher judgments of student characteristics are considered to be important prerequisites for adaptive instruction. A theoretically important condition for putting these judgments into operation is judgment confidence. Using a German sample of 96 teachers and 1,388 students, the authors examined how confident teachers are in their…

Praetorius, Anna-Katharina; Berner, Valerie-Danielle; Zeinz, Horst; Scheunpflug, Annette; Dresel, Markus



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



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

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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



Second Language Teaching and Learning: the Roles of Teachers, Students, and the Classroom Environment  


This portfolio is a compilation of the concepts and practices that the author believes constitute effective second language teaching. It is centered on the author’s teaching philosophy, which is based on the teacher’s roles as facilitator and the students’ roles as active participants in a student-centered, communicative classroom. The author claims that as teachers and students understand and carry out their respective roles, student proficiency in the target language will increase. In...

Briggs, Martin



Il system librarian  


The aim of this literature review is to investigate the roles and activities of the library systems specialist or system librarian, an entirely new breed of library professional developed during the library automation process all over the world.

Spinello, Annalisa



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



The Role of Science Teachers' Beliefs in International Classrooms : From Teacher Actions to Student Learning  

DEFF Research Database (Denmark)

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.



The Aztec: Mexico Student Teacher Resource Center (United States)

Owned and managed by Thomas H. Frederiksen, this site contains a considerable amount of introductory information on Aztec Rulers, Religion, Medicine, and Codices. A Student Resource Guide features biography and geography information, pronunciation tips, a suggested reading list, and selected library listings. The site as a whole contains several bibliographies and links to illustrations. Additional resources include a fairly large collection of links, conference announcements, and a list of new and used books for sale.

Frederiksen, Thomas H.



Gulf Oil Spill: Teacher and Student Resources (United States)

The Gulf of Mexico (GOM) oil spill website, hosted by the four GOM Sea Grant programs, provides visitors with access to a wealth of data concerning the Deepwater Horizon oil spill. Resources listed on this page were compiled by the Office of Environmental Education (OEE) of the Florida Department of Environmental Protection for formal and non-formal educators. Included are curriculum, student blogs and volunteer opportunities.



Undergraduate Teacher Education students’ thoughts on immigration and immigrants  


Many immigrant children have become part of our educational system in the last few years. This research paper aims to examine the beliefs and representations that the third-year students of Teacher Education have towards immigration and immigrants. We have used life narratives as the research tool. This method has a solid tradition in the area of qualitative research. Our close examination of texts throws interesting results and research topics.

Amelia Barquín; Nerea Alzola; Monika Madinabeitia; Ane Urizar



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

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



Essential grammar for today's writers, students, and teachers  

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This innovative grammar text is an ideal resource for writers, language students, and current and future classroom teachers who need an accessible ""refresher"" in a step-by-step guide to essential grammar. Rather than becoming mired in overly detailed linguistic definitions, Nancy Sullivan helps writers and students understand and apply grammatical concepts and develop the skills they need to enhance their own writing. Along with engaging discussions of both contemporary and traditional terminology, Sullivan's text provides clear explanations of the basics of English grammar and a highly pra

Sullivan, Nancy



Teacher-Student Education and Public Outreach Using Spitzer Data (United States)

As part of the NASA-IPAC Teacher Archival Research Program (NITARP) astronomers, teachers, and students collaborated in using archival data from the Spitzer Space Telescope to identify galaxy clusters around Active Galactic Nuclei (AGN) at a high redshift of z?1. The team analyzed 168 fields around AGN to determine if an over density of sources existed. The team, including members from across the US, initially explored the idea at the 2011 Winter AAS Meeting. The initial meeting followed up with regular conference calls, and a 4-day face to face meeting at the Spitzer Science Center in Pasadena, CA. Throughout the process teachers and students gained a great deal of knowledge and experiences conducting authentic science research, and scientists gained a deeper understanding of education issues. The poster will present the processes used to engage students in this real-world experience, and the many benefits to all. In addition our team will present inquiry based activities using archival data from the Spitzer Space Telescope, APT photometry software, and an Excel spreadsheet template, to enrich their understanding of the structure of the universe. NITARP is a NASA funded program.

Keeton, Adam; Mehta, S.; Butler, M.; Spuck, T.; Heller, M.; Sixel, W.; Cook, C.; Hutchinson, P.; Butler, M.; Abajian, M.; Gorjian, V.



Qualities of effective secondary science teachers: Perspectives of university biology students (United States)

This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement, motivation, and success in support of the chosen career.

McCall, Madelon J.


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



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 .  

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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



Copyright for librarians the essential handbook  

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"Copyright for Librarians" (CFL) is an online open curriculum on copyright law that was developed jointly with Harvard’s Berkman Center for Internet and Society. Re-designed as a brand new textbook, "Copyright for Librarians: the essential handbook" can be used as a stand-alone resource or as an adjunct to the online version which contains additional links and references for students who wish to pursue any topic in greater depth. Delve into copyright theory or explore enforcement. With a new index and a handy Glossary, the Handbook is essential reading for librarians who want to hone their skills in 2013, and for anyone learning about or teaching copyright law in the information field.

Berkman Center for Internet and Society



Social and psychological characteristics of the class teacher interaction with students  


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

Petrushikhina, E. B.



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 (United States)

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



Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. NBER Working Paper No. 15202 (United States)

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we further show that a teacher's students have larger achievement gains in math…

Jackson, C. Kirabo; Bruegmann, Elias



Teacher Learning in Mathematics: Using Student Work to Promote Collective Inquiry (United States)

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



Assessing Student Teachers' Reflective Writing through Quantitative Content Analysis (United States)

Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing students' reflective writings in teacher

Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert-Jan; Van Tartwijk, Jan; Wijngaards, Guus



Instructional Development for Teachers in Higher Education: Effects on Students' Learning Outcomes (United States)

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level.…

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter



US Elementary Preservice Teachers' Experiences while Teaching Students in Taiwan (United States)

The idea to prepare prospective teachers to teach in increasingly diverse US schools still raises a number of questions about how an international student teaching experience can be important and beneficial to student learning. What do preservice teachers perceive to be the benefits from an international student teaching experience? What do…

Lu, Hsiu-Lien; Soares, Lina



Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks (United States)

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N = 33) and students (N = 669) in 33 classrooms across five…

Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.



The Effect of Teacher-Student Gender Matching: Evidence from OECD Countries (United States)

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



Acculturation and Teacher Ratings of Hispanic and Anglo-American Students. (United States)

This study examined possible differences between teacher ratings of Anglo-American and Hispanic students based on the student's acculturation level in the context of using behavior rating scales to identify students for gifted education programs. Findings indicated significant differences between teacher ratings of Anglo-American and Hispanic…

Masten, William G.; Plata, Maximino



Teacher Management of Elementary Classroom Social Dynamics: Associations with Changes in Student Adjustment (United States)

Teachers and students in 54 elementary school classrooms (first, third, and fifth grades) participated in a multi-method longitudinal study of classroom social dynamics. At each of three assessments within a single school year, observers rated teacher-student interaction quality, students completed sociometric assessments and reported on their…

Gest, Scott D.; Madill, Rebecca A.; Zadzora, Kathleen M.; Miller, Aaron M.; Rodkin, Philip C.



Trainee Teachers' Attitudes towards Students with Specific Learning Disabilities (United States)

Policies on the inclusion of students with special educational needs in mainstream classrooms have focused attention on how general education teachers perceive these students. Furthermore with specific learning disabilities forming a large group of diverse students, and teachers' attitudes often not changing over the career span, preparing…

Woodcock, Stuart



Teacher-Student Interactions in a Ubiquitous Computing Environment: Learning within Dyads & Triads of Interaction  

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Full Text Available This investigation was designed to examine the features of teacher-student interactions in a ubiquitous computing environment. The study focused on the learning context created by the teacher when interacting with students as they used technology to support their learning. Data obtained from quantitative and qualitative analyses of the teacher-student discourse were examined. Interpretation reflected the context of existing research documenting specific teacher linguistic and communicative behaviors that tend to facilitate students’ use of problem solving and higher order thinking skills. A primary finding of this investigation is the suggestion that when technology is part of the classroom interaction context, the teacher-student dyad may expand to a “triad”, comprised of teacher-student-technology.

Karen Bobkoff Katz



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

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



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



Student-Teacher Interaction on Facebook: What Students Find Appropriate (United States)

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




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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




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



Propositions of nuclear issue education for teachers and students  

International Nuclear Information System (INIS)

Full text: Besides renewable energy forms, the nuclear energy seems to be of the greatest importance now. Recently the nuclear technology has developed almost in all domains of human activity. Unfortunately, common knowledge about physical processes involved in the nuclear energetics and furthermore, about the specific, nuclear radiation effects on the living tissues, is still very poor among the secondary and university students. We can find proofs for this statement in everyday situations and in literature. Thus, we should take every opportunity to speak about the complex nuclear problems, and that much more of the school time should be spend on teaching radioactivity phenomenon. We should acquaint students both with benefits and risks of the nuclear energy applications. Knowledge is certainly the cheapest way to prevent any nuclear danger. Taking this into account we designed the proposition of projects aimed at increase of nuclear issue knowledge and awareness among teachers and students: Project RADONET; Computer aided investigations of radioactivity with the use of GM detector; Competition 'Radioactive World'; Distance lecture on 'Radioactivity Around Us'. The main objective of project RADONET (RADON + NET) was concentrated on answering the question: Radon in our homes - is the risk acceptable? It was based on the concentration of radon investigations in indoor air, ground and drinking water and in the vicinity of TV and computer screens, made by the science tea computer screens, made by the science teachers from Torun. In our opinion, the knowledge about radon and its health risk should be implemented to the interdisciplinary science education as early as possible. Thus, inspiring by English and Hungarian researchers we propose the method of environmental education related to the radon issue. In collaboration with 35 science teachers from different regions of Poland educational research project RADONET for students was performed. The concentration of radon was measured by the use of passive method (TASTRAK detectors). For communication of researchers, teachers and students as well for discussion of the obtained results e-mail, WWW pages, etc. were used. As the result we created the preliminary map of radon concentration in Poland made by students and we got the evidence that the increasing number of teacher and pupils wish to take a part in this kind of educational investigations. Since the phenomenon of radioactivity was discovered by Henry Becquerel, Marie Curie- Sklodowska and Pierre Curie we know, that the 'ionizing radiation' is around us. It can be the stream of particles of the distinct kind - alpha, beta, protons, ions, neutrons and stream of high energy - X or gamma rays. But, naturally some problems arise: where does this radiation come from, how long does it live, is it dangerous to the human body, can we measure its amount and behaviour? In this paper we report our attempt to answer mainly the last question. For this purpose we designed and constructed computer controlled Geiger-Mueller counter with the dedicated software to measure ionising radiation intensity. The menu of the software contains the following options: characteristic of detector, intensity of the ionising radiation and its dependence on distance and type of absorbing material as well as statistical distribution of ionising radiation [8]. Last year, tribute to the 100th anniversary of Maria Curie-Sklodowska Nobel Prize, we organised the competition for educational projects under the general title Radioactive World. The competition was addressed to Polish teachers and their pupils. The Award Committee received 44 projects from upper and lower secondary schools. Knowledge and methodical level of all projects was very high. Most of them engaged not only the science subjects teachers but also specialists of literature, history and art. The committee awarded 15 projects which were the most original and their results were presented to the wide local community by press, radio and TV. The results of the best projects: original lessons plans, pos


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


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

Ruth Wong



Effects of Teacher and Peer Feedback on Students’ Writing at Secondary Level  


This research investigates the effectiveness of peer feedback and teacher feedback on the written performance of the students and also examines students’ attitude towards peer feedback and teacher feedback. Data was collected from five different government schools by using a survey questionnaire, students’ pre-test and post-test, and students’ written remarks about the whole experimental feedback activity from the sample including 100 students studying at secondary level in Bahawalpur. ...

Mamuna Ghani and Tahira Asgher



University Students Are Unaware of the Role of Academic Librarians. A Review of: Bickley, R. & Corral, S. (2011. Student perceptions of staff in the information commons: A survey at the University of Sheffield. Reference Services Review, 39(2, 223-243. doi:10.1108/00907321111135466  

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Full Text Available Objective – To discover students’ perceptionsof information commons staff, and todetermine how these perceptions influence theuse of library resources.Design – Post-experience survey with onefollow-up interview.Setting – The University of Sheffield, a postsecondaryinstitution in England.Subjects – All undergraduate andpostgraduate students were invited to takepart. Just over 1% of the student population, or250 students, completed the survey.Methods – Information about the survey wassent to students’ institutional email addresses.One follow up interview was carried out viaemail using the critical incident technique.Main Results – Students do not understandthe academic roles of librarians. They areunlikely to approach library staff for academicsupport, preferring to turn to instructors, otherstudents, friends, and family. Most studentshad positive opinions about assistancereceived in the Information Commons, but asmall number reflected on previous badexperiences with staff, or on a fear of beingmade to feel foolish. The vast majority ofstudents who did not seek help in theInformation Commons stated that this wasbecause they did not require assistance. Most students do not perceive a difference between Information Commons staff and library staff.Conclusion – Students have positive views of Information Commons staff at the University of Sheffield, but have low awareness of the roles of professional librarians. Librarians need to develop partnerships with academic staff and strengthen their presence in both physical and online learning environments to promote their academic roles.

Kirsty Thomson



Using Drawings to Bridge the Transition from Student to Future Teacher of Mathematics  

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Full Text Available This study examines a group of prospective teachers’ reflections upon the way they were taught (Set 1 and the way they want to teach (Set 2 through drawings which respectively describe their past learning experiences as students and their future plans as teachers. The purpose of this study is to identify: (a the emerging themes that appear in each set of drawing data, (b the possible factors that influence prospective teachers’ drawings, and (c the implications for mathematics teacher educators. Overall, prospective teachers showed predominantly negative or mixed feelings about their past experiences as mathematics students. In response to their own past negative experiences and struggles, the prospective teachers tended to highlight emotionally supportive classroom environment and versatile instructional teaching strategies in their future plans. This study suggests that this activity of reflecting past experience and planning future teaching assimilates prospective teachers’ identities as math students and math teachers and provides a window into the thinking of others.

Ji-Eun LEE



Factors Affecting Student Teachers' Perceptions on Mentor Roles: A Study at Distance English Language Teacher Training Program (United States)

The present study aims to investigate whether perceptions of 4th year student teachers enrolled in a distance English language teacher training program about mentor roles differ significantly according to some factors such as gender, the type of graduation school, the type of the cooperating school they are experiencing teaching practice at, and…

Koc, Ebru Melek



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



Focused Career Choices: How Teacher Educators Can Assist Students with Purposeful Career Decision-Making throughout a Teacher Education Program (United States)

The authors believe that many teacher educators are charged with teaching and advising those seeking initial teacher licensure. They must make a concerted effort to have students reflect seriously on the meanings they are constructing of their work. They need to ask them to gauge continually their confidence in their career choice when they are…

Mahon, Jennifer; Packman, Jill



The role of teachers at university: What do high achiever students look for?  

Directory of Open Access Journals (Sweden)

Full Text Available The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the participants. Furthermore, the influence of teachers on the development of the students was explored. The data collected describes a set of aspects from the scientific, pedagogic and emotional domains, which students identified about their teachers. Some reflections and practical implications are also presented with regard to the characteristics and pedagogical needs of high achievers.

Sílvia Monteiro



Student teachers' perceptions about their experiences in a student centered course  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this resea [...] rch is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE) course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.

Canan Perkan, Zeki; Ahmet, Güneyli.



Multiple Intelligences of Chinese Gifted Students in Hong Kong: Perspectives from Students, Parents, Teachers, and Peers. (United States)

This study assessed the profiles of eight intelligences of 133 gifted students from five perspectives based on their self-ratings and ratings by their mothers, fathers, teachers, and peers. Across different perspectives, logical-mathematical intelligence received the highest ratings whereas bodily-kinesthetic and naturalist intelligences received…

Chan, David W.



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



Student Behavior Management: School Leader's Role in the Eyes of the Teachers and Students (United States)

This study explored the perspectives and viewpoints of the teachers and students in relation to the influence of the head teacher and senior leadership team on students' behavior management in the form of policies, procedures and support mechanisms in a secondary school in Karachi Pakistan. Two surveys were developed and employed, one for the…

Nooruddin, Shirin; Baig, Shariffullah



Shielded Metal Arc Welding and Carbon Arc Cutting--Air. Teacher Edition [and] Student Edition [and] Student Workbook. Third Edition. (United States)

This document contains the teacher and student texts and student workbook for a secondary-level course in shielded metal arc welding (SMAW) and carbon arc cutting that consists of units on the following topics: SMAW safety; SMAW equipment, applications, and techniques; hardfacing; and carbon arc cutting--air. The teacher edition includes the…

Harper, Eddie; Knapp, John



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,



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


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 sol...

Bo Wah Leung; Paulina Wong



Reaching teachers: The first step in teaching students  

Energy Technology Data Exchange (ETDEWEB)

A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, mainstreaming'' -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.

Berry, G.



Reaching teachers: The first step in teaching students  

Energy Technology Data Exchange (ETDEWEB)

A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, ``mainstreaming`` -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.

Berry, G.



Teachers' instructional variables in volleyball and students' improvement in motor skill. (United States)

The purpose of this study was to examine the relationship between teacher-related process variables as defined by the Qualitative Measures of Teacher Performance Scale and students' learning of three volleyball skills. Teachers of nine classes and 222 students were the subjects. Students were pretested and posttested on the forearm pass, underhand serve, and overhand pass. Aggregate motor scores (summed residuals) were established. Between the testing periods the students received eight lessons in the skills from their regular physical education teachers. All instruction was videotaped and later analyzed. Instructional process was based upon teachers' performance on the scale. Relationships were found between teachers' performance and students' learning for the residual serve, residual forearm pass, and summed residual scores. PMID:8321571

Gusthart, J L; Kelly, I W



Self-Regulation of Physical Education Teacher Education Students' Attitudes towards Exercise and Diet (United States)

The purpose of this study was to assess differences in self-regulation of attitudes towards engaging in exercise and eating a healthy diet between physical education teacher education (PETE) students and general education (GE) students, and between male students and female students. Participants were university students (n = 194) at a university…

Wilkinson, Carol; Prusak, Keven



The branch librarians' handbook  

CERN Document Server

Libraries are integral parts of communities, and patrons have visited them in record numbers over recent years. According to the American Library Association, 64 percent of people surveyed in the United States have visited their local libraries in the past year. Branch librarians especially are striving to meet the various needs of their communities--in addition to books and Internet access, many branch libraries have videos, books on tape and CD, DVDs, and even art prints available to their patrons. This handbook covers a wide variety of issues that the branch librarian must deal with every d

Rivers, Vickie



Former students, present teachers - On both sides of the desk  

International Nuclear Information System (INIS)

Both authors are currently assistant professors at the University 'Politehnica' of Bucharest - Power Engineering Faculty - Nuclear Power Plant Department. They share the experience of more than 17 years of school from which 5 years in the nuclear power plants department, with the experience they gain in the position of assistant professor. Using the competence given by the new position, they accumulate the expertise necessary to excel in the nuclear power plants domain. They try a harmonized approach for education on nuclear engineering bridging the gap between students and teachers. (author)


Former students, present teachers - On both sides of the desk  

International Nuclear Information System (INIS)

Full text: Both authors are currently assistant professors at the 'Politehnica' University of Bucharest - Power Engineering Faculty - Nuclear Power Plant Department. They share the experience of more than 17 years of school from which 5 years in the nuclear power plants department, with the experience they gain in the position of assistant professor. Using the competence given by the new position, they accumulate the expertise necessary to excel in the nuclear power plants domain. They try a harmonized approach for education on nuclear engineering bridging the gap between students and teachers. (author)


Propositions of nuclear issue education for teachers and students  

International Nuclear Information System (INIS)

It is well documented in the literature that the project method is the most effective among other active methods of teaching science. In this paper we described our experience, which we got during planning and execution of four projects aimed at the increase of nuclear issue knowledge and awareness among students and teachers: Computer aided investigations of radioactivity with the use of GM detector; Project RADONET - radon in our homes - is the risk acceptable?; Competition on interdisciplinary educational project 'Radioactive World'; Distance lecture on 'Radioactivity Around Us'. We hope that they may serve as an inspiration for others planning similar projects in their countries. (author)


Emerging: The Impact of the Artist Teacher Scheme MA on Students' Pedagogical and Artistic Practices (United States)

The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on…

Page, Tara; Adams, Jeff; Hyde, Wendy



Examining the Relationship between Student Achievement and Observable Teacher Characteristics: Implications for School Leaders (United States)

The literature on effective schools emphasizes teacher quality as a critical input for improving student outcomes. Teacher certification status, years of experience and possession of a graduate degree are three factors commonly taken into consideration when assessing teacher quality. With the advent of advanced measurement tools, however,…

Jacob, Anna



Teacher Motivational Strategies and Student Self-Determination in Physical Education (United States)

Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support,…

Taylor, Ian M.; Ntoumanis, Nikos



Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context (United States)

Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)--developed in a Western context (Woolley et al. in "Educational and Psychological…

Sang, Guoyuan; Valcke, Martin; Tondeur, Jo; Zhu, Chang; van Braak, Johan



University ESL Teachers' Socialization in School Workplace toward Teaching Culturally Diverse Students (United States)

Employing interpretive theory, this study investigated 331 university ESL teachers' socialization in language programs for international students. Looking beyond teacher preparatory education, in-service teachers' workplace experiences are essential to study because experience is instrumental in the shaping of belief systems (Wu and Shaffer,…

Huang, Hsiang-Ling



Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking (United States)

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

Waller, Lisa; Edens, Kellah



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



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)


Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement (United States)

This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn…

Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.



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



Connecting with Teachers and Students through K-12 Outreach Activities (United States)

The Soil Science Society of America has invested heavily in a significant outreach effort to reach teachers and students in the primary/secondary grades (K-12 grades in US/Canada) to raise awareness of soil as a critical resource. The SSSA K-12 committee has been charged with increasing interest and awareness of soil science as a scientific pursuit and career choice, and providing resources that integrate more information on soil science into biology, chemistry, physics, and earth science areas taught at multiple grade levels. Activities center around five main areas: assessment and standards, learning modules/lesson plans, website development, and books and materials, and partnership activities. Members (professionals and students) of SSSA are involved through committee participation, local events, materials review, and project development.

Chapman, Susan; Lindbo, David; Robinson, Clay



Teachers Assessment Practices and Students Perceptions of the Classroom Assessment Environment  


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 ...

Hussain Alkharusi



Students’ Perception of Teachers’ Characteristics and Their Attitude towards Mathematics in Oron Education Zone, Nigeria  


The study sought to find out the relationship between how students perceive their teachers’ in respect of knowledge of Mathematics content, communication ability, use of appropriate teaching strategies and teachers’ classroom management skills and students’ attitude towards mathematics. The population of the study comprised all the second year students in senior secondary schools in Oron Education Zone. The study sample consisted of 640 students selected through cluster and simple rando...

Etuk, Etuk N.; Afangideh, Maria E.; Uya, Asukwo O.



The Incredible Embeddable Librarian (United States)

The "embedded librarian" as a concept has emerged in the literature only recently, but has quickly gained footing as a model of practice. Many scholarly explorations of embedded librarianship have been published, though no two works define this concept in the exact same way. David Shumaker's description seems to be particularly apt: "Embedded…

Dale, Jenny; Kellam, Lynda



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 t. 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


Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization. (United States)

Although teachers are often called upon to reduce children's bullying and aggression, little is known regarding teachers' responses to students' harassment of peers or the beliefs which may inform their response strategies. To address this limitation, data were collected from 170 6th- and 7th-grade teachers (33 men; 137 women) and 2,938 (1,413 girls; 1,525 boys) of their students. Teachers beliefs regarding peer victimization were predictive of their efforts to advice victims how to cope with peer harassment. In particular, teachers who held more normative views of peer victimization were less likely to report reprimanding aggressive students and were more likely to utilize passive response strategies. Specific links emerged between teachers' beliefs and strategies and classroom-levels of aggression and peer victimization in the fall and in the spring, as well as changes in students' aggressive behavior and victimization over the course of the school year. Implications for intervention are discussed. PMID:24362767

Troop-Gordon, Wendy; Ladd, Gary W



Survey on Teaching Science to K-12 Students with Disabilities: Teacher Preparedness and Attitudes (United States)

Students with disabilities are increasingly included in general education science classrooms and are expected to demonstrate academic proficiency on standardized assessments. Teacher preparation and attitudes have been cited as major factors contributing to either the success or failure of students with disabilities in science. In order to assess the current state of what could be facilitative or inhibitory influences, a national online survey to which 1,088 K-12 science teachers responded was conducted. Mixed methods' analyses suggest that science teachers receive little formal training and feel underprepared to teach students with disabilities. Results identify specific gaps in science teachers' education, as well as attitudinal and institutional barriers that may inhibit students with disabilities' success. However, science teachers remain highly receptive to training and collaboration. Implications for science teacher education are discussed.

Kahn, Sami; Lewis, Anna R.



Teacher Instructional Methods and Student Attitudes towards Mathematics  

Directory of Open Access Journals (Sweden)

Full Text Available This study examined the effect of behavioral objective-based (BOBIS and study question-based (SQBIS instructional strategies on students’ attitude towards Senior Secondary Mathematics. The three hypotheses for the study were tested at 0.05 level of significance. The issue of attitudinal changes of student in mathematics classroom is an evergreen topic which cannot be wished away. It is therefore important to search for more and simple methods/ways by which teachers could continually inspire positive attitude in mathematics classroom. The research adopted a pre-test, post-test, control group quasi experimental design. There were three treatment groups which are - two experimental groups (behavioral objective-based (group1, N=117 and study question-based (group II, N=95 instructional strategies and a control group (group III, N=100. A total of 312 students were involved in the study. The classrooms were randomly selected in each school and all the students in the selected classroom constitute the sample (intact class. Students’ Attitude Questionnaire (SAQ has a reliability coefficient of r = 0.81. Findings revealed a significant effect of treatments (BOBIS & SQBIS on students’ attitude towards Mathematics. The result was (F (2,311 = 72.95, P < 0.05. There was a significant difference in attitude between behavioural objective-based instructional strategy group and the control group with the BOBIS group having far better attitude to mathematics than the control group. Similarly, significant difference was found between the attitude of SQBIS group and the control group but no significant difference in attitude was found between BOBIS group and SQBIS group. Behavioral objective-based and Study-question-based groups were found to have similar attitude towards. In other words, there was significant differences between the attitudes of subjects exposed to behavioural objectives and control group and between those exposed to study question and the control group and no significant difference in attitude between the behavioural objective and study question groups. Both experimental groups (BOBIS and SQBIS proved to be superior to the control group. Based on the findings, behavioral objective-based and study question-based instructional strategies were found to be viable instructional strategies that could promote positive attitude towards mathematics. The implication of the result is that teachers’ method of instruction in classroom is important in changing students’ attitude and habits towards mathematics.

M. K. Akinsola



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


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 area...

Nielsen, Kjetil L.; Gabrielle Hansen; Stav, John B.



Advantages and Disadvantages of Native- and Nonnative-English-Speaking Teachers: Student Perceptions in Hong Kong (United States)

The Native English Teachers (NETs) Scheme has been in place for over 20 years in secondary schools in Hong Kong and yet how students perceive these teachers is under-researched. This article reports a study which analyses student perceptions of the advantage and disadvantages of learning English from NETs and their non-native counterparts, local…

Ma, Lai Ping Florence



The Role of Teachers at University: What Do High Achiever Students Look for? (United States)

The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the…

Monteiro, Silvia; Almeida, Leandro S.; Vasconcelos, Rosa M.



Violence in public schools and health promotion: reports and dialogues with students and teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Objective: To analyze perceptions about the interaction between health and environment, from the reports and conversations with teenagers and teachers from two public schools in Rio de Janeiro, Brazil, on violence and health promotion. Methods: Descriptive and qualitative study, conducted from February to June 2009, involving 153 students of two public schools in Rio de Janeiro and 17 teachers. Data collection among students was carried out by means of participant observation with notes in a field diary, a semi-structured questionnaire and focus groups. Among teachers, participant observation with notes in a field diary and study groupwere adopted. A thematic analysis was performed, seeking to establish units of meaning. Results: The reports of the students presented discussions on three forms of violence: urban, school and sexual violence within the family. About urban violence, the students highlighted the issue of lack of public safety, especially in their entertainment area. School violence has been characterized as: a violence in school (physical and psychological violenceamong students, bullying and against school property; b violence of the school (through derogatory comments of teachers on students; c violence against the school (devaluation of the teacher and the outcomes of school violence on teacher’s health. Students alsocommented on sexual violence within the family, the teenager as a victim or the perpetrator towards a family member. Conclusions: Violence coping strategies should be established as a health promotion measure for students, teachers and families.

Kátia Ovídia José de Souza



Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities (United States)

The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.



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



Hispanic Students' Perception of White Teachers' Mastery Goal Orientation Influences Sense of School Belonging (United States)

This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data…

Stevens, Tara; Hamman, Doug; Olivarez, Arturo, Jr.



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



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



Using Web 2.0 Technologies: Exploring Perspectives of Students, Teachers and Parents (United States)

Purpose: The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies. Design/methodology/approach: This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong. Findings:…

Yu, Mingmei; Yuen, Allan H. K.; Park, Jae



Effects of Teachers' Instructional Development on Students' Study Approaches in Higher Education (United States)

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class…

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter



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



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



Design Knowledge and Teacher-Student Interactions in an Inventive Construction Task (United States)

The teacher plays an important role in the Technology and Design (T&D) classroom in terms of guiding students in their design process. By using concepts developed within engineering philosophy along with a framework for teacher-student interactions the design process in a T&D classroom is classified. The material shows that four of six…

Esjeholm, Bjørn-Tore; Bungum, Berit



Attribution Characteristics of Chinese Teachers and Students: From Some Interaction Experiences on Campus (United States)

Teacher-student conflict is attracting people's attention in China. This study utilized attribution theories to investigate the attribution features of Mainland Chinese teacher and student groups for negative events in their interactions. It found out that due to the factor of social identity, the two groups revealed a significant self-serving…

Geyang, Zhou



Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. (United States)

Draws on constructs of "mediation" from sociocultural theory and "mode continuum" from systemic functional linguistics to investigate how student-teacher talk in a content-based classroom contributes to learners' language development. Shows how teachers mediate between students' linguistic levels in English and their commonsense understandings of…

Gibbons, Pauline



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



On the Concept "Microscope": Biology Student Teachers' Cognitive Structure (United States)

The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected…

Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem



An Analysis of Teacher Nominations and Student Performance in Gifted Programs  


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 ...

Hunsaker, Scott L.; Findley, V. S.; Frank, E. L.



School-Within-a-School Gifted Programs: Perceptions of Students and Teachers in Public Secondary Schools (United States)

The authors conduct open-ended surveys of 530 students and teachers in three publicly funded schools with different approaches to providing a high-ability "school-within-a-school:" a gifted program, an international baccalaureate program, and a high-ability program with a science focus. Overall, the authors find that teachers and students in all…

Matthews, Dona; Kitchen, Julian



The Teacher-Student Writing Conference Reimaged: "Entangled Becoming-Writingconferencing" (United States)

This analysis is experimental: we attempt to read data "with" the work of Karen Barad and in doing so "see" teacher-student writing conferences (a common pedagogy of US elementary school writing) as "intra-activity." Data were gathered during teacher-student writing conferences in a grade five US classroom over a…

Phillips, Donna Kalmbach; Larson, Mindy Legard



Comparative Critical Discourse Analysis of Student and Teacher Editions of Secondary Christian American Literature Textbooks (United States)

This article discusses the comparative application of critical discourse analysis to student and teacher editions of the two most widely used high school American literature textbooks by Christian publishers, examining them through the lens of critical theory. The study examined all parts of the student and teacher editions, excepting literary…

Agiro, Christa Preston



The Effects of Teacher Mediation on Kindergarten Students' Computer-Assisted Mathematics Learning (United States)

The purpose of this study was to examine the effects of teacher mediation on the mathematics learning of kindergarten students in a computer-assisted learning environment. A sample of 26 students was randomly selected and assigned into experimental and control groups. The experimental group was mediated by a teacher during the computer-assisted…

Kariuki, Patrick; Burkette, Lisa



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



Medical Students' Perceptions of the Body Donor as a "First Patient" or "Teacher": A Pilot Study (United States)

University of Michigan Medical School (UMMS) students attending a seminar on the history and ethics of anatomical dissection were fascinated by a report on the dissection room experience in Thailand that relates the body donor's status as a teacher. The students felt that they had naturally adopted the "body as teacher" approach in their…

Bohl, Michael; Bosch, Peter; Hildebrandt, Sabine



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



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



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



Student Teachers' Attitudes and Beliefs about Using the Target Language in the Classroom (United States)

Although the language teaching profession has long emphasized the use of the target language in the classroom, student teachers face various challenges in their efforts to conduct class in their target language. This case study focused on 10 student teachers with respect to (1) their initial attitudes and beliefs about using the target language,…

Bateman, Blair E.



A Survey of Teachers of Students with Visual Impairments: Responsibilities, Satisfactions, and Needs (United States)

For all children with visual impairments to receive services from qualified teachers is important. The roles of teachers of students with visual impairments change, influenced by such factors as the changing demographics of children with visual impairments, the types of services needed by the students on their caseloads, caseload sizes and work…

Griffin-Shirley, Nora; Koenig, Alan K.; Layton, Carol A.; Davidson, Roseanna C.; Siew, Lai Keun; Edmonds, Amy R.; Robinson, Margaret C.



Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana (United States)

This study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others…

Kuyini, Ahmed Bawa; Mangope, Boitumelo



Investigating First Year Elementary Mathematics Teacher Education Students' Knowledge of Prism (United States)

The purpose of this study was to investigate first year elementary mathematics teacher education students' knowledge of prism. For this goal, the participants were asked to define the geometric concept of prism. The participants were 158 first year elementary mathematics teacher education students from a public university in Southern Turkey. The…

Bozkurt, Ali; Koc, Yusuf



A Longitudinal Study of the Classroom Behaviours of Student Teachers of Social Studies. (United States)

A study of changes in the intellectual behaviors in the classrooms of 29 student teachers of social studies across three periods of practice teaching is described. Student behaviors on the final practicum were compared with those of experienced teachers. Results are discussed. (Author/MT)

Carter, D. S. G.; Hacker, R. G.



Librarian-Faculty Collaboration on a Library Research Assignment and Module for College Experience Classes (United States)

A librarian and faculty member collaborated on creating a library research module for students in the faculty member's college success classes to help them learn the fundamentals of information literacy. Using the assignment "My Ideal Job," the students met four or more times with the librarian in a computer classroom to learn how…

Keyes, Anne; Barbier, Pat



The Swedish school in democratic development : Changes in the relations between teacher and students  


This work is designed to monitor developments in the relationship between teacher and student in the school environment, but also outside, from the 1950s until today. The survey was based on four interviews with teachers in the same age, and based on their life stories. Their experiences range from student to novice teachers and a long working life until retirement. In addition, all four children has a parent perspective. The following issues have been focused:                ?...

Lundqvist, Caroline



Empirical Analysis of Teachers' Gender and Secondary School Students' Academic Performance  


This study analysed teachers’ gender and the academic performance in Business Education subjects among secondary school students in Ijebu-ode, Ogun state, Nigeria. 8 (eight) senior secondary schools were randomly selected from the 13(thirteen) secondary schools in the township. 40(forty) professionally qualified classroom teachers (20 males and 20 females) were purposely selected for the study. Teachers’ Gender and Secondary School Students’ Academic Performance Questionnaire (TGSSSAPQ)...

Odunaike K. O.; Ijaduola K. O; Amoda M.B.



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

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

Elena Fabiola Ruiz Ledesma



Die beroepsingesteldheid van vierdejaaronderwys-studente / The career orientation of final year teacher training students  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: Afrikaner Abstract in english The research was prompted by the assumption that the many problems in South African education (e.g. continuous curiculum changes, insufficient in-service training and support, classroom overcrowding, discipline problems,administrative paperwork, low teacher morale, high teacher attrition rate, low s [...] ocietal status of the teaching profession) must have an adverse effect on the career orientation of teacher training students. Our research was embedded in the theoretical framework of eco-systemic theory (Bronfenbrenner 1990), through which we indicated how the teacher is surrounded and influenced by various societal systems in four levels of proximity: the micro, meso, exo and macro levels. From these systems we established the conceptual framework, in which we discussed negative forces on the teacher as these are eminent in societal expectations about the teacher, the professional identity of the teacher and the retention rate in the teaching profession. The discussion ofthese negative forces and their impact affirmed our initial assumption and led to our research question: To what extent are teaching training students positively inclined towards a career in teaching? This question implied attention to a) the career motivation, and b) the moral values of the modern South African teaching training student. The empirical study was conceptualised as a pilot project. We involved the full number of final year teaching training students at one of the largest education faculties in South Africa, namely at the University of Pretoria. The students (n = 403) were asked to complete a questionnaire which focused inter alia on respondents' exposure to daily news, reasonsfor choosing the education career path, attitudes towards the teaching profession and medium to long term prospects in the profession. Moral inclinations were also probed, e.g. with items on religion, discipline, language of instruction, multicultural teaching and being a role model. The questionnaire findings were verified in a focus group interview with five purposively selected respondents in the questionnaire survey. Our findings nullified our initial assumptions. Not only were the students strongly committed to their chosen career, notwithstanding the questionable societal status of the teaching profession and the formidable teaching challenges (of which they were apparently keenly aware), but they also conveyed a strong message about moral values and the teacher's role in modelling those in and beyond the school. Our findings are prospective and certainly need verification on a broader scale. We are also planning a follow-up study with the same respondents, once they have completed two years of full time teaching. The findings could serve as impetus for education management measures to ensure that aspiring teachers' level of commitment is sustainable. One of these measures could be an online advice and counselling service for beginner teachers.

G.D., Kamper; M.G., Steyn.



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

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

Kidman, Gillian



Are We Exacerbating Students' Learning Disabilities? An Investigation of Preservice Teachers' Attributions of the Educational Outcomes of Students with Learning Disabilities (United States)

While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were…

Woodcock, Stuart; Vialle, Wilma



Examining Sexual Exploitation in Secondary Schools: Correlating Student Choreography and Teacher Efforts (United States)

An evaluative study was conducted wherein student choreography in 14 Utah secondary schools was assessed by student teachers for incidence and frequency of sexually objectifying or exploitative movement and thematic development. Data regarding each student work was compared with information provided by student choreographers in a written…

Musil, Pamela S.



Effects of Students' Race, Physical Attractiveness, and Dialect on Teachers' Evaluations (United States)

Based on taped samples of the students' speech, 68 white elementary school teachers rated subjects on personality, quality of response, and current and future academic abilities. Black students, Black English-speaking students and unattractive students were rated consistently lower. Academic failure may result from evaluations based on race and…

DeMeis, Debra Kanai; Turner, Ralph R.



Student science teachers’ ideas about endangered bird species: Hermit ibis, chukar partridge  

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Full Text Available In this study, student science teachers’ ideas and views of endangered bird species and their protection are analysed. 173 student science teachers studying at Selcuk University in the department of science education, participated in the study. Data analysis provides evidence that the majority of students thought that human intervention is required to protect endangered birds. Student teachers gave their opinions relating to hunting prohibitions, preventing pollution and protecting the environment and appropriate environmental possibilities for reproduction of bird species. Literature on the subject has been scanned, results have been discussed, and some recommendations relating to protection of endangered bird species have been made.






In this research, the level of possession of the students’ basic skills that are anticipated to be cultivated into student by the new elementary education program were evaluated in terms of the perceptions of teachers, parents and students. For the sample groups of this research, the 4th and 5th grade students (527) from 16 schools, the parents (527) of these students and the teachers (148) of the 4th and 5th grade in the districts of Istanbul (Avcilar, Bakirkoy and Sisli), which is the la...

Hotaman, Davut



Investigation of Student-Centered Teaching Applications of Physics Student Teachers  


The purpose of this study is to evaluate the effects of teaching materials in physics, based on Context-BasedInstruction, REACT [Relating, Experiencing, Applying, Cooperating, and Transferring] and Computer-AssistedTeaching methods, on the academic success, interests and attitudes of student teachers. This study wasconducted with 159 ninth and tenth graders in three different Anatolian high schools in Trabzon that were chosenas field sites in the Spring semester in the context of Faculty-Scho...

Saka, Ahmet Zeki



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

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

Arafat Hamouda



Social and psychological characteristics of the class teacher interaction with students  

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

E.B. Petrushikhina




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Full Text Available ABSTRACTThe present study was undertaken to measure the attitude of the students towards teacher training programmes through Distance Education offered by Allama Iqbal Open University (AIOU, Islamabad, Pakistan. To achieve the said end, the descriptive method of research was considered appropriate. The population of the study consisted of the B. Ed. Students of AIOU. Three hundred students from the Sahiwal region were selected as sample for the study. Questionnaire was used as a Research tool to gather the relevant data. Data was analysed in terms of percentage and mean score. It was found that majority of the students appreciated the overall input of the programme though a few eyebrows were raised concerning the assessment of the assignments.

Aijaz Ahmed GUJJAR



The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach (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.



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

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

Christoph Mischo



Librarians and occupational therapy faculty: a collaboration for teaching evidence-based practice. (United States)

Students in allied health educational programs learn evidence-based practice (EBP) skills, yet often do not consistently utilize these skills as practitioners. Barriers to implementing EBP include time pressures and lack of skill. This descriptive study explains how librarians can teach information literacy skills and strengthen knowledge of EBP in graduate occupational therapy (OT) students. The goal of the study was to evaluate students' perception of the effectiveness of learning activities about EBP, and librarians' perception of the value of teaching in an OT curriculum. Sixty-three students at the University of Texas Health Science Center at San Antonio read articles and learned didactic information from OT faculty and librarians about EBP. Students researched intervention questions and electronically sent searches to librarians for feedback. Students applied skills by researching an intervention of their choice. Evaluative data were collected from students in 2009 and 2010 and from librarians in 2009. Both groups rated the learning experiences highly. Students felt the learning experiences improved their effectiveness in carrying out EBP. Librarians valued the experience of teaching information literacy to OT students. These results support other studies showing librarians' effectiveness in developing EBP skills in students. Recommendations are given about using journal clubs and secondary literature to ensure the use of EBP at the workplace. PMID:22544409

Vogel, Kimberly A



Relations between educational quality in music teacher education and student's perceptions of identity  


Relations between educational quality in music teacher education and students’ perceptions of identity. Six music education student focus groups of both sexes, with a minimum of two years seniority in Finland, Norway, Sweden and Denmark, were interviewed about their perceptions and opinions of how student learning relates to identity. The aim was to map and describe how relations of identity and learning affect the quality of teaching and learning in a particular subject of music teacher e...

Johansen, Geir





The purpose of this research is to assess the student products created by digital storytelling, and to determine the awareness towards learning the topic and the cognitive loads of students during the process. Research was performed with a total of 52 teacher candidates attending 2nd class at “Classroom Teacher” department of Mersin University Faculty of Education in 2012-2013 education years. General scanning model was used to determine the cognitive loads and awareness of student produc...

Kilic, Figen



Teacher Videos on Teaching Deaf and Hard-of-Hearing Students (United States)

DeafTEC provides this page with a series of short videos interviewing teachers about their experience teaching deaf and hard-of-hearing students. The teachers talk about deaf stereotypes, positive and negative experiences, and working with interpreters.  Additionally, the videos provide viewers with teaching tips such as going through presentation slides at a reasonable pace, how to group students, and having a positive attitude towards the deaf and hard-of-hearing students.



Final-year teacher training students' perceptions of THRASS  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english Our purpose was to see if THRASS (Teaching Handwriting, Reading and Spelling Skills) is a programme that should be taught to Foundation Phase (FP) and Intermediate/Senior Phases (ISP) pre-service teachers at the Cape Peninsula University of Technology (CPUT). The term 'literacy' is defined as an evo [...] lving, developing and complex concept, not only because it describes a set of practices, but also because it is context-driven. The THRASS programme is fundamentally for teaching phonics, and is described as being at the 'word' level teaching of literacy. We argue that word level teaching should be done in context and within texts. A mixed method research design was used in order to provide better understandings and answers to the research question: What are the BEd 4 students' perceptions of THRASS? A questionnaire and two focus group interviews were used to gather data. Qualitative data were analysed, using an inductive approach. The findings confirm that pre-service teachers going to teach in schools feel prepared to teach reading, but not spelling or creative writing.

Janet, Condy; Agnes, Chigona; Rajendra, Chetty; Christa, Thornhill.


Final-year teacher training students' perceptions of THRASS  

Directory of Open Access Journals (Sweden)

Full Text Available Our purpose was to see if THRASS (Teaching Handwriting, Reading and Spelling Skills is a programme that should be taught to Foundation Phase (FP and Intermediate/Senior Phases (ISP pre-service teachers at the Cape Peninsula University of Technology (CPUT. The term 'literacy' is defined as an evolving, developing and complex concept, not only because it describes a set of practices, but also because it is context-driven. The THRASS programme is fundamentally for teaching phonics, and is described as being at the 'word' level teaching of literacy. We argue that word level teaching should be done in context and within texts. A mixed method research design was used in order to provide better understandings and answers to the research question: What are the BEd 4 students' perceptions of THRASS? A questionnaire and two focus group interviews were used to gather data. Qualitative data were analysed, using an inductive approach. The findings confirm that pre-service teachers going to teach in schools feel prepared to teach reading, but not spelling or creative writing.

Janet Condy



The length of teacher contacts and students' off-task behavior. (United States)

This study investigated the relationship between a teacher's contact durations and the off-task behavior of students not in contact with the teacher. Contact durations were defined as the amount of time the teacher spent working individually with each student. Off-task behavior was recorded for six third-graders who comprised a small instructional group in mathematics. After baseline established that contact durations averaged approximately 38 sec, the teacher was instructed to hold contacts for at least 50 sec. During this phase, the students' off-task behavior increased. The teacher was then instructed to hold contacts for only 20 sec. During this phase, the students' off-task behavior decreased. PMID:16795465

Scott, J W; Bushell, D



The New Pedagogy: Students and Teachers as Learning Partners  

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Full Text Available There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull factor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innovative responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.

Michael Fullan




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Full Text Available A report is presented of experiences that persuaded a group of experienced Taiwanese Chinese Lan-guage primary school teache