WorldWideScience

Sample records for students teachers librarians

  1. Becoming Teacher-Librarian 2.0

    Directory of Open Access Journals (Sweden)

    Anita Mary Brooks Kirkland

    2007-05-01

    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.

  2. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Directory of Open Access Journals (Sweden)

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

  3. Fully Loaded: Outfitting a Teacher Librarian for the 21st Century. Here's What It Takes

    Science.gov (United States)

    Valenza, Joyce Kasman

    2011-01-01

    Like many teacher librarians, this author is often blessed with the opportunity to mentor preservice teacher librarians. There are "apps" she would like to "load" onto every student teacher-librarian's "screen," if he or she is to have true credibility in leading a school through an information and communication landscape that is continually in…

  4. The personal librarian enhancing the student experience

    CERN Document Server

    Moniz, Richard

    2014-01-01

    Enter the Personal Librarian, a flexible concept that focuses on customizing information literacy by establishing a one-on-one relationship between librarian and student from enrollment through graduation

  5. Teacher librarians, technology, and collaborative connections: A case study of teacher librarians from a communities of practice perspective

    OpenAIRE

    Clark, Hazel Grace

    2006-01-01

    The role of teacher librarians is changing in an era increasingly influenced by information and communication technology ( 1 0 . The goal of this study was to document and analyze the work of teacher librarians and how it contributes to the delivery of educational programs. The work of a group of six teacher librarians was examined as an example of a community of practice. Email messages, field notes, and artifacts representing the work of these teacher librarians were collected over five mon...

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

    OpenAIRE

    Öztürk, Ay?e; Küçükcan, Berrin

    2006-01-01

    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 ...

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

    Directory of Open Access Journals (Sweden)

    Lin Ching Chen

    2009-12-01

    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.

  8. Information Technology in Schools: Implications for Teacher Librarians. Third Edition.

    Science.gov (United States)

    Butterworth, Margaret, Ed.

    This book reviews the latest Australian literature on the role of the teacher librarian. It discusses the impact of the Internet on the supply of and demand for information, and demonstrates the need for planned implementation of information technology in schools, with teacher librarians playing a vital and influential role. Fifteen chapters are…

  9. The Teacher-Librarian in the 21st Century.

    Science.gov (United States)

    School Libraries in Canada, 2001

    2001-01-01

    Includes 17 articles that address the role of Canadian teacher-librarians in the future. Highlights include curriculum development; instructional leadership; international perspectives; educating teacher-librarians; administrative support; teaching information literacy; the UNESCO school library manifesto; Ontario's school library information…

  10. Personal Librarian for Aboriginal Students: A Programmatic Assessment

    Science.gov (United States)

    Melançon, Jérôme; Goebel, Nancy

    2016-01-01

    The Personal Librarian for Aboriginal Students (PLAS) program at the University of Alberta (UofA) is a creative outgrowth of the growing Personal Librarian programs in academic libraries, in which a student is partnered with an individual librarian for the academic year. In the case of the UofA's PLAS program, first-year undergraduate students who…

  11. Relationship academic librarian - student: student’s knowledge of academic librarians’ work

    Directory of Open Access Journals (Sweden)

    Mira Vidic

    2010-01-01

    Full Text Available An academic library is supposed to provide quality services to the students, faculty employees and others. The students, who constitute the majority of the users, often seem to lack the skills and knowledge necessary to navigate and locate items within the library during this crucial period of life between education and employment.University librarians play a key role in explaining all the services of an academic library.A library is used by students mostly as a place to study, wait for their classes to start or search for the necessary literature. A question arose: how well do the students know the duties of academic librarians and how to encourage them to learn more about their work and find out what these information technology experts can offer? Students of the University of Ljubljana have been interviewed to determine that. 98 students of the average age of 23 years were interviewed in December 2008 and January 2009. The results showed their poor knowledge of academic libraries as most of the students do not know how many people are employed there and what their skills and everyday duties are. They do believe, however, that the professors encourage them to visit the library, but sadly do not perceive the librarians as qualified assistants of the faculty and only seldom credit them for their part in achieving their scholastic performance. We can therefore conclude that academic librarians are not key persons to the students during the time of attending the university. The academic library should try harder to emphasize its prominence and role in tertiary education as a key factor in information literacy - an important part of lifelong learning.

  12. Getting Teens Hooked on Reading: What Public Librarians Can Do for Teachers Today.

    Science.gov (United States)

    Tuccillo, Diane P.

    2003-01-01

    Considers how the process used to help teachers promote lifelong reading among students has changed as a result of advances in media formats and other technologies. Describes programs and services public librarians can provide including: Booktalking; teen library web pages; teen advisory boards; library-published teen literary magazines; tours;…

  13. Becoming Teacher-Librarian 2.0

    Directory of Open Access Journals (Sweden)

    Anita Brooks Kirkland

    2007-03-01

    Full Text Available If you’ve visited a school library recently, you’ll know that it’s a very social place. Theonly straight rows you will see in this classroom are in the stacks. Collaboration is thefocus of teaching and learning strategies in the school library program. Teacherlibrarianscollaborate with classroom teachers to plan, teach and assess research units.The instructional approach in the library is constructivist, with students creating theirown understanding, most often through collaborative activities, and the conversationcontinues with the school library providing fundamental support for independent readingand engagement in reading. There is no program in the school that is better suited toexploiting the possibilities of social software.

  14. Expert Systems: An Overview for Teacher-Librarians.

    Science.gov (United States)

    Orwig, Gary; Barron, Ann

    1992-01-01

    Provides an overview of expert systems for teacher librarians. Highlights include artificial intelligence and expert systems; the development of the MYCIN medical expert system; rule-based expert systems; the use of expert system shells to develop a specific system; and how to select an appropriate application for an expert system. (11 references)…

  15. Ageism in Literature. An Analysis Kit for Teachers and Librarians.

    Science.gov (United States)

    Dodson, Anita E.; Hause, Judith B.

    This kit contains two components which will help teachers and librarians become aware of the problems of ageism in literature and examine materials currently in use. The first component, entitled "Problems of Ageism in Literature," is a brief, but comprehensive, position paper on the particular ways in which literature may adversely affect the…

  16. The role of a school librarian in introducing students to research work in high school

    Directory of Open Access Journals (Sweden)

    Majda Steinbuch

    1999-01-01

    Full Text Available One of the final goals of high school education is to prepare students to be able to master independently written form of expression. Therefore, during all four years of schooling, they are introduced to the contents required for independent research work.In this process, school librarian has an important role. With the curriculum of library and information skills (LIS, the school library participates in different phases of the research process from first year of high school on, helping students and mentors find themes for their research, retrieve, select, use and evaluate information sources, as well as with citing, bibliography and presentation. The librarian as the expert for retrieving and organization is a co-mentor of research work, together with teachers who are professionals in their respective professional fields. Because of special information needs, the librarian cooperates with other libraries, takes care of interlibrary loan and organizes a local collection of graduate and other research works making them freely accesible.The article presents different forms of research work of students on the case of Maribor High School II, some of them regular and obligatory in the education process and some of them chosen freely, and the role of librarian as an intermediate element in this process.The article also presents the opinions of teachers on research work in school and the role of schoollibrary and schoollibrarians in this process.

  17. The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III

    Science.gov (United States)

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

    2012-01-01

    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…

  18. A Librarian's Perspective on Research.

    Science.gov (United States)

    Johnston, Kathryn A.

    1999-01-01

    Argues that librarians are natural collaborators with English teachers to improve education and support lifelong learning, assisting students in their learning and supporting teachers in their efforts to update skills and knowledge. Discusses how librarians can help with appropriate research assignments, finding the right sources, evaluating…

  19. Faculty and Librarians Unite! How Two Librarians and One Faculty Member Developed an Information Literacy Strategy for Distance Education Students

    Science.gov (United States)

    Easter, Jennifer; Bailey, Sharon; Klages, Gregory

    2014-01-01

    Librarians know that collaboration with faculty is crucial when developing effective information literacy initiatives. Our case study, based on the ADDIE model of instructional design, set out to determine if a collaborative approach between faculty and librarians could effectively support students in a distance education course. Set in a small…

  20. Interview with a Vampire, I Mean, a Librarian: When Pre-Service Teachers Meet Practicing School Librarians

    Science.gov (United States)

    Roux, Yvonne R.

    2008-01-01

    The subtitle of the guidelines for school librarians, "Information Power: Building Partnerships for Learning" reflects school library professionals' view that partnering with teachers and other educators is vital to enhancing the learning process, and the book devotes a chapter to the importance of collaboration. Yet one of the most common…

  1. Preparing Pre-Service School Librarians for Science-Focused Collaboration with Pre-Service Elementary Teachers: The Design and Impact of a Cross-Class Assignment

    Science.gov (United States)

    Rawson, Casey H.

    2015-01-01

    Numerous authors in the library and information science (LIS) field have called for more authentic collaborative experiences for students in school librarian education programs, particularly experiences that partner school library students with pre-service teachers to collaboratively design instruction. The first-iteration, design-based study…

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

    OpenAIRE

    Joyce Yukawa; Violet H. Harada

    2009-01-01

    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 re...

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

    Directory of Open Access Journals (Sweden)

    Virginia Wilson

    2008-09-01

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

  4. Librarian as Advisor: Information Search Process of Undecided Students and Novice Researchers

    Science.gov (United States)

    Wiley, Claire; Williams, Judy

    2015-01-01

    Faculty librarians who advise undecided students have found the experiences of novice researcher and advisee comparable: Both groups seek to solve a problem or answer a question by finding new information to add to their current understanding and knowledge base. As a result, librarians familiar with needs and stages of the research process may…

  5. Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

    Science.gov (United States)

    Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.

    2015-01-01

    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course…

  6. Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills

    Science.gov (United States)

    Fong, Bonnie L.

    2014-01-01

    An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what…

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

    OpenAIRE

    Virginia Wilson

    2008-01-01

    Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews.Setting – The research took place at an American university with the Carnegie Foundati...

  8. Cross Cultural Studies for Teacher-Librarians. Final Report.

    Science.gov (United States)

    Yee, Hua Min; And Others

    This project was designed to establish a national center for cross cultural studies in library science and library-related teacher education, to develop a collection of teaching resources for community languages and cultures, and to promote multicultural perspectives within school/teacher librarianship courses in Australia. The first of six…

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

    Directory of Open Access Journals (Sweden)

    Gayle Bogel

    2007-06-01

    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 area classes across the disciplines. Although only 72% of students reported having Internet access at home, 64% stated that they used the Internet more at home than at school to find information fo rschool‐related assignments. 46.3% of students with no Internet access at home rated their perception of searching ability as poor, compared to only 8.3% of students who did have Internet access at home.Conclusion – The researchers state that actual practice in Nova Scotia schools does not reflect the standard instructional strategy of modeling as recognized by the Nova Scotia Department of Education. They feel that the results of this study show that very little modeling is being done by classroom teachers; that the modeling is instead being done by peers and family at home. This magnifies the disparity in effective skills for those who do not have Internet access at home. They also note that the goal of integrating search strategy instruction across the disciplines is not being reached. The researchers suggest two ways to offer the needed instruction: compulsory classes in information seeking for all students, or the hiring of teacher‐librarians to support instruction in the schools, working collaboratively in all disciplines. Research supporting the presence of teacher librarians in teaching effective information literacy skills, including Internet searching, is noted.

  10. Attitudes of Teacher Education Students toward Teachers.

    Science.gov (United States)

    Miller, A. H.; And Others

    Cognitive dissonance theory implies that teacher education students will optimally internalize and most fully use pedagogical learnings compatible with their attitude systems. In order to determine the self-reported attitudes of teacher education students toward teachers, a pilot-study sample of graduate students reacted to four teacher-types…

  11. Do a Little Dance: The Impact on Students when Librarians Get Involved in Extracurricular Activities

    Science.gov (United States)

    Kasperek, Sheila; Johnson, Amber; Fotta, Katie; Craig, Francis

    2007-01-01

    One hundred fifty-two undergraduate students at Mansfield University of Pennsylvania were surveyed to determine if the involvement of their liaison librarian in theater productions and orchestra had an effect on their relationship with the library. The study shows positive and statistically significant results for students who participated in…

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

    Directory of Open Access Journals (Sweden)

    Joyce Yukawa

    2009-06-01

    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.

  13. Why Did a U.S. Secondary School District Retain Teacher-Librarians in a Time of Economic Crisis? A Case Study

    Science.gov (United States)

    Ewbank, Ann Dutton

    2010-01-01

    The number of U.S. teacher-librarians has greatly diminished despite advocacy efforts by stakeholders. This case study investigated the factors that led governing board members in a mid-sized urban high school district to retain certified teacher-librarian positions despite a major economic crisis. Themes constructed through the analysis were:…

  14. Improving Social Work Students' Information Literacy Skills: A Faculty and Librarian Collaboration

    Science.gov (United States)

    Johnson, O. J.; Whitfield, J. S.; Grohe, B.

    2011-01-01

    The authors present a case study examining a university library initiative intended to increase students' information literacy through effective collaboration with teaching faculty--specifically, the collaboration between an academic librarian and a social work professor. The professor participated in the information literacy initiative and…

  15. [Students as teachers

    DEFF Research Database (Denmark)

    Gustafsson, A.; Ringsted, C.

    2008-01-01

    The concept of near-peer teaching is reviewed in this article. Theories of learning support the rationale for using students as teachers by explaining how near-peers as opposed to experts may have a superior understanding of the needs of the taught students and a better basis for identifying and addressing their problems. Empirical studies support these theories and show that high levels of satisfaction are associated with near-peer teaching without compromising the learning outcome. In addition, student teachers achieve a substantial learning benefit from teaching. Much more research is needed into the pros and cons of this concept Udgivelsesdato: 2008/10/27

  16. [Students as teachers

    DEFF Research Database (Denmark)

    Gustafsson, A.; Ringsted, C.

    2008-01-01

    The concept of near-peer teaching is reviewed in this article. Theories of learning support the rationale for using students as teachers by explaining how near-peers as opposed to experts may have a superior understanding of the needs of the taught students and a better basis for identifying and...... addressing their problems. Empirical studies support these theories and show that high levels of satisfaction are associated with near-peer teaching without compromising the learning outcome. In addition, student teachers achieve a substantial learning benefit from teaching. Much more research is needed into...

  17. Developing the Capacity of Teacher-Librarians to Meet the Diverse Needs of All Schoolchildren: Project ENABLE

    Science.gov (United States)

    Myhill, William N.; Hill, Renee Franklin; Link, Kristen; Small, Ruth V.; Bunch, Kelly

    2012-01-01

    US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that…

  18. Why don’t undergraduate students ask librarians for help? Academic help-seeking information behavior : preliminary results of a case study

    OpenAIRE

    Hernández Pérez, Oskar

    2013-01-01

    Librarians can offer crucial assistance to undergraduate students during the years that they spend at the faculty doing academic research. These information professionals can advise students on a varied range of issues related to informational behavior, and particularly librarians can play a critical role in helping students. However, literature in the field suggests that undergraduate students rarely ask librarians for help; instead of that, students seek assistance from professors, friends ...

  19. International Students' Experiences of University Libraries and Librarians

    Science.gov (United States)

    Hughes, Hilary

    2010-01-01

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

  20. International Students' Experiences of University Libraries and Librarians

    Science.gov (United States)

    Hughes, Hilary

    2010-01-01

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

  1. Collaborating with Librarians to Keep Students Focused on Standards

    Science.gov (United States)

    Fenn, Jane P.; Furness, Irene

    2006-01-01

    This article describes how school libraries can support a rewarding collaborative effort with the school's physical education teachers by offering reading materials such as commercially available sports information packets, fiction and nonfiction books, Web sites, and magazine or newspaper articles available in hard copy or online. Such a program…

  2. Value and Impact of Librarians' Interventions on Student Skills Development

    Science.gov (United States)

    Shreeve, Sue; Chelin, Jacqueline

    2014-01-01

    The research aimed to discover the perceived impact and to identify the value of four information skills teaching interventions within the curriculum in three faculties at the University of the West of England. Faculty and library staff interviews and student focus groups were used to gather evidence about the perceived impact of the…

  3. Student Perceptions of Information Literacy: Insights for Librarians.

    Science.gov (United States)

    Seamans, Nancy H.

    2002-01-01

    Describes a study at Virginia Tech that interviewed first-year students in order to better understand the kinds of information they needed and how they acquired it during their first semester at college. Discusses electronic information resources, search strategies, focusing the information retrieved, legal and ethical issues, and evaluating…

  4. Middle Schoolers and Magazines: What Teachers Can Learn from Students' Leisure Reading Habits

    Science.gov (United States)

    Gabriel, Rachael; Allington, Richard; Billen, Monica

    2012-01-01

    Teachers, parents, and librarians are constantly looking for methods and materials that engage students as readers and motivate them to increase the time they spend reading. In this article we describe findings from a study of middle schoolers' magazine reading habits that gave us a close look at the power of magazines as supplemental supports for…

  5. Before the Bell Rings: The Importance of Preparing Pre-Service School Librarians to Serve Students with Special Needs

    Science.gov (United States)

    Franklin, Renee E.

    2011-01-01

    Much attention has been given to the idea that librarians working in K-12 schools who graduate from school library programs are not simply book-shelvers, quietkeepers, and break-givers to other teachers. Rather, they are important members of the school community's instructional team and are certified educators qualified to deliver instruction…

  6. 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.

    Science.gov (United States)

    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

    2002-01-01

    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)

  7. Teacher Control and Affiliation: Do Students and Teachers Agree?

    Science.gov (United States)

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

    2011-01-01

    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…

  8. Librarian as Professor of Social Media Literacy

    OpenAIRE

    Laurie M. Bridges

    2012-01-01

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

  9. Teachers' questions and responses during teacher-student feedback dialogues

    OpenAIRE

    Dekker-Groen, Agaath; van der Schaaf, Marieke; Stokking, Karel

    2015-01-01

    In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A total of 16 teachers participated in a training programme and 7 teachers formed a control group. The study aimed to investigate teachers' questions and r...

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

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2010-06-01

    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.

  11. Teacher Quality and Student Achievement

    OpenAIRE

    Linda Darling-Hammond

    2000-01-01

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

  12. WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES

    OpenAIRE

    BROŽOVÁ, Helena

    2011-01-01

    The aim of this article is to describe the proposed methodology of identification of the students’ weights or preferences of teacher’s managerial competencies at the Faculty of Economics, Czech University of Life Sciences in Prague (CULS). The goal of this article is not to evaluate the teacher’s scientific ability but describe the evaluation of the teacher’s managerial competencies weights from students’ point of view. For setting of weights there are many different methods that varied in th...

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

    OpenAIRE

    Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne

    2003-01-01

    Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition, and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The im...

  14. Teachers Promoting Student Mathematical Reasoning

    Science.gov (United States)

    Mueller, Mary; Yankelewitz, Dina; Maher, Carolyn

    2014-01-01

    During an informal, after-school, math program, a group of middle school students worked collaboratively on open-ended problems. The students co-constructed arguments, provided justifications for their solutions, and engaged in mathematical reasoning. This paper describes the specific teacher moves that promoted this phenomenon. The findings of…

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

    Directory of Open Access Journals (Sweden)

    Julie McKenna

    2009-06-01

    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 themselves had almost no power.Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves.Principle 5: Information seekers expect emotional support.The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students. Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns. Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.

  16. Critical Friends Groups: Learning Experiences for Teachers

    Science.gov (United States)

    Cox, Ernie

    2010-01-01

    How can school librarians know about other teachers' professional development experiences? School librarians need time to talk with fellow teachers about the wide range of issues and challenges present in schools. A collaborative mission gives precious time to create learning opportunities for students; but does it give enough time for reflective…

  17. Selecting and Promoting Young Adult and Children's Award-Winning Books. What This Means for Publishers, Authors, Teachers, Librarians and the Consumer.

    Science.gov (United States)

    Hill, Margaret; White, Maureen; Brodie, Carolyn

    Children are naturally drawn to award-winning books. Those who work with children know that the appeal of these books often comes from the shiny gold, silver, or bronze seals affixed to the covers of these special books. Teachers and librarians, however, need to be aware of the fact that the Newbery and Caldecott, and lesser known awards, are…

  18. Teacher Quality and Student Achievement

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2000-01-01

    Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

  19. Teacher Greetings Increase College Students' Test Scores

    Science.gov (United States)

    Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan

    2009-01-01

    The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers

  20. Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

    OpenAIRE

    Hughes, Jan N.

    2011-01-01

    The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and ba...

  1. Providing Effective Feedback to EFL Student Teachers

    OpenAIRE

    Holi Ibrahim Holi Ali; Hamed Ahmed Al-Adawi

    2013-01-01

    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 practi...

  2. Pasteur: Student and Teacher.

    Science.gov (United States)

    Moseley, Nicholas

    1983-01-01

    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)

  3. Teacher Candidates’ (Pedagogical Formation Students’) Communication Skills

    OpenAIRE

    Süleyman Göksoy

    2014-01-01

    The purpose of this study is to identify pedagogical formation students’ (teacher candidates’) communication skills based on their perceptions. The study sought answers to the following research question: What are the perceptions of pedagogical formation students (teacher candidates) related to their communication skills? Assessment of pedagogical formation students’ (teacher candidates’) perceptions regarding their communication skills was undertaken through qualitativ...

  4. The International Teacher: Students' and Teachers' Perceptions of Preferred Teacher-Student Interpersonal Behaviour in Two United World Colleges

    Science.gov (United States)

    van Oord, Lodewijk; den Brok, Perry

    2004-01-01

    This study investigated students' and teachers' views of preferred teaching in terms of the teacher-student interpersonal relationship. Interpersonal teacher behaviour was studied by means of the Model for Interpersonal Teacher Behaviour. Data was gathered from 176 students and 39 teachers from two United World Colleges, one in Norway and one in…

  5. Librarian's guide to online searching

    CERN Document Server

    Bell, Suzanne

    2012-01-01

    ""There are teaching tips that will help both the new teacher/librarian and the veteran. This is one of those books that will soon spout all sorts of little sticky notes and highlighted lines. It is possible that the book may need to be replaced before the fourth edition comes out because the librarian has worn out the first copy!"" - Library Media Connection

  6. Chief Information Officer: Schools Need Qualified Librarians To Manage the Accelerating Crush of Knowledge and Technology, Says Library Guru Mike Eisenberg. Interview.

    Science.gov (United States)

    Eisenberg, Mike; Barton, Rhonda

    2003-01-01

    In this interview, a leading expert in school librarianship discusses the school librarian's role in creating students who are effective users of information. The importance of information technology to information management is described, as are strategies librarians can use to collaborate with teachers and administrators. He describes how…

  7. Becoming a teacher: students’ experiences and perceptions

    OpenAIRE

    Coady, Lisa

    2010-01-01

    This research is focused on teacher education students in initial, concurrent teacher education programmes at the University of Limerick (UL). This longitudinal study tracks two cohorts of student teachers from Year Two to Year Four of their undergraduate programme and analyses their experiences during their initial teacher education (ITE). This thesis begins by examining the need for research on second-level teacher education, outlining evidenced gaps in the existing body of research in t...

  8. Guiding Dialogue in the Transformation of Teacher-Student Relationships.

    Science.gov (United States)

    Gaines, Sherry; Baldwin, Dee

    1996-01-01

    Nursing curricula should emphasize egalitarian teacher-student relationships that reflect cooperation and community. Distribution of power between students and teachers, teachers and teachers, and teachers and administrators must be reconceptualized for authentic dialog to occur. (SK)

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

    Science.gov (United States)

    Zerillo, Christine

    2010-01-01

    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…

  10. Factors influencing trust of teachers among students

    OpenAIRE

    Kurnianingsih, Sri; Yuniarti, Kwartarini Wahyu; Kim, Uichol

    2012-01-01

    In Indonesia, Ki Hajar Dewantoro is one of the most respected scholars in education philosophy. He stated the importance of trust earned by teachers in guiding students in their learning activities. The teacher, as the leader in the class, needs to develop mutual trust between students and teachers. Trust to teachers is strongly required by students as a foundation in developing and expanding their relationship and also social network. It is also the fundamental element in their desire to pu...

  11. Training Needs of School Librarians in India

    Directory of Open Access Journals (Sweden)

    C.K. Ramaiah,

    2013-09-01

    Full Text Available In India situation of schools, school libraries, and school librarians is in a poor condition as compared to other advanced countries in the world. Most of the schools do not have libraries, and wherever libraries are available, the properly trained manpower is not available to manage those libraries. There are many reasons for this problem including budget, space, resources, manpower, lack of national policies, and standards. One of the problems is lack of proper training to school librarians in Indian library school. The paper reviews the need for school library, UNESCO manifestation of school library, national and international scenarios, school library standards & guidelines, roles, and responsibility of school librarians, and impact of school libraries on students, and teachers. The school library plays an important role on the overall development of the students to transform them into knowledgeable persons. Their reading skills, information seeking skills, and the knowledge about the library resources can be improved due to the school library and the school librarian. So, the need for professionally trained manpower to man these libraries is also discussed.

  12. Teachers who bully students: a hidden trauma

    OpenAIRE

    Twemlow, S. W.; Fonagy, P; Sacco, F. C.; Brethour, J. R.

    2006-01-01

    Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students.Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about their own experiences of bullying, and how they perceive colleagues over the years.Results: Results confirmed that teachers who experience...

  13. Relationship of Students’ Perceptions about Teacher’s Personality with Academic Achievement of Students

    OpenAIRE

    Aziz Ahmad Tahir and Ahmad Farooq Shah

    2012-01-01

    This paper is based on a Ph. D research aimed at exploring the relationship of teacher’s personality as perceived by the students with students’ academic achievement. The major objective of study was to measure the perceptions of students about five dimensions of their teachers’ personality (i.e. Extroversion, Agreeableness, Conscientiousness, Neuroticism and Openness to Experience), and to identify the relationship between these five dimensions of teacher’s personality and students’ academic...

  14. Active Teachers - Active Students

    DEFF Research Database (Denmark)

    initiative from the Polytechnic in Nantes, France and the University the Los Andes in Bogota, Colombia. The objective was to start a world wide collaboration allowing teachers in engineering to learn from each other about their experiences with active learning. In this thirteenth edition, ALE joins forces......Learning is active in nature. It is something you do, not something that is done to you. Engineering educators around the world recognize this basic truth and implement one or another form of active learning to enhance their teaching. Active learning in Engineering (ALE) was started as an...... with the International Research Symposium on Problem Based Learning (IRSPB) and the International Symposium on Project Approaches in Engineering Education (PAEE) to organise the first International Joint Conference on the Learner in Engineering Education (IJCLEE 2015) hosted by Mondragon University, in...

  15. Leadership Styles of Supervising Teachers and Student Teachers Utilizing A Grid Technique.

    Science.gov (United States)

    Bennett, Roy M.; Morris, John E.

    1979-01-01

    Identified perceived leadership styles of student teachers and their supervising teachers and compared leadership styles of elementary and secondary student teachers. Student teachers saw themselves as having greater concern for students than did their supervising teachers. Secondary student teachers were significantly more task-oriented than…

  16. Teacher development and student well-being

    Directory of Open Access Journals (Sweden)

    Rebecca Winthrop

    2005-01-01

    Full Text Available Improved support for teachers’ professional development is vital during emergency, chronic crisis and early reconstruction contexts as teachers can have a significant impact on their students’ well-being.

  17. Link Teacher Behaviours: Student Nurses' Perceptions.

    Science.gov (United States)

    Wills, Margaret E.

    1997-01-01

    A survey of 102 nursing students in clinical placements found the majority dissatisfied with the amount and nature of teacher contact. The most valued teacher behaviors were related to interpersonal skills and personality, nursing competence, evaluation, and teaching ability. (SK)

  18. Librarian as Professor of Social Media Literacy

    Directory of Open Access Journals (Sweden)

    Laurie M. Bridges

    2012-01-01

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

  19. The Teacher and Student as Pygmalions: Joint Effects of Teacher and Student Expectations.

    Science.gov (United States)

    Feldman, Robert S.; Theiss, Andrew J.

    1982-01-01

    This study examined the joint effects of teachers' expectations about students and vice versa on the performance and attitudes of both participants. Results showed that student performance was a function of the teacher's expectations. (Author/GK)

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

    Science.gov (United States)

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

    2012-01-01

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

  1. Training Student Teachers to Reposition Infants Frequently

    OpenAIRE

    Cotnoir-Bichelman, Nicole M; Thompson, Rachel H; McKerchar, Paige M; Haremza, Jessica L

    2006-01-01

    We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child-care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.

  2. Effects of Teacher Clarity and Student Anxiety on Student Outcomes

    Science.gov (United States)

    Rodger, Susan; Murray, Harry G.; Cummings, Anne L.

    2007-01-01

    A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude-treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of…

  3. Preparing students for research: faculty/librarian collaboration in a pre-doctoral physical therapy research course.

    Science.gov (United States)

    Brooks, Salome V; Bigelow, Susan

    2015-12-01

    In this article, guest writers Susan Bigelow and Dr Salome Brooks from Springfield College, Massachusetts, present an overview of their evaluative research study in which a faculty professor and the liaison librarian collaborated to develop an information literacy course entitled Physical Therapy (PT) and Health care Research Skills, in order to teach necessary information literacy skills to upper-level undergraduate PT students. Triangulation of the Physical Therapy and Information Literacy standards in alignment with the course objectives strengthened the collaboration, course development and expectations of student performance. Student performance was assessed through formal and expected evaluative means, and the preliminary evidence suggests some key successes in the course outcomes. H.S. PMID:26768908

  4. Values for Librarians in the Information Age.

    Science.gov (United States)

    Dole, Wanda V.; Hurych, Jitka M.

    2001-01-01

    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)

  5. The Teacher and Student as Pygmalions: Joint Effects of Teacher and Student Expectations.

    Science.gov (United States)

    Feldman, Robert S.; Theiss, Andrew J.

    Research has suggested that both teacher expectations and student expectations can affect the individuals' own attitudes and behavior, as well as the behavior of those with whom they are interacting. The joint effects of teachers' expectations about students and students' expectations about teachers on the performance and attitudes of both…

  6. Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students

    Science.gov (United States)

    Mills, Carol J.

    2003-01-01

    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…

  7. A Metaphor Analysis of Elementary Student Teachers’ Conceptions of Teachers in Student- and Teacher-Centered Contexts

    OpenAIRE

    DURU, Sibel

    2015-01-01

    Problem Statement: Student teachers’ beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers’ beliefs and conceptions is therefore crucial to improving their professional preparation and development, as well as the effectiveness of teacher education.Purpose of the study: The purpose of this study was to explore elementary student teacher...

  8. A Faculty-Librarian Collaboration for Developing Information Literacy Skills among Preservice Teachers

    Science.gov (United States)

    Floyd, Deborah M.; Colvin, Gloria; Bodur, Yasar

    2008-01-01

    Preservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University were assigned to develop case studies based on their experience working in local elementary schools. The case studies were to include research from the scholarly literature of the field using a rubric developed by the instructor…

  9. Exploring Concerns of Business Student Teachers

    Science.gov (United States)

    Fletcher, Edward C., Jr.; Mountjoy, Kathy; Bailey, Glenn

    2011-01-01

    Background: The student teaching internship is the culminating experience and has been cited as the most significant, exciting, and difficult experience teacher candidates will encounter throughout their entire teacher preparation program. In order to prepare business teacher candidates for their internships, it is critical to understand the…

  10. Teacher and Student Behaviors in Inclusive Classrooms

    Science.gov (United States)

    Yildiz, Nevin Guner

    2015-01-01

    In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off--task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual…

  11. Transition Management: The Student Teacher's Achilles Heel.

    Science.gov (United States)

    Martin, Dawn Vincent

    Classroom observation of four student teachers during the first, seventh, and fourteenth weeks of their teaching semester focused on their management of transition periods between lesson segments. Videotapes and stimulated recall analysis of the differences revealed that: (1) the most effective student teachers averaged fewer transitions per…

  12. Teacher Expectations of the Communication Apprehensive Student.

    Science.gov (United States)

    Schaller, Kristi A.; Comadena, Mark E.

    Previous studies have revealed that the correlation between communication apprehension (CA) and academic achievement may be significantly different for male and female elementary school students. A study investigated the effects of CA, sex of student, and three teacher characteristics on teacher expectations of academic achievement. Subjects, 221…

  13. What Works: Special Services to Special Students.

    Science.gov (United States)

    Emergency Librarian, 1994

    1994-01-01

    Reviews research that examines how teacher librarians can provide useful resources and services for teachers of handicapped students and for students themselves. Highlights include the integration of special education students; training needs; sources for special materials; the role of individualized instruction; and communication between teacher…

  14. A Prospective Investigation of Teacher Preference and Children's Perceptions of the Student-Teacher Relationship

    Science.gov (United States)

    Mercer, Sterett H.; DeRosier, Melissa E.

    2010-01-01

    This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student-teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall…

  15. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-06-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

  16. Factors influencing trust of teachers among students

    Directory of Open Access Journals (Sweden)

    Kurnianingsih, Sri

    2012-01-01

    Full Text Available In Indonesia, Ki Hajar Dewantoro is one of the most respected scholars in education philosophy. He stated the importance of trust earned by teachers in guiding students in their learning activities. The teacher, as the leader in the class, needs to develop mutual trust between students and teachers. Trust to teachers is strongly required by students as a foundation in developing and expanding their relationship and also social network. It is also the fundamental element in their desire to pursue higher education, for it is only through a sense of trust that student will embrace an empowering sense of freedom and pursuit the knowledge. The exercise of this freedom requires a risk on behalf of students based on the trust of their teachers and the learning experience that they provide. If students trust their teachers, they will be more able to focus on the task at hand and to work and learn more effectively. A total number of 291 senior high school students in Yogyakarta (males=147, females=144 completed an open-ended questionnaire developed for this study that asks how much they trust their teachers and the reason why they trust their teachers. The data was analyzed using indigenous psychological approach of analyzing the content of open-ended responses, categorization of the responses and cross-tabulating with demographic/background information. Results indicated that 63% of participants stated that they trusted their teachers. The main reason for trusting their teachers are as follows: they are perceived as being similar to their parents, teachers’ ability in transferring knowledge, the relationship with teacher, and their abilities of guiding students. The study concluded that trust of senior high school students was established because of views that teachers are parents that have competence in delivering knowledge and are formally established as teachers. Therefore a teacher’s behavior that similarly represents a parent’s behavior at home will produce a child’s trust and this will become the foundation for the students to learn better.

  17. Excluding Students from Classroom: Teacher Techniques that Promote Student Responsibility

    Science.gov (United States)

    Lewis, Ramon; Romi, Shlomo; Roache, Joel

    2012-01-01

    Students who continuously misbehave are frequently excluded from class, allowing them time to reflect on their inappropriate behavior. This paper examines students' perceptions of the teacher's behavior toward them prior to, during, and after the exclusion, focusing on teachers' explanations, punishments, and follow-up conversations. The results…

  18. Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations

    OpenAIRE

    Gershenson, Seth; Holt, Stephen B.; Papageorge, Nicholas W.

    2015-01-01

    Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether their expectations are systematically biased. We investigate whether student-teacher demographic mismatch affects high school teachers' expectations for students' educational attainment. Using a student fixed effects strategy that exploits expectations data from two teachers per student, we find that non-black teachers of black stu...

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

    Directory of Open Access Journals (Sweden)

    Charles D. Kamilos

    2014-01-01

    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.

  20. The librarian

    CERN Document Server

    Elizarov, Mikhail

    2015-01-01

    As the introduction to this book will tell you, the books by Gromov, obscure and long forgotten propaganda author of the Soviet era, have such an effect on their readers that they suddenly enjoy supernatural powers. Understandably, their readers need to keep accessing these books at all cost and gather into groups around book-bearers, or, as they're called, librarians. Alexei, until now a loser, comes to collect an uncle's inheritance and unexpectedly becomes a librarian. He tells his extraordinary, unbelievable story.

  1. Role of Teacher Educational Institutions in Developing Personality of Student Teachers

    Science.gov (United States)

    Prakash, S.; Xavier, S. Amaladoss

    2014-01-01

    Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district.…

  2. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    Directory of Open Access Journals (Sweden)

    Hülya K?l?ç

    2011-04-01

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

  3. Effects of Student Teaching on the Classroom Management Beliefs and Skills of Music Student Teachers.

    Science.gov (United States)

    Brand, Manny

    1982-01-01

    Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…

  4. How Teacher Turnover Harms Student Achievement

    Science.gov (United States)

    Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James

    2013-01-01

    Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…

  5. Teachers leadership style and motivating of students

    OpenAIRE

    Pirnat, Karmen

    2012-01-01

    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 motivation ...

  6. Student Teachers' Key Learning Experiences--Mapping the Steps for Becoming a Professional Teacher

    Science.gov (United States)

    Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2015-01-01

    Teacher education provides the central forum for student teacher learning. Student teachers are advised to learn about teaching and undergo professional transformation during this instruction. However, research on student teacher learning often focuses on a certain time period and on how students "should" learn instead of analysing what…

  7. University digital libraries in Spain and TIC as paradigms of the information needs for teachers and students

    Directory of Open Access Journals (Sweden)

    Carlos Oliva Marañón

    2012-11-01

    Full Text Available The university digital libraries have experienced an improvement in recent years, allowing easy retrieval of information in different media. The objectives of this research are to verify the suitability of online catalogs to meet the information needs of teachers and students in the area of Library and Information by evaluating a sample of 23 University digital libraries, and raise the necessary improvements. The results verify the suitability of online catalogs to solve the information needs of teachers, researchers and students, being the University libraries of Barcelona, Granada and Sevilla the most relevant in the area of documentation, as well as the professionalism of librarians to heed the needs of users. Among other improvements, raised teacher education and students in using electronic resources and the creation of online help to improve user interfaces-Web in order to retrieve information quickly and efficiently.

  8. Exploring Turkish Social Studies Student Teachers' Development of Identity

    Science.gov (United States)

    Özbas, Banu Çulha

    2015-01-01

    The aim of this study was to explore professional identity development among social studies student teachers in a four-year teacher education program in Turkey. Fifty-five student teachers participated in the study. Data were collected about their metaphorical images about teachers and social studies teachers and a series of in-depth interviews…

  9. STUDENTS’ OPPINION ABOUT PROFESSIONAL ETHICS RELATION OF THE TEACHERS

    OpenAIRE

    Vera Stojanovska

    2013-01-01

    Professional teacher’s ethics is a collection of moral codes of their professional work. It is significant that the teaching profession respects certain designated professional-ethical codes of conduct between the teachers and the students, with their colleagues and other people they professionally cooperate with.     This study is focused on analysis of the professional ethical relation of teachers towards students, seen from student’s point of view. These are the results of student’s report...

  10. Gendered Trends in Student Teachers' Professional Aspirations

    Science.gov (United States)

    Smith, Joan

    2015-01-01

    The paper reports on a small-scale, exploratory study investigating the professional aspirations of a cohort of student teachers at a UK university. Questionnaires and interviews sought insights into the students' perceptions of leadership, future aspirations and self-perceptions as potential leaders. Whilst there was commonality in male and…

  11. Student Performance Standards and Queensland Teacher Education.

    Science.gov (United States)

    Wake, Andrew; Danaher, Patrick

    This paper considers the implementation of Student Performance Standards (SPS) in Queensland, Australia, and their implications for teacher education. Student testing procedures in various Australian states and territories are described. A theoretical framework, grounded in Australian educational history, is elaborated for understanding the…

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

    Science.gov (United States)

    Butler, Della

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

  13. Attitudes of Student-teachers towards Written Teacher’s Guide

    OpenAIRE

    Lea Baratz; Sara Hauptman

    2012-01-01

    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 literatu...

  14. Positive Aspects of the Teacher Training Supervision: The Student Teachers' Perspective

    Science.gov (United States)

    Caires, Susana; Almeida, Leandro S.

    2007-01-01

    This paper explores the student teachers' perceptions about the most positive aspects of the supervision provided during their teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating teacher's and university supervisor's performance. Student teacher's appraisals regarding…

  15. 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)

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

    2009-04-01

    Full Text Available 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.

  16. Student Teachers’ Opinions On Mentor Teachers’ Use Of Native Language

    Directory of Open Access Journals (Sweden)

    Meliha R. ??M?EK

    2012-03-01

    Full Text Available Although there have been attempts for a bilingual method that makes active use ofcodeswitching in the foreign language class, exclusive use of the target language remains an undisputedpractice from primary to tertiary education around the world. For this reason, a survey consisting of threeclosed-ended and four open-ended questions was administered to 30 student teachers (Department ofForeign Language Education, METU in order to investigate their perspectives on mentor teachers’ use ofnative language (L1 and codeswitching in the EFL class. It was found that there is L1-dominance in thepracticum classes and the students’ low level of English is the major excuse for the randomness of L1 use,whereas its sparing uses concentrate on managerial and clarification purposes. While two-thirds of thestudent teachers supported the use of L1 and reported varied benefits of codeswitching, the rest rejected itunder the influence of monolingualism.

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

    OpenAIRE

    Safi Ullah Hidayat; Muhammad Ramzan Talib?

    2014-01-01

    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 fulfille...

  18. 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.

    Directory of Open Access Journals (Sweden)

    Stephanie Hall

    2006-09-01

    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

  19. A quadruple collaboration: students, librarians, academics and industry creating a peer to peer support initiative

    OpenAIRE

    Coombs, Jenny; Hollier, Carol

    2014-01-01

    For the past two years, the University of Nottingham has run a scheme in which science and engineering students have been acting as student ambassadors (Learning Resource Leaders) to engage their peers on library issues. The project was based upon the premise that science and engineering students make less use of their library resources than other disciplines, and began with an HE STEM funded project run jointly with Loughborough University, to find a sustainable (non-pay) model for motivatin...

  20. Information Literacy and Research-Intensive Graduate Students: Enhancing the Role of Research Librarians

    Science.gov (United States)

    Harrington, Marni R.

    2009-01-01

    This article investigates how psychology graduate students find information for coursework and research, who teaches them how to find it, and whether differences emerge over the course of their graduate careers. Findings indicate that these graduate students are comfortable using campus libraries, prefer electronic resources, ask supervisors when…

  1. Student Teachers' Experiences of Relation Building in Teaching Practice

    DEFF Research Database (Denmark)

    Nielsen, Anne Maj; Laursen, Per Fibæk

    The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have – to...... a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

  2. What inspires South African student teachers for their future profession?

    OpenAIRE

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

    2012-01-01

    The need for an inspired professional teacher corps to haul South African school education out of its current low level of quality was the driving force behind this project. Its aim was to determine what counted as sources of inspiration for student teachers and hence for future teachers. Based on a conceptual-theoretical study, a questionnaire that could probe student teachers' sources of inspiration was completed by a sample of student teachers (n = 1,683). A factor analysis of their respon...

  3. Student Teachers' Experiences of Relation Building in Teaching Practice

    DEFF Research Database (Denmark)

    Nielsen, Anne Maj; Laursen, Per Fibæk

    The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class.

  4. SLJ's Book Buying Survey: When It Comes to Purchasing Supplemental Books, Librarians' Clout Extends Far beyond the Media Center

    Science.gov (United States)

    Whelan, Debra Lau

    2004-01-01

    Media specialists and teachers spend an estimated $1.4 billion annually on nonfiction titles. And even though most librarians, like Shirley Morand of New Richmond High School in Ohio, expect budget cuts this academic year, they still plan to dish out a sizable chunk of money on books that support students' textbooks, according to School Library…

  5. What medical students value from their teachers.

    Science.gov (United States)

    Ho, Maria Theresa; Tani, Massimiliano

    2007-08-01

    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

  6. Authentic Assessments: Praxis for the Distance Librarian

    Science.gov (United States)

    Twomey, Beth

    2015-01-01

    Distance librarians continually develop information literacy instruction in a variety of formats. Assessment, when it occurs, tends to be of the traditional multiple-choice variety and does not measure more complex skills. Authentic assessments offer the instruction librarian a way to re-think their instruction strategies and assessment of student…

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

    Directory of Open Access Journals (Sweden)

    Nihta V F Liando

    2010-08-01

    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.

  8. Teacher and student intrinsic motivation in project-based learning

    OpenAIRE

    Lam, Sf; Cheng, RWY; Ma, WYK

    2009-01-01

    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...

  9. Student Teacher Beliefs before and after the Internship

    Science.gov (United States)

    Schramm-Possinger, Megan Elise

    2012-01-01

    Teachers' beliefs about pedagogical practices and disciplinary procedures as well as their perceptions of students powerfully influence the corresponding approaches they utilize. The student teaching experience is cited as one of the most critical facets of teachers' professional development. That which is learned by student teachers…

  10. High School Band Students' Perspectives of Teacher Turnover

    Science.gov (United States)

    Kloss, Thomas E.

    2013-01-01

    Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced…

  11. Performance Pay System Preferences of Students Preparing to Be Teachers

    Science.gov (United States)

    Milanowski, Anthony

    2007-01-01

    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…

  12. Assessing Student Achievement in Physical Education for Teacher Evaluation

    Science.gov (United States)

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    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,…

  13. Associations of Student Temperament and Educational Competence with Academic Achievement: The Role of Teacher Age and Teacher and Student Gender

    Science.gov (United States)

    Mullola, Sari; Jokela, Markus; Ravaja, Niklas; Lipsanen, Jari; Hintsanen, Mirka; Alatupa, Saija; Keltikangas-Jarvinen, Liisa

    2011-01-01

    We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students' gender and teachers' gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17…

  14. Student Teacher and Cooperating Teacher Tensions in a High School Mathematics Teacher Internship: The Case of Luis and Sheri

    Science.gov (United States)

    Rhoads, Kathryn; Samkoff, Aron; Weber, Keith

    2013-01-01

    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…

  15. Where Are the Students and Teachers? Student and Teacher Absenteeism in Secondary Schools.

    Science.gov (United States)

    Elliott, Peggy G.

    1979-01-01

    The problem of student and teacher absenteeism is examined in terms of costs and the effect on academic performance, and solutions are suggested. A description of the major research to determine causes and to describe the nonattenders is included. (JMF)

  16. Mature Student Teachers in Initial Teacher Education in Greece: Personal and Academic Identities

    Science.gov (United States)

    Kaldi, Stavroula

    2009-01-01

    This qualitative study examined mature student teachers in initial teacher preparation for primary schools in Greece. More specifically it sought to identify the profile of mature student teachers, their intentions to become primary school teachers, their academic needs, concerns and expectations as well as their coping strategies across private…

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

    Science.gov (United States)

    Kim, Taehyung; Danforth, Scot

    2012-01-01

    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…

  18. Business Studies Teachers and Student Needs

    Science.gov (United States)

    Mei, Chiew Wye; Siraj, Saedah

    2013-01-01

    This paper is a report on the findings of a study conducted on the direct users of the Business Studies curriculum in Malaysia to uncover the perceived gap between what was experienced with what was wanted. Interviews were used to examine the needs of the Form Six (equivalent to "A" level) Business Studies teachers and students. Findings…

  19. Biology Student Teachers' Conceptual Frameworks regarding Biodiversity

    Science.gov (United States)

    Dikmenli, Musa

    2010-01-01

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

  20. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-01-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

  1. The Case Law on Student Teachers' Rights

    Science.gov (United States)

    Karanxha, Zorka; Zirkel, Perry A.

    2008-01-01

    The article provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, or suing party, and the defendant was an institution of higher education and/or the cooperating local school district. There were 28 of these court decisions, and the outcomes favored the defendant institutions in 23 of them…

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

    Science.gov (United States)

    Barbieri, Dave; Miller, Roger; Kellum, Mary

    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…

  3. Teacher in Residence: Bringing Science to Students

    CERN Multimedia

    Daisy Yuhas

    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...

  4. I Think I Can Engage My Students. Teachers' Perceptions of Student Engagement and Their Beliefs about Being a Teacher

    Science.gov (United States)

    van Uden, Jolien M.; Ritzen, Henk; Pieters, Jules M.

    2013-01-01

    Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher behavior could predict teacher perceptions of…

  5. Student Teachers' Collaborative Research: Small-Scale Research Projects during Teacher Education

    Science.gov (United States)

    Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.

    2012-01-01

    Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision…

  6. Training graduate students to be teachers

    Directory of Open Access Journals (Sweden)

    D.V. de-Macedo

    1999-12-01

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

  7. Training graduate students to be teachers

    Scientific Electronic Library Online (English)

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

    1999-12-01

    Full Text Available Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an 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.

  8. Effect of Student Vulnerability on Perceptions of Teacher-Student Sexual Involvement

    Science.gov (United States)

    Fromuth, Mary Ellen; Mackey, Amber L.; Wilson, Amy

    2010-01-01

    This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher-female student and female teacher-male student), and three levels of…

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

    OpenAIRE

    Marcie Lynne Jacklin; Heather Pfaff

    2010-01-01

    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 ...

  10. LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

    OpenAIRE

    Luiza KRAFT

    2011-01-01

    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.

  11. Student Teachers' Views of Practicums (Teacher Training Placements) in Turkish and English Contexts: A Comparative Study

    Science.gov (United States)

    Busher, Hugh; Gündüz, Müge; Cakmak, Melek; Lawson, Tony

    2015-01-01

    How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors,…

  12. Student teachers' perceptions of the internet: motivation, influences, and use

    OpenAIRE

    Almeida, Conceição; Morais, Carlos; Miranda, Luísa; Viseu, Floriano; Martinho, Helena

    2002-01-01

    The Internet's rapid growth and diffusion, both worldwide and in our country, as well as its importance for teacher education, made us feel the need to reflect on how our student teachers integrate themselves in such quite novel environmental conditions and teaching communities. This paper reports on one specific Portuguese university’s student teachers’ Internet usage during their teaching practice and what reasons motivated them to do so. It also looks into student teachers' perceptions abo...

  13. Teaching practice: a make or break phase for student teachers

    OpenAIRE

    Edith Kiggundu; Samuel Nayimuli

    2009-01-01

    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-structure...

  14. Teachers’ Emotional Expression in Interaction with Students of Different Ages

    OpenAIRE

    Simona Prosen; Helena Smrtnik Vituli?; Olga Poljšak Škraban

    2011-01-01

    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 primar...

  15. Disconnections between Teacher Expectations and Student Confidence in Bioethics

    Science.gov (United States)

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

    2008-01-01

    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…

  16. School Librarians: Vital Educational Leaders

    Science.gov (United States)

    Martineau, Pamela

    2010-01-01

    In the new millennium, school librarians are more likely to be found sitting behind a computer as they update the library web page or create a wiki on genetically modified organisms. Or they might be seen in the library computer lab as they lead students through tutorials on annotated bibliographies or Google docs. If adequately supported, school…

  17. School Librarians: Vital Educational Leaders

    Science.gov (United States)

    Martineau, Pamela

    2010-01-01

    In the new millennium, school librarians are more likely to be found sitting behind a computer as they update the library web page or create a wiki on genetically modified organisms. Or they might be seen in the library computer lab as they lead students through tutorials on annotated bibliographies or Google docs. If adequately supported, school…

  18. ATTITUDE OF STUDENT TEACHERS TOWARDS TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Anupama BHARGAVA

    2014-07-01

    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.

  19. 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.

    Directory of Open Access Journals (Sweden)

    Laura Newton Miller

    2013-06-01

    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.

  20. Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement

    Science.gov (United States)

    Alrefaei, Nouf

    The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.

  1. Teacher Education and Black Male Students in the United States

    Directory of Open Access Journals (Sweden)

    H. Richard Milner

    2013-10-01

    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.

  2. Does knowing stuff like PSHE and citizenship make me a better teacher?: Student teachers in the teacher training figuration

    OpenAIRE

    Velija, P; Capel, S.; Katene, W; Hayes, S.

    2009-01-01

    One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which was collected ...

  3. Interaction in the classroom: district nurse students and their teachers.

    Science.gov (United States)

    Clarridge, A; Couchman, W A; Holloway, I M

    1992-06-01

    This research project aimed to investigate interaction in the classroom between district nurse students and their teachers and to identify some characteristics of effective teaching and learning. The research explored events in the classroom and relationships between students and teachers, and students and their peers. Symbolic Interactionism was used as the theoretical framework. Ethnographic methods within qualitative research focused on the ways in which teachers and students organise themselves and their environment through roles, rules and procedures. PMID:1625670

  4. Teachers' Task Demands, Students' Test Expectations, and Actual Test Content

    Science.gov (United States)

    Broekkamp, H.; Van Hout-Wolters, B. H. A. M.; Van den Bergh, H.; Rijlaarsdam, G.

    2004-01-01

    Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test. Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be…

  5. Teachers' Judgements of Students' Foreign-Language Achievement

    Science.gov (United States)

    Zhu, Mingjing; Urhahne, Detlef

    2015-01-01

    Numerous studies have been conducted on the accuracy of teacher judgement in different educational areas such as mathematics, language arts and reading. Teacher judgement of students' foreign-language achievement, however, has been rarely investigated. The study aimed to examine the accuracy of teacher judgement of students' foreign-language…

  6. Meeting the Needs of the Handicapped Student Teacher.

    Science.gov (United States)

    Funk, Fanchon F.; Fletcher, Donna

    Advice is provided for administrators and teachers who have a physically handicapped student teacher under their supervision. The following topics are discussed: (1) adaptations that may be needed in the physical environment of the school; (2) preparing the pupils and staff to accept and understand a handicapped student teacher; (3) when and if…

  7. Failing Intercultural Education? "Thoughtfulness" in Intercultural Education for Student Teachers

    Science.gov (United States)

    Lanas, Maija

    2014-01-01

    This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: "one," such discussion tends to overlook student teacher education as a context for teaching intercultural education, and "two," it…

  8. Family Background of Beginning Education Students: Implications for Teacher Educators

    Science.gov (United States)

    Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

    2013-01-01

    Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social…

  9. Assessing Students' Perceptions of Inappropriate and Appropriate Teacher Humor

    Science.gov (United States)

    Frymier, Ann Bainbridge; Wanzer, Melissa Bekelja; Wojtaszczyk, Ann M.

    2008-01-01

    This study replicated and extended a preliminary typology of appropriate and inappropriate teacher humor and advanced three explanations for differences in interpretations of teacher humor. Students were more likely to view teacher humor as inappropriate when it was perceived as offensive and when it demeaned students as a group or individually.…

  10. Assessing Performance and Self Efficacy of Student Teachers.

    Science.gov (United States)

    Jones, Reid; Dent, Lauren; Jenkins, Kathleen; Cronin, C. H.; House, Lynn J.; Jenkins, K. B.

    This symposium evolved from a research interest and the need to develop validity, reliability, and accountability measures to be used in the teacher education program at Delta State University, Mississippi. Researchers wanted to study student teacher self-efficacy and to establish a continuing database on the program's student teachers. The papers…

  11. Failing Intercultural Education? "Thoughtfulness" in Intercultural Education for Student Teachers

    Science.gov (United States)

    Lanas, Maija

    2014-01-01

    This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: "one," such discussion tends to overlook student teacher education as a context for teaching intercultural education, and "two," it…

  12. Student Teachers' Sense-Making of an Instructional Ecology.

    Science.gov (United States)

    Broadway, Francis S.

    1999-01-01

    Examined four urban elementary student teachers' use of sense-making in analyzing one teacher's work within a specific instructional ecology. Student teachers viewed a videotape of an elementary science lesson. Data from lesson plans, viewing notes, and interviews highlighted what their sense-making included, how they described an instructional…

  13. Teaching practice: a make or break phase for student teachers

    Directory of Open Access Journals (Sweden)

    Edith Kiggundu

    2009-08-01

    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.

  14. A Handbook for Student Teachers and Supervising Teachers in Vocational Agriculture.

    Science.gov (United States)

    Priebe, Donald; And Others

    This handbook is intended for use as a general guide by student teachers and supervising teachers in planning student teaching experiences in vocational agriculture. Section A is an introduction. It discusses the student teaching experience, defines selected terms, and lists objectives specific to student teaching. Section B lists criteria for…

  15. 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.

    Directory of Open Access Journals (Sweden)

    Stephanie J. Schulte

    2009-12-01

    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.

  16. College Success: High School Librarians Make the Difference

    Science.gov (United States)

    Smalley, Topsy N.

    2004-01-01

    Many students who enroll in a community college "Information Research" course come from three local school districts. Of those three districts, only one has librarians. Through examining grade rosters, this study demonstrates that student achievement is substantially higher for students who come from high schools that have librarians and library…

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

    Directory of Open Access Journals (Sweden)

    Feryal CUBUKCU

    2010-01-01

    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.

  18. Teacher evaluation of student ability: what roles do teacher gender, student gender, and their interaction play?

    OpenAIRE

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

    2014-01-01

    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 preferences. Purpose: In this study, we aim to answer the question of whether and under which circumstances the interaction between teacher gender ...

  19. Student Perception of Teacher Effectiveness Based on Teacher Employment and Course Skill Level.

    Science.gov (United States)

    Zahn, Donald K.; Schramm, Robert M.

    1992-01-01

    A study looked at student (n=10,270) evaluations of tenure- and nontenure-track teachers (n=30), nonskill versus skill courses, and tenure- and nontenure-track for nonskill and skill courses. Results indicate that students rate tenure-track teachers and skill course teachers significantly higher. They give similar ratings to tenure- and…

  20. Teacher Attitudes toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students with Dyslexia

    Science.gov (United States)

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

    2010-01-01

    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…

  1. Assessing Teaching Skills Linked to Student Achievement in Candidate Teachers during the Teacher Hiring Process

    Science.gov (United States)

    Fortner, Dale

    2011-01-01

    The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…

  2. "Walking Yourself around as a Teacher": Gender and Embodiment in Student Teachers' Working Lives

    Science.gov (United States)

    Braun, Annette

    2011-01-01

    This paper considers the psychic and social dynamics reported by student teachers when learning to embody their teacher persona in the secondary school environment. Focusing on gender dimensions of embodiment and drawing on qualitative interview data from a UK study of postgraduate teacher-training students, teaching is examined as a physical…

  3. Teacher to Teacher: What Text Have You Found Most Successful with Your Students?

    Science.gov (United States)

    Rallo, Curt; Roessing, Lesley J.

    2006-01-01

    "Teacher to Teacher" provides a forum for teachers to share ideas, materials, and activities. In this article, the first teacher describes the effects the well-known novel "Bleachers" (John Grisham, New York: Doubleday, 2003) had on a ninth-grade english class. The novel bought to life the high school culture that the students found challenging.…

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

    Science.gov (United States)

    Ragnarsdottir, Hanna

    2010-01-01

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

  5. The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective

    Science.gov (United States)

    Sjølie, Ela

    2014-01-01

    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…

  6. Collaboration beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors

    Science.gov (United States)

    Nobles, Susanne; Dredger, Katie; Gerheart, Megan Dixon

    2012-01-01

    Geographically distant classrooms can be a ripe learning space for teacher educators who want to show preservice teachers the power of technology in the English classroom. A classroom teacher described how she used a social networking platform to allow for collaboration with a preservice teacher in the hopes of making student literary analysis…

  7. TEACHER EFFECTIVENESS, PERSONALITY HARDINESS AND STUDENT LEARNING: SOME REFLECTIONS

    OpenAIRE

    Harjeet Kaur

    2014-01-01

    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. Althou...

  8. The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction

    Science.gov (United States)

    Ihmeideh, Fathi; Coughlin, Chris

    2015-01-01

    Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives…

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

    Science.gov (United States)

    van der Schee, Joop; Rijborz, Daphne

    2003-01-01

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

  10. Classroom Emotional Climate, Teacher Affiliation, and Student Conduct

    Science.gov (United States)

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

    2011-01-01

    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…

  11. The Importance of Teacher-Student Interpersonal Relationships for Turkish Students' Attitudes towards Science

    Science.gov (United States)

    Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

    2010-01-01

    The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two…

  12. Impact of Student Teaching on Student Teachers' Beliefs Related to Behaviorist and Constructivist Theories of Learning.

    Science.gov (United States)

    Woolley, Sandra L.; Woolley, Anita Williams; Hosey, Michele

    This study examined changes in student teachers' beliefs related to behaviorist and constructivist learning theories as a result of student teaching and the impact of their cooperating teachers' beliefs on those changes. Participants included all 38 spring 1998 student teachers in an elementary education program at a small state university in…

  13. Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

    Science.gov (United States)

    Madike, Victor N.

    Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

  14. Developing scientific literacy for student teachers through active learning

    OpenAIRE

    Wing Mui SO; May Hung CHENG

    2001-01-01

    This paper reported a study on how active learning of science enhanced the scientific literacy of student teachers of a Bachelor of Education Programme. The study aimed to investigate the development of student teachers' science understanding, skills and attitudes, which are the important components of scientific literacy, after active participation in science activities. The sample selected for the study consisted of 79 student teachers, their work and writings on their journals were collec...

  15. Assessing student teachers' reflective writing through quantitative content analysis

    OpenAIRE

    Poldner, Eric; Van der Schaaf, Marieke|info:eu-repo/dai/nl/073361917; Simons, P. Robert Jan|info:eu-repo/dai/nl/068032994; van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Wijngaards, Guus

    2014-01-01

    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 education programmes, it is difficult for teacher educators to provide high-quality formative assessments. In this article, a quantitative content analysis procedu...

  16. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    Science.gov (United States)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  17. New directions for academic liaison librarians

    CERN Document Server

    Crawford, Alice

    2012-01-01

    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

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

    Scientific Electronic Library Online (English)

    Gloria, Vélez-Rendón.

    2003-01-01

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

  19. Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

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

    2014-04-01

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

  20. ??????????????????????????? Student Teacher Perception of Teacher Education and Professional Knowledge Acquisition, Use, and Importance in Taiwan

    Directory of Open Access Journals (Sweden)

    ??? Jia-Li Huang

    2015-06-01

    Full Text Available ??????????????????????????????????????????????????????????????????????????11 ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? Student teachers who were interns at local schools were recruited as participants in this study to determine the outcome of teacher education and teaching preparedness of student teachers. A total of 422 valid surveys were retrieved at a rate of 74.95% from 11 universities with teacher education program. Subsequently, mean, standard deviation, an independent samples t test, one-way analysis of variance, and exploratory factor analysis were employed. The following conclusions were deduced from this study: (1 The teacher professional knowledge and ability that student teachers learned primarily include reflective thinking, class management, and pedagogical content knowledge that emphasizes what and how to teach. (2 The teacher professional knowledge and ability that student teachers used include instructional design, communicative counseling, and professionalism, indicating that internships are valuable for becoming a teacher. (3 The teacher professional knowledge and ability that student teachers emphasize are teaching commitment, curriculum design, and self-confidence, revealing that fostering community or social resources and teaching confidence must be enhanced. (4 Acquisition, use, and importance of teacher professional knowledge and ability do not differ according to gender, academic background, or location of the internship school. The relativity of reflective thinking with instruction design is the highest, and pedagogical content knowledge and teaching commitment do not differ significantly. (5 The relativities among the three assessments of teacher professional knowledge and ability are all positive. It dedicated that participants had a considerable degree of common knowledge and abilities from framework of education professional curriculum.

  1. Developing scientific literacy for student teachers through active learning

    Directory of Open Access Journals (Sweden)

    Wing Mui SO

    2001-12-01

    Full Text Available This paper reported a study on how active learning of science enhanced the scientific literacy of student teachers of a Bachelor of Education Programme. The study aimed to investigate the development of student teachers' science understanding, skills and attitudes, which are the important components of scientific literacy, after active participation in science activities. The sample selected for the study consisted of 79 student teachers, their work and writings on their journals were collected and analyzed. These included student teachers' expected observations, observations and records, and interpretations in the activities; thoughts and reflections after engaging in the activities; the descriptions of the science skills used and the importance of each skill. Features of practice that supported active learning of science through different aspects of science activities were identified. Issues to be considered in future use of science activities in teacher education program to develop student teachers' scientific literacy were also discussed.

  2. The Negro American: A Reading List for Elementary Teachers.

    Science.gov (United States)

    Ferrante, Joan

    The reading lists in this document are designed as guidelines for the elementary school librarian in selecting materials about Afro-Americans for students and teachers, and for information purposes. The lists are also designed as background reading for elementary school teachers for preparing a curriculum of integrated materials, in using…

  3. Teacher Evaluation of Student Ability: What Roles Do Teacher Gender, Student Gender, and Their Interaction Play?

    Science.gov (United States)

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

    2014-01-01

    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…

  4. Authoritarianism and Censorship: Attitudes and Opinions of Students in the Graduate Library School of Indiana University. A Report of an Exploratory Project Conducted as a Preliminary for a Proposed Nationwide Study of American Public Librarians and Intellectual Freedom.

    Science.gov (United States)

    Busha, Charles H.

    This study attempts to measure the attitudes toward intellectual freedom held by a group of future librarians and to correlate these findings with certain syndromes of authoritarianism as reported in "The Authoritarian Personality," by T. W. Adorno, and others (New York, Harper, 1950). The hypothesis is that graduate library students who express…

  5. Student Perceptions of Teacher Violations of Human Rights

    Science.gov (United States)

    Buxton, Thomas H.; Prichard, Keith W.

    1973-01-01

    Reports on a study conducted among 815 high school students in three schools -- urban, suburban, and rural. The study revealed that 81 percent of the students perceive teachers to be violating the right to respect for their opinions. (Author)

  6. Time and project management strategies for librarians

    CERN Document Server

    Smallwood, Carol; Fraser, Lisa

    2013-01-01

    As budgets for libraries continue to shrink, the key challenge facing the 21st century librarian is finding how to do more with less. This book features more than thirty essays that provide valuable tips for the professional who must cope with increasing demands upon their resources. Librarians will get tips on how to identify the most important tasks for the library; eliminate non-essential functions and processes; increase reliance on volunteers, interns, and students; optimize daily routines; and more.

  7. Measuring Effective Teacher-Student Interactions from a Student Perspective: A Multilevel Analysis

    Science.gov (United States)

    Downer, Jason T.; Stuhlman, Megan; Schweig, Jonathan; Martínez, José Felipe; Ruzek, Erik

    2015-01-01

    This study applies multi-level analysis to student reports of effective teacher-student interactions in 50 upper elementary school classrooms (N = 594 fourth- and fifth-grade students). Observational studies suggest that teacher-student interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support.…

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

    Directory of Open Access Journals (Sweden)

    Muhammad Aamir Hashmi

    2011-09-01

    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.

  9. Librarian teachers on the move: are video tutorials an effective alternative tool for library information literacy instruction?: a case study

    OpenAIRE

    De Sutter, Daisy

    2012-01-01

    The Ghent Biomedical Library research group has performed research over the last year on teaching information literacy in the Biomedical curriculum. The impact of a differentiated teaching methodology was studied in a framework of blended learning, with the first year university students acquiring information literacy competences. First year Bachelor students in Biomedical Sciences at Ghent University were asked to study video tutorials as a possible alternative teaching methodology to other ...

  10. Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case Studies

    Science.gov (United States)

    Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo

    2013-01-01

    We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher…

  11. Students' Expectations about the Processing Demandsof Teacher-Made Tests

    Science.gov (United States)

    Broekkamp, H.; Van Hout-Wolters, B.H.A.M.; Van den Bergh, H.; Rijlaarsdam, G.

    2004-01-01

    History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual…

  12. Factors Affecting Teachers' Student-Centered Classroom Computer Use

    Science.gov (United States)

    Friedrich, Helmut Felix; Hron, Aemilian

    2011-01-01

    The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined.…

  13. Business Teachers Go to Work and Students Get the Dividends

    Science.gov (United States)

    Stephens, Geralyn E.

    2010-01-01

    Teacher internships give business education teachers the opportunity to increase their industry skill proficiency levels. Such experiences can help business education teachers focus on developing relevant technical knowledge and skills to better prepare students for technically enhanced work environments and demonstrate competency on technical…

  14. Assessing Student Perceptions of Inappropriate and Appropriate Teacher Humor

    Science.gov (United States)

    Frymier, Ann Bainbridge; Wanzer, Melissa Bekelja; Wojtaszczyk, Ann M.

    2007-01-01

    This study replicated and extended Wanzer, Frymier, Wojtaszczyk, and Smith's (2006) preliminary typology of appropriate and inappropriate teacher humor and advanced three explanations for differences in interpretations of teacher humor. Students were more likely to view teacher humor as inappropriate when it was perceived as offensive and when it…

  15. Google in the Research and Teaching of Instruction Librarians

    Science.gov (United States)

    Sorensen, Charlene; Dahl, Candice

    2008-01-01

    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.)

  16. Teacher characteristics and student learning in secondary science

    Science.gov (United States)

    Close, Eleanor Warfield

    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 < .001. Step 2 of the analysis indicated that teacher-related measures accounted for a small but statistically significant proportion of the student gain after controlling for student WASL score, R2 change = .04, F(3, 637) = 9.09, p < .001. The full model accounted for approximately 11% of the variance in the criterion, R2 = .11, adjusted R2 = .11. Consistent with previous research, relationships between 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 < .001, and r = -.21, p < .001, respectively). Teacher EBAPS score was positively correlated with 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.

  17. Regression analysis exploring teacher impact on student FCI post scores

    Science.gov (United States)

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

    2013-01-01

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

  18. Leadership Effects on Student Learning Mediated by Teacher Emotions

    Directory of Open Access Journals (Sweden)

    Jingping Sun

    2015-06-01

    Full Text Available School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

  19. CONTEMPORARY ISSUES OF TURKISH ACCORDING TO TURKISH STUDENT TEACHERS

    Directory of Open Access Journals (Sweden)

    Ali GÖÇER

    2013-01-01

    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%”.

  20. Motivation for Math in Rural Schools: Student and Teacher Perspectives

    Science.gov (United States)

    Hardre, Patricia L.

    2011-01-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning…

  1. Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies

    Science.gov (United States)

    Kocak, Canan; Onen, Aysem Seda

    2013-01-01

    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…

  2. Supporting Female Students in Mathematics for Alternative Certification Teachers

    Science.gov (United States)

    Evans, Brian R.

    2013-01-01

    This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers…

  3. International Experiences of Turkish Student Teachers: A Multiple Case Study

    Science.gov (United States)

    Kizilaslan, Irem

    2010-01-01

    In recent years, countries around the world have promoted international experiences for student teachers' development of the knowledge and skills necessary in these interdependent and global times. Using a rigorous qualitative approach, this study explored 10 Turkish student teachers' international opportunities in several European countries…

  4. Disablist Bullying in Schools: Giving a Voice to Student Teachers

    Science.gov (United States)

    Purdy, Noel; Mc Guckin, Conor

    2015-01-01

    This paper reports in detail on the qualitative findings from a study which aimed to critically examine the experiences and confidence of student teachers in Northern Ireland and the Republic of Ireland in relation to disablist bullying. This paper focuses in particular on the voice of student teachers from six focus group interviews (n = 29)…

  5. School District Leave Policies, Teacher Absenteeism, and Student Achievement.

    Science.gov (United States)

    Ehrenberg, Ronald G.; And Others

    1991-01-01

    Econometric analysis of data from over 700 New York state school districts found that (1) policies governing use of teacher leave days clearly influence their use; (2) higher student absenteeism correlated with poorer test performance; and (3) teacher absence was not largely associated with student test performance. Changes in leave policy were…

  6. Teachers' Views of Student's Self-Determination and Citizenship Skills

    Science.gov (United States)

    Martin, Leisa A.; Morehart, Lindsey M.; Lauzon, Glenn P.; Daviso, Alfred W.

    2013-01-01

    This phenomenological study examined special education teachers' views of students' self-determination and citizenship skills. Although the special education teachers in this study maintained that self-determination skills help promote citizenship, only one of them added self-determination goals to her students' individualized educational plans…

  7. The Relationship between Emotional Intelligence and Student Teacher Performance

    Science.gov (United States)

    Drew, Todd L.

    2010-01-01

    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…

  8. L2 Teacher Characteristics as Predictors of Students' Academic Achievement

    Science.gov (United States)

    Akbari, Ramin; Allvar, Nabi Karimi

    2010-01-01

    There is a substantial research base, mainly in mainstream education, acknowledging that teachers have a great impact on student achievement. However, as far as we know, little if any empirical evidence exists to enable us to determine which set of English as a foreign language (EFL) teacher characteristics correlates with positive student…

  9. The Relationship between Emotional Intelligence and Student Teacher Performance

    Science.gov (United States)

    Drew, Todd L.

    2010-01-01

    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…

  10. Peeling the Onion: Student Teacher's Conceptions of Literary Understanding.

    Science.gov (United States)

    Carlsson, Maj Asplund; Fulop, Marta; Marton, Ference

    2001-01-01

    Studied the theories student teachers held about literary understanding through interviews with 25 Hungarian and 8 Swedish student teachers. Categories of theories captured a substantial portion of the variation in how literary understanding can be seen. Three central aspects of human understanding, variation, discernment, and simultaneity, could…

  11. Computer Literacy Learning Emotions of ODL Teacher-Students

    Science.gov (United States)

    Esterhuizen, Hendrik D.; Blignaut, A. Seugnet; Els, Christo J.; Ellis, Suria M.

    2012-01-01

    This paper addresses the affective human experiences in terms of the emotions of South African teacher-students while attaining computer competencies for teaching and learning, and for ODL. The full mixed method study investigated how computers contribute towards affective experiences of disadvantaged teacher-students. The purposive sample related…

  12. Using Blended Learning in Developing Student Teachers Teaching Skills

    Science.gov (United States)

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  13. Student Science Teachers' Ideas of the Digestive System

    Science.gov (United States)

    Cardak, Osman

    2015-01-01

    The aim of this research is to reveal the levels of understanding of student science teachers regarding the digestive system. In this research, 116 student science teachers were tested by applying the drawing method. Upon the analysis of the drawings they made, it was found that some of them had misconceptions such as "the organs of the…

  14. Turkish Science Student Teachers' Conceptions on the States of Matter

    Science.gov (United States)

    Aydin, Abdullah; Altuk, Yasemin Gödek

    2013-01-01

    This study aims to determine science students teachers' conceptions on the concepts related to "the matter and the states of the matter". 112 Turkish science student teachers participated at this research. A questionnaire consisting of thirteen open-ended items was designed to collect the data. The questionnaire aimed to reveal the…

  15. The Significance of the Teacher-Student Relationship

    Science.gov (United States)

    Witherspoon, Erick E.

    2011-01-01

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

  16. Individual Teacher Incentives and Student Performance. Working Paper 8

    Science.gov (United States)

    Figlio, David N.; Kenny, Lawrence W.

    2007-01-01

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

  17. Writing II for 2nd Year EFL Student Teachers

    Science.gov (United States)

    Abdallah, Mahmoud M. S.

    2015-01-01

    Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports,…

  18. Quality and Quantity of Friendship: Students' and Teachers' Perceptions.

    Science.gov (United States)

    Heiman, Tali

    2000-01-01

    Significant differences were found in perceptions of friendship when 121 adolescents with mild mental retardation (MR) in special education and 189 students studying in self-contained classrooms in regular schools were compared with 50 teacher reports. Students with MR in special schools reported having few friends, while teachers estimated these…

  19. Getting Students to Write Using Comics

    Science.gov (United States)

    Crilley, Mark

    2009-01-01

    Graphic novels are the perfect meeting place of words and pictures and as such offer an excellent way of getting visually-oriented students to read. Teacher-librarians picked up on this a long time ago and have been adding graphic novels to their collection in ever increasing numbers. In this article, the author discusses how teachers and…

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

    OpenAIRE

    Amity Noltemeyer; Claire Kunesh; Cody Hostutler; Patrick Frato; Brianna J Sarr-Kerman

    2012-01-01

    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 i...

  1. Thirty-One Students: Reflections of a First-Year Teacher of Students with Mental Retardation.

    Science.gov (United States)

    Carter, Karen Butcher; Scruggs, Thomas E.

    2001-01-01

    The experiences of a first-year teacher of students with mild mental retardation are described from the perspective of that teacher. The enormous burdens that can be placed on new teachers in difficult situations are highlighted and implications are discussed for teacher educators, interpersonal relationships, and the role of special education.…

  2. The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities

    Science.gov (United States)

    Furlong, Catherine

    2013-01-01

    This paper examines the influence of life histories and apprenticeship of observation on the formation of student teachers' idealised identities. The life histories of 15 student teachers are decoded. Through eliciting from the student teachers the teacher they wish to be, the paper focuses on the interplay between the personal histories and ideal…

  3. Teacher thinking and interconnectedness: Teachers' thinking about students' experiences and science concepts during classroom teaching

    Science.gov (United States)

    Upadhyay, Bhaskar Raj

    2004-11-01

    This study examined 4 elementary school teachers' thinking during science teaching in 2 urban schools in the southern United States. Most of the students in these schools come from minority families with low socioeconomic status. The teachers involved in this study were participants in the Linking Food and the Environment (LIFE) program, a curriculum designed for urban elementary students to learn life and environmental sciences. The research employed cross-case study methodology to understand teachers' thinking and the decisions they made during classroom teaching. Fifteen science lessons were taped (7 videotaped and 8 audiotaped) for each teacher over a period of 7 months. Six stimulated recall interviews were conducted to elicit the teachers' thinking and decision-making process during teaching. Data were analyzed using William and Baxter's (1996) discourse analysis framework. Three factors that influence elementary school teachers' thinking and the decisions they made during science teaching emerged from the data analysis: (1) Most teachers believed that students' experiences could be used during teaching, but they disagreed about the usefulness of students' experiences in teaching science for understanding. Two teachers who perceived their students to be less intelligent did not use students' experiences during teaching. (2) All the teachers in the study asserted that students must have the knowledge of science process skills to succeed in science investigation and high-stakes tests. These teachers also believed that mastering science process skills aided in students' understanding of science concepts. (3) In an academically high-performing school, the school administrators played a less significant role in teachers' thinking and decision making than in an academically low-performing school. Administrators were under pressure to "teach to the test" so that students would perform better in the high-stakes test. Teachers perceived a higher incentive for teaching science for better scores in high-stakes tests than for understanding.

  4. General education teachers' relationships with included students with autism.

    Science.gov (United States)

    Robertson, Kristen; Chamberlain, Brandt; Kasari, Connie

    2003-04-01

    In this study, we examine the relationship between general education teachers and second- and third-grade included students with autism. We also examine the effect of childrens' behavior problems on these relationships, as well as inclusion within the social environment of the classroom. Included students with autism form multidimensional relationships with their general education teachers. These relationships are associated with student's display of behavior problems and level of inclusion in the class. Specifically, when teachers perceived their relationships with included students with autism to be more positive, children's levels of behavioral problems were lower and they were more socially included in the class. PMID:12757351

  5. Student and Teacher Self-Efficacy and the Connection to Reading and Writing

    Science.gov (United States)

    Corkett, Julie; Hatt, Blaine; Benevides, Tina

    2011-01-01

    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…

  6. A comparison of Australian and Chinese teachers' attributions for student problem behaviors

    OpenAIRE

    Ho, IT

    2004-01-01

    The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on abilit...

  7. Parent, Student, and Teacher Perceptions of Student-Led Conferences and Strategies to Host Effective Student-Led Conferences

    Science.gov (United States)

    Jackson, Sharon M.

    2012-01-01

    This is a mixed-methods case study designed to examine the perceptions parents, students and teachers have about student-led conferences with the purpose of informing practices at the researcher's school as well as sharing strategies used to host effective student-led conferences. Parents and students were interviewed and surveyed. Teachers were…

  8. Astronomy Librarians - Quo Vadis?

    OpenAIRE

    Lagerstrom, Jill; Grothkopf, Uta

    2011-01-01

    "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 lib...

  9. Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers

    Science.gov (United States)

    Garrett, Tracey

    2008-01-01

    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…

  10. Digital Divide between Teachers and Students in Urban Bangladesh

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin

    2011-01-01

    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.

  11. Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-Teachers and Students

    Science.gov (United States)

    Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen

    2015-01-01

    There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and…

  12. Students discussing their mathematical ideas: the role of the teacher

    Science.gov (United States)

    Pijls, Monique; Dekker, Rijkje

    2011-12-01

    This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

  13. A Teacher’s Experience in Teaching with Student Teams-Achievement Division (STAD) Technique

    OpenAIRE

    Yuliana Natsir; Lutfia Hanum

    2015-01-01

    This study looks at Student Teams-Achievement Division (STAD) implementation from a qualitative approach by observing and interviewing a teacher who successfully improved his EFL students’ reading achievement with this technique. The procedures by Shaaban and Ghaith (2005) were the foundation for STAD implementation, and an interview was done to exhibit the teacher’s stance on the use of STAD. Based on our observation during his teaching in a reading class by implementing ST...

  14. What inspires South African student teachers for their future profession?

    Scientific Electronic Library Online (English)

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

    Full Text Available The need for an inspired professional teacher corps to haul South African school education out of its current low level of quality was the driving force behind this project. Its aim was to determine what counted as sources of inspiration for student teachers and hence for future teachers. Based on a [...] conceptual-theoretical study, a questionnaire that could probe student teachers' sources of inspiration was completed by a sample of student teachers (n = 1,683). A factor analysis of their responses revealed the following as their sources of inspiration, from most to least important: (extended) family, religion, the teacher education institution, teaching practice, friends, and personal life. A comparison with similar research elsewhere revealed that, in this sample of respondents, considerations, such as education being the only accessible profession or being forced to enter the teaching profession because of economic circumstances, did not figure at all.

  15. Integrating Information Literacy into Teacher Education: A Successful Grant Project

    Science.gov (United States)

    Earp, Vanessa

    2009-01-01

    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…

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

    Science.gov (United States)

    Peker, Deniz; Dolan, Erin

    2012-03-01

    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.

  17. Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

    Science.gov (United States)

    Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

    2015-01-01

    This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

  18. Teachers Matter: An Examination of Student-Teacher Relationships, Attitudes toward Bullying, and Bullying Behavior

    Science.gov (United States)

    Wang, Cixin; Swearer, Susan M.; Lembeck, Paige; Collins, Adam; Berry, Brandi

    2015-01-01

    This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between…

  19. Student classroom misbehavior: An exploratory study based on teachers' perceptions

    OpenAIRE

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

    2012-01-01

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

  20. Teacher Education and Black Male Students in the United States

    OpenAIRE

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

    2013-01-01

    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...

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

    Directory of Open Access Journals (Sweden)

    Mohammad Hashamdar

    2015-03-01

    Full Text Available This study is intended to investigate the teacher-student communication patterns in an upper-intermediate English class. There are major questions in this study; (a what the nature ofinteraction 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.

  2. Teacher-Student Interpersonal Relationships in Indonesia: Profiles and Importance to Student Motivation

    Science.gov (United States)

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

    2011-01-01

    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…

  3. The Student as Pygmalion: Effect of Student Expectation on the Teacher.

    Science.gov (United States)

    Feldman, Robert S.; Prohaska, Thomas

    1979-01-01

    Two experiments examined the possibility that student expectations regarding teacher competence can be communicated to the teacher and bring about expected behavior. Results showed significant differences in student attitudes, performance, and nonverbal behavior according to expectation. Positive and negative nonverbal student behaviors had…

  4. Algebra I Teachers’ Perceptions of Teaching Students with Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Tony Thompson

    2008-07-01

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

  5. 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.

    OpenAIRE

    Julie McKenna

    2009-01-01

    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 class...

  6. Supporting Student-Teacher Researchers’ Quest for Their Voice

    Directory of Open Access Journals (Sweden)

    Rigoberto Castillo

    2012-12-01

    Full Text Available This article deals with teacher identity development of students enrolled in the teacher training program. The authors, who advocate inquiry-based teaching practices, propose reflective and organizational strategies to support these. In order to gain insights into the experiences and values of student-teacher-researchers (STRs here on to shape a professional teaching identity, a pre-service teacher and a professor in a second language (L2 program joined efforts to share their reflections on the process of inquiry and on the quest to find a voice when conducting and reporting their inquiry.

  7. Mathematical Thinking: Teachers Perceptions and Students Performance

    Directory of Open Access Journals (Sweden)

    Mamoon. M. Mubark

    2011-10-01

    Full Text Available

    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

    Résumé
    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

  8. Can a student learn optimally from two different teachers?

    International Nuclear Information System (INIS)

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

  9. Students' confidence and teachers' styles: A binational comparison

    Science.gov (United States)

    Mallow, Jeffry V.

    1995-11-01

    A teaching-style inventory based on the American Association of Physics Teachers workshop, Developing Student Confidence in Physics was administered to Danish and American teachers. There are some national differences in responses; however, they do not appear to account for the much higher levels of confidence measured in Danish students. Explanations are proposed for the cause of these differences, as well as for the gender bifurcation among both Danish and American students. In addition, the Danish teachers in this study undertook a critique of the AAPT inventory, and proposed additional and alternate scenarios for assessment of relationship and content in the physics classroom.

  10. National Board Certified Teachers andTheir Students' Achievement

    Directory of Open Access Journals (Sweden)

    Leslie G. Vandevoort

    2004-09-01

    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.

  11. Embedded librarianship what every academic librarian should know

    CERN Document Server

    Russo, Michael F

    2013-01-01

    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.

  12. Brazilian librarians and Twitter

    OpenAIRE

    Barros, Moreno

    2011-01-01

    Brazil leads the world in social networks. This essay focuses on the results of a two-year experience of Brazilian librarians using Twitter in their work field. Two types of presence on Twitter are identified. A new approach is proposed to answers the critical questions librarians are facing regarding service provision based on Twitter.

  13. How Preservice Teachers Interpret and Respond to Student Geometric Errors

    Science.gov (United States)

    Son, Ji-Won; Sinclair, Nathalie

    2010-01-01

    Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…

  14. Teacher, Parent and Student Perceptions of the Motives of Cyberbullies

    Science.gov (United States)

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

    2014-01-01

    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.…

  15. The Abacus: Instruction by Teachers of Students with Visual Impairments

    Science.gov (United States)

    Amato, Sheila; Hong, Sunggye; Rosenblum, L. Penny

    2013-01-01

    Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

  16. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    Science.gov (United States)

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  17. Transactional Evaluation: A Way to Involve Student Teachers in Change.

    Science.gov (United States)

    Amodeo, Luiza B.; Wooden, Sharon

    1984-01-01

    Transactional evaluation was used with 48 student teachers when teaching laboratory professors became concerned about high levels of student dissatisfaction and resulted in course changes. Positive feedback from students, public school personnel, and the university team indicated that the changes had improved the quality of the laboratory…

  18. Teaching practice: a make or break phase for student teachers

    Scientific Electronic Library Online (English)

    Edith, Kiggundu; Samuel, Nayimuli.

    2009-08-01

    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 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.

  19. Astronomy Librarians - Quo Vadis?

    CERN Document Server

    Lagerstrom, Jill

    2011-01-01

    "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.

  20. Astronomy Librarian - Quo Vadis?

    Science.gov (United States)

    Lagerstrom, Jill; Grothkopf, Uta

    "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.

  1. Changing Roles of Librarians and Library Technicians

    Directory of Open Access Journals (Sweden)

    Norene James

    2015-10-01

    Full Text Available What significant changes are librarians and library technicians experiencing in their roles? A survey put forward across Canada to librarians and library technicians addressing this question was conducted in February 2014. Eight hundred eighty-two responses were obtained from librarians, defined as MLIS graduates, and library technicians, defined as graduates from a two-year library diploma program. Respondents needed to have been employed in the last two years in these roles and students of either an MLIS or LIT program were also welcome to participate. The results suggest that both librarians and library technicians perceive their roles as growing in scope and complexity and that the lines of responsibility are blurring. A majority of respondents indicated that they perceive a change in their roles in the past five years and commented on what the perceived changes were. Librarian and library technician roles may be shifting away from what may be viewed as traditional or clearly defined responsibilities and both librarians and library technicians may be taking on new tasks as well as experiencing task overlap. All library staff will need to be fluid, adaptable, and open to change. Library school curricula and workplace training need to incorporate the development of these competencies.

  2. TEACHER EFFECTIVENESS, PERSONALITY HARDINESS AND STUDENT LEARNING: SOME REFLECTIONS

    Directory of Open Access Journals (Sweden)

    Harjeet Kaur

    2014-06-01

    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.

  3. EMOTIONAL INTELLIGENCE OF STUDENT-TEACHERS ON EFFECTIVENESS OF TEACHING

    Directory of Open Access Journals (Sweden)

    SALIHA KHATOON

    2013-04-01

    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.

  4. The Role of Librarians in Academic Success

    Directory of Open Access Journals (Sweden)

    Claudia J. Dold

    2013-04-01

    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.

  5. Learning to Teach as Situated Learning: An Examination of Student Teachers as Legitimate Peripheral Participants in Cooperating Teachers' Classrooms

    Science.gov (United States)

    McDonald, Eric J.

    Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role it plays in helping to facilitate this process.

  6. Teacher Students' MA Theses--A Gateway to Analytic Thinking about Teaching? A Case Study of Finnish Primary School Teachers

    Science.gov (United States)

    Maaranen, Katriina

    2010-01-01

    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…

  7. Perceived empathy of teachers and students’ metacognitive strategies

    Directory of Open Access Journals (Sweden)

    Sladoje-Bošnjak Biljana M.

    2012-01-01

    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

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

    Science.gov (United States)

    Herring, James E.

    2011-01-01

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

  9. The "Teacher's Image" as Predictor of Student Achievement

    Science.gov (United States)

    Jungwirth, E.; Tamir, P.

    1973-01-01

    Reports the results of a study conducted at the Israeli Science Teaching Center, Hebrew University of Jerusalem, which attempted to correlate the Teacher's Image'' with actual student achievement in science. (JR)

  10. The Assessment of Students and Teachers' Understanding of Gas Laws.

    Science.gov (United States)

    Lin, Huann-shyang; Cheng, Hsiu-ju; Lawrenz, Frances

    2000-01-01

    Describes a study of high school students' and chemistry teachers' understanding of the gas laws which focused on the application of scientific concepts in practical situations instead of mathematical calculations in theoretical situations. (Contains 13 references.) (WRM)

  11. Saving Tropical Rain Forests through Teacher-Student Activism.

    Science.gov (United States)

    Calhoun, Bruce

    1990-01-01

    Described are the formation, goals, and activities of a network of teachers and students designed to help raise consciousness about conservation topics. A two-week minicourse on tropical diversity, ecology, and society is outlined. (CW)

  12. Using Online Blogs to Develop Student Teachers' Behaviour Management Approaches

    Science.gov (United States)

    Reupert, Andrea; Dalgarno, Barney

    2011-01-01

    This paper reports on a study involving 74 third and 17 fourth year student teachers enrolled in a Bachelor of Education (Primary) course at an Australian regional, multi-campus university. These pre-service primary teachers completed the single semester, compulsory subject Managing the Learning Environment, which involves the application of…

  13. Student Teachers' Images of Science in Ecology and Genetics

    Science.gov (United States)

    Jordan, Rebecca; Duncan, Ravit Golan

    2009-01-01

    Research has shown that practising and pre-service science teachers often hold naive and uninformed views of the nature of science (NOS). In this study we examined the discipline-specific nature of pre-service teachers' views of the NOS. We report on the conceptions of ecology research held by university students as compared to a discipline…

  14. Becoming an Art Teacher: Storied Reflections of Two Preservice Students

    Science.gov (United States)

    Unrath, Kathleen; Kerridge, Daria

    2009-01-01

    This descriptive research focuses on the teaching experiences of two preservice art education interns and the meanings they attributed to their student teaching field experience. Of interest is how these preservice teacher interns have experientially formulated ideas on what it means to be an art teacher and how their traits of altruism, artistic…

  15. Preparing Beginning Teachers to Elicit and Interpret Students' Mathematical Thinking

    Science.gov (United States)

    Sleep, Laurie; Boerst, Timothy A.

    2012-01-01

    This study investigated how teacher education assignments can be designed to support beginning teachers in learning to do the work of teaching. We examined beginners' formative assessment practices--in particular, their eliciting and interpreting of students' mathematical thinking--in the context of an elementary mathematics methods assignment,…

  16. Teacher-Oriented Address Terms in Students' Reproach Turns

    Science.gov (United States)

    Lehtimaja, Inkeri

    2011-01-01

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

  17. Becoming an Art Teacher: Storied Reflections of Two Preservice Students

    Science.gov (United States)

    Unrath, Kathleen; Kerridge, Daria

    2009-01-01

    This descriptive research focuses on the teaching experiences of two preservice art education interns and the meanings they attributed to their student teaching field experience. Of interest is how these preservice teacher interns have experientially formulated ideas on what it means to be an art teacher and how their traits of altruism, artistic…

  18. Environmental Knowledge, Attitude and Practices of Student Teachers

    Science.gov (United States)

    Esa, Norizan

    2010-01-01

    Within this decade of Education for Sustainable Development (ESD), educational institutions need to increase their efforts to educate their students for a sustainable future. Teachers are most influential in educating children and teenagers to be leaders of tomorrow in protecting the environment. Thus, aspiring teachers should demonstrate…

  19. Principal and Teacher Beliefs about Leadership Implications for Student Performance

    Science.gov (United States)

    Jackson, Jerri C.

    2013-01-01

    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…

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

    Science.gov (United States)

    Joerschke, John D.; Eichhorn, Lane

    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…

  1. Cognitive Congruence between Teachers' Questions and Students' Answers.

    Science.gov (United States)

    Neumann, Lily; Mahler, Sophia

    1989-01-01

    A study assessed the impact of a teacher-training workshop at Israel's Ben Gurion University's medical school which focused on classroom interaction. Results of the workshop indicated verbal teacher-student interactions significantly outnumbered individual statements; interactions increased, especially in larger classes; cognitive correspondence…

  2. Student Teachers' Use of Instructional Choice in Physical Education

    Science.gov (United States)

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

    2011-01-01

    Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices…

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

    DEFF Research Database (Denmark)

    Wang, Li; Du, Xiangyun

    2014-01-01

    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.

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

    Science.gov (United States)

    Creighton, Peggy Milam

    2012-01-01

    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…

  5. Stretching Student Teachers' Understanding of Fractions

    Science.gov (United States)

    Harvey, Roger

    2012-01-01

    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…

  6. Individual teacher incentives, student achievement and grade inflation

    OpenAIRE

    Martins, Pedro Silva

    2009-01-01

    How do teacher incentives affect student achievement? We contribute to this question by examining the effects of the recent introduction of teacher performance-related pay and tournaments in Portugal's public schools. Specifically, we draw on matched student-school panel data covering the population of secondary school national exams over seven years. We then conduct a difference-in-differences analysis based on two complementary control groups: public schools in two autonomous regions that w...

  7. Culture and perceptions of power in teacher-student communication

    OpenAIRE

    Erpestad, Mikko

    2011-01-01

    The objective of this study was to find out if national culture impacts the phenomenon of power as it is found in teacher-student communication at the University of Jyväskylä. The study is pertinent and relevant because of the increasingly rapid internationalization that is happening in the Finnish higher education system. Understanding aspects of intercultural teacher-student communication will be important for the future. A qualitative research process was chosen for this study and the ...

  8. Teacher and student views regarding the placement test

    OpenAIRE

    Türkan Argon; Aylin Soysal

    2012-01-01

    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 f...

  9. Motivation for math in rural schools: student and teacher perspectives

    Science.gov (United States)

    Hardré, Patricia L.

    2011-06-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning and motivation from the fields of educational psychology, human neuroscience and rural education, to present an integrated systemic view of motivation for learning math in rural schools.

  10. Student music teachers' learning trajectories. A relational perspective

    OpenAIRE

    Thorgersen, Cecilia Ferm; Johansen,Geir

    2012-01-01

    In this article we take the concept of ‘communities of practice’ (Wenger, 1998, 2006) as our way of entry into studying conditions for the formation of student music teachers’ learning trajectories (ibid.): the paths that student music teachers follow, have followed or imagine following, in order to learn something. We regard learning trajectories as, not only constitutive paths for learning within communities of practice (Wenger, 1998), but also between, for instance, institutions for music ...

  11. School Libraries Are Essential: Meeting the Virtual Access and Collaboration Needs of the 21st-Century Learner and Teacher

    Science.gov (United States)

    Darrow, Rob

    2009-01-01

    School librarians have excelled in providing a physical library space that is welcoming, making sure students have an inviting space to access print and digital materials, and developing collections that provide access for all ages of students. In the physical library space services such as collaborating with teachers and consulting with students…

  12. Preservice science teachers' use of educational technology during student teaching

    Science.gov (United States)

    Irving, Karen Elizabeth

    The secondary science teacher preparation at the University of Virginia provides a model technology enrichment program for preservice teachers. Important features of this program include an introductory course with an educational technology component, an educational technology course focused on technology uses in teaching science and mathematics and a secondary science methods class where preservice teachers observe effective technology integration models and experience opportunities to design and implement lessons with technology components. This study explores the use of educational technology during student teaching by 15 secondary science preservice teachers who have completed this technology rich program. The data corpus includes pre and post questionnaires and formal interviews, 63 hours of classroom observations, 355 lesson plans and artifacts collected during the student teaching experience. Analytic induction was used for data analysis to derive 6 assertions describing aspects of technology use and 3 assertions describing influencing factors. Participants reported adequate skills and intent to use educational technology during their student teaching and the secondary school placement sites provided adequate opportunities for teaching with technology. Student teacher participants chose to use educational technology to involve their students in learning science by visually enhancing aspects of their curriculum that were too abstract, too subtle to notice, too large to see, too dangerous for the classroom, or too complex to make science topics more relevant for their students. In addition, many participants used educational technology for inquiry-based lessons. Student teachers planned and implemented lessons in which the educational technology was used primarily by the student teacher in a supporting role in the classroom and successfully identified appropriate educational technologies that fit their curriculum topics. The findings include three factors that influenced student teacher use of educational technology: (a) cooperating teacher attitudes toward technology use; (b) student teacher concerns regarding achievement level, behavioral characteristics and technology skills levels of the secondary students; and (c) access/reliability issues. A technology integrated preservice program along with a technology supportive environment provided the participants in this study with sufficient knowledge of both technology and pedagogy to experiment with modern technologies during their student teaching. Implications for ePCK are included.

  13. LIFE SKILLAND ACADEMIC ANXIETY OF STUDENT-TEACHERS

    Directory of Open Access Journals (Sweden)

    ASMITABEN CHANDRAKANTBHAI PATEL

    2012-11-01

    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.

  14. The changing role of librarians and the online learning environment

    OpenAIRE

    Perrone, Vye

    2000-01-01

    The online teaching and learning environment arising in response to the need for distance and flexible education provides new opportunities for librarians to work with students to develop their information literacy skills. At the University of Waikato librarians are included as information coaches in the virtual classroom for several online courses. Their role is to provide students with guidance in the processes underlying tertiary learning. The collaborative relationship between students, ...

  15. Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

    Science.gov (United States)

    de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico

    2013-01-01

    Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student…

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

    Science.gov (United States)

    Fortney, Clarence; Gregory, Mike; New, Larry

    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…

  17. It's All about Student Learning: Assessing Teacher Candidates' Ability to Impact P-12 Students

    Science.gov (United States)

    Wise, A. E., Ed.; Ehrenberg, P., Ed.; Leibbrand, J., Ed.

    2010-01-01

    "It's All About Student Learning Assessing Teacher Candidates' Ability to Impact P-12 Students", provides practical assistance for institutions designing or revising assessment systems or individual assessments for use by units or programs. The publication includes performance assessments currently used by teacher preparation institutions and…

  18. Teachers' Beliefs and Practices for Nurturing Creativity in Students: Perspectives from Teachers of Gifted Students in Hong Kong

    Science.gov (United States)

    Chan, Serene; Yuen, Mantak

    2015-01-01

    The long-term aim of fostering creativity in all students is specifically included in Hong Kong's curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because…

  19. Digital Divide between Teachers and Students in Urban Bangladesh

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin

    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...... 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...... 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...

  20. Effects of Teacher Greetings on Student On-task Behavior

    OpenAIRE

    Allan Allday, R; Pakurar, Kerri

    2007-01-01

    A multiple baseline design across participants was used to determine how teacher greetings affected on-task behavior of 3 middle school students with problem behaviors. Momentary time sampling was used to measure on-task behavior during the first 10 min of class. Teacher greetings produced increases in students' on-task behavior from a mean of 45% in baseline to a mean of 72% during the intervention phase. Teacher greetings represent an antecedent manipulation that can easily be implemented i...

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

    Directory of Open Access Journals (Sweden)

    Teresa Strong-Wilson

    2007-12-01

    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!

  2. Bonding, Bridging, and Becoming a Teacher: Student Cohorts and Teacher Identity

    Science.gov (United States)

    Hasinoff, Shelley; Mandzuk, David

    2005-01-01

    This research examines the effects of social capital on teacher identity in a sample of undergraduate after-degree education students who took most or all of their courses together as a cohort. A theoretical model containing nine variables including university and social background, social capital, and teacher identity is presented. The data…

  3. Student Teachers in the Contact Zone: Developing Critical Intercultural "Teacherhood" in Kindergarten Teacher Education

    Science.gov (United States)

    Layne, Heidi; Lipponen, Lasse

    2016-01-01

    This paper reports on the results of a narrative-grounded investigation of student teachers' intercultural experiences and learning during their teaching practice. Our interest is in the meaning of the intercultural contact zone and how education for diversities is conceptualised and reflected upon in Finnish teacher education. Critical event…

  4. Teacher Recruitment in Context: Differences between Danish and Finnish Beginning Teacher Education Students

    Science.gov (United States)

    Reimer, David; Dorf, Hans

    2014-01-01

    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…

  5. Becoming a Teacher: Student Teachers' Experiences and Perceptions about Teaching Practice

    Science.gov (United States)

    Caires, Susana; Almeida, Leandro; Vieira, Diana

    2012-01-01

    In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of…

  6. Students at Risk: Perceptions of Serbian Teachers and Implications for Teacher Education

    Science.gov (United States)

    Jovanovic, Olja; Simic, Natasa; Rajovic, Vera

    2014-01-01

    While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94…

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

    Science.gov (United States)

    Milner, H. Richard

    2002-01-01

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

  8. Urban Students' Perceptions of Teachers: Views of Students in General, Special, and Honors Education

    Science.gov (United States)

    Shaunessy, Elizabeth; McHatton, Patricia Alvarez

    2009-01-01

    Students' satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students' perceptions of school climate and sense of belonging, there is a paucity of research about students' views of teacher-student interactions. Five hundred and…

  9. Teachers Creating Safe School Environments: Prevention of Elementary Student-to-Student Bullying

    Science.gov (United States)

    Gant Bradley, Heather

    2014-01-01

    Student-to-student bullying is still a current issue within elementary schools nationwide. Educators are often unaware, improperly trained and/or unwilling to help in student bullying incidences. Without training or willingness, teachers often are driven into silence and inaction, effectively putting the wellbeing of students at risk. The present…

  10. Students? views on student-teacher relationship: A questionnaire-based study

    Directory of Open Access Journals (Sweden)

    Khalid A Bin Abdulrahman

    2007-01-01

    Full Text Available Aim: The aim of this study is to assess students? views on student-teacher relationship and its effect on academic grades. Methods: The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. Results: The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X [2] =6.25, p=0.012. Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2% students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X [2] =11.8, p=0.003. Eight-four percent of the students with higher and above average grades strongly agreed that teacher?s performance was affected by students? attendance or absence and the responses were significantly associated with their grades (X [2] =4.35, p=0.037. The responses to most of the items by the students were independent of their grades. Conclusion: This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1 st year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

  11. Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

    Science.gov (United States)

    Gerard, Libby F.; Linn, Marcia C.

    2016-03-01

    Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

  12. Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

    Science.gov (United States)

    Pantic, Natasa; Wubbels, Theo

    2012-01-01

    This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

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

    Science.gov (United States)

    Littlejohn, Vania

    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.

  14. Assessment of Thinking Styles Inventory, Academic Achievement and Student Teacher’s Characteristics

    OpenAIRE

    BULU?, MUSTAFA

    2006-01-01

    This study was designed to achieve three objectives. The first was to investigate the validity of the Thinking Styles Inventory (TSI) which is based on the Sternberg’s theory of mental self-government in a sample of student teachers. The second was to examine the relationship between thinking styles and academic achievement. The third objective was to investigate the relationships between thinking styles as assessed by TSI and a number of student teachers’ background characteristics including...

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

    Directory of Open Access Journals (Sweden)

    Markus Borg

    2011-12-01

    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.

  16. Il system librarian

    OpenAIRE

    Spinello, Annalisa

    2005-01-01

    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.

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

    Science.gov (United States)

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

    2008-01-01

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

  18. Measuring student teachers' basic psychological needs

    OpenAIRE

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

    2012-01-01

    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...

  19. Student Music Teachers' Learning Styles in Theoretical and Practical Situations

    Science.gov (United States)

    Calissendorff, Maria

    2015-01-01

    This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based…

  20. Giving Students Voice as a Strategy for Improving Teacher Practice

    Science.gov (United States)

    Ferguson, Dianne L.; Hanreddy, Amy; Draxton, Shawna

    2011-01-01

    This study used a semi-structured interview tool with elementary students in an inclusive charter school in a western state in the United States. Students with and without disabilities were asked to comment on their participation in their classroom and their perceptions of the classroom climate in order to begin a dialogue with their teachers that…

  1. Teachers' Reports of Student Misbehavior in Physical Education

    Science.gov (United States)

    Kulinna, Pamela Hodges; Cothran, Donetta J.; Regualos, Rey

    2006-01-01

    Classroom management, and, more specifically, the management of student behavior, is an essential skill for and central concern of physical education teachers. Surprisingly little information is known, however, about the specific nature of student behaviors that might negatively affect the class environment. The purpose of this study was to…

  2. Mathematics: Essential to Marketing. Student's Manual and Teacher's Guide.

    Science.gov (United States)

    Helton, Betty G.; Griffin, Jennie

    This document contains both a student's manual and a teacher's guide for high school mathematics essential to marketing. The student's manual contains 34 assignments within the following 11 units: (1) arithmetic fundamentals; (2) application of arithmetic fundamentals; (3) cashiering; (4) inventory procedures; (5) invoices; (6) computing employee…

  3. Teachers' Perspectives on Student Problematic Behavior and Social Skills

    Science.gov (United States)

    Riney, Summer Sides; Bullock, Lyndal M.

    2012-01-01

    This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students…

  4. Teachers' Social Representation of Students with Asperger Diagnosis

    Science.gov (United States)

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

    2013-01-01

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

  5. Teacher Strategies for Nurturing Healthy Connections with Students.

    Science.gov (United States)

    Deiro, Judith

    1997-01-01

    A study explored ways for secondary teachers to nurture healthy relationships with 150 students without becoming surrogate parents or counselors. Results disclosed six effective strategies: creating one-to-one time, using appropriate self-disclosure, believing strongly in students' abilities, networking with family and friends, building a sense of…

  6. Students' Perceptions of Characteristics of Effective College Teachers.

    Science.gov (United States)

    Witcher, Ann E.; Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; Filer, Janet D.; Wiedmaier, Cheryl D.; Moore, Chris

    Virtually all college teachers are required or expected to administer to their students some type of course evaluation instrument at one or more points during each course. These evaluation measures are based on what faculty and administrators consider to be characteristics of effective college teaching, with little or no input from students

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

    Science.gov (United States)

    Zhou, Ji; Urhahne, Detlef

    2013-01-01

    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,…

  8. Students' and Teachers' Perceptions: An Inquiry into Academic Writing

    Science.gov (United States)

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

    2012-01-01

    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…

  9. Student-Teacher Collaboration: A Skateboard Project that Really Rocks!

    Science.gov (United States)

    Moore, Tim

    2005-01-01

    As a teacher, the author gets his biggest charge from seeing students' eyes light up when he asks them a question related to a topic on which they are the experts and he is the novice. Skateboarding provides a prime example. Since most of his students have a personal interest and involvement in skateboarding, he introduced a skateboard project to…

  10. Aspects of Teachers' Knowledge for Helping Students Learn about Ratio

    Science.gov (United States)

    Chick, Helen

    2010-01-01

    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…

  11. The Accuracy of Teacher Predictions of Student Reward Preferences.

    Science.gov (United States)

    Daly, Marcia D.; And Others

    1984-01-01

    Investigated the accuracy of teacher predictions (N=20) of reward preferences of 49 fifth and sixth graders. Findings suggested that students need to be involved in selecting their own rewards when planning behavioral interventions and that for some students, particularly boys, rewards available outside the classroom may be most effective. (JAC)

  12. Discrepancies between Students' and Teachers' Perceptions of Homework

    Science.gov (United States)

    Hong, Eunsook; Wan, Min; Peng, Yun

    2011-01-01

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

  13. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

    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.

  14. Climate Literacy Through Student-Teacher-Scientist Research Partnerships

    Science.gov (United States)

    Niepold, F.; Brooks, D.; Lefer, B.; Linsley, A.; Duckenfield, K.

    2006-12-01

    Expanding on the GLOBE Program's Atmosphere and Aerosol investigations, high school students can conduct Earth System scientific research that promotes scientific literacy in both content and the science process. Through the use of Student-Teacher-Scientist partnerships, Earth system scientific investigations can be conducted that serve the needs of the classroom as well as participating scientific investigators. During the proof-of-concept phase of this partnership model, teachers and their students developed science plans, through consultation with scientists, and began collecting atmospheric and aerosol data in support of the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign in Houston Texas. This effort uses some pre-existing GLOBE materials, but draws on a variety of other resources to tailor the teacher development activities and intended student participation in a way that addresses local and regional problems. Students and teachers have learned about best practices in scientific inquiry and they also helped to expand the pipeline of potential future scientists and researchers for industry, academia, and government. This work began with a Student-Teacher-Scientist partnership started in 2002 during a GLOBE Aerosol Protocol Cross- Ground Validation of AERONET with MODIS Satellite Aerosol Measurements. Several other GLOBE schools, both national and international, have contributed to this research. The current project support of the intensive GoMACCS air quality and atmospheric dynamics field campaign during September and October of 2006. This model will be evaluated for wider use in other project-focused partnerships led by NOAA's Climate Program Office.

  15. Teachers' And Students' Views On The Storyline Approach

    OpenAIRE

    AVCI, Süleyman; YÜKSEL, Arzu

    2013-01-01

    The present study aimed to determine the effects of storyline on the students and teachers when it was adopted in the science and technology lesson of the 4th class. In this study, the case study method was used. The participants of the study included 48 students being educated in the 4th class of a primary school in both A and B classes. The instructional design based on the storyline was prepared according to the acquisitions of the science and technology lesson. Students and teachers were ...

  16. Faculty-Librarian Collaboration: A Mexican Experience.

    Science.gov (United States)

    Lau, Jesus

    2001-01-01

    Describes the user education program developed at the Universidad Autonoma de Ciudad Juarez (Mexico). Topics include the faculty-librarian partnership; information needs of library users, both faculty and students; library facilities; electronic classrooms; faculty training; and educational models and learning processes. (LRW)

  17. Assessment of MLA assertiveness training for librarians: students' behavior changes after taking C.E. 669, Assertiveness and Human Relations Skills.

    OpenAIRE

    Caputo, J S

    1985-01-01

    C.E. 669, offered for three years, was MLA's first personal development continuing education course. Participants were asked to respond to a follow-up survey about their current assertive philosophy, awareness, and behavioral repertoire. They were also assessed by the Librarian's Assertiveness Inventory, a tool that indicates patterns of behavioral responses, for which some normative data were available from librarians who had not taken the class. Class participants were found to be more like...

  18. The Differential Effect of the Teacher-Student Interpersonal Relationship on Student Outcomes for Students with Different Ethnic Backgrounds

    Science.gov (United States)

    den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

    2010-01-01

    Background: The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often…

  19. Leadership Effects on Student Learning Mediated by Teacher Emotions

    OpenAIRE

    Jingping Sun; Kenneth Leithwood

    2015-01-01

    School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four di...

  20. The competencies of itinerant teacher of students with visual impairments

    OpenAIRE

    Škrlec, Eva

    2013-01-01

    The itinerant service for students with visual impairments provides additional professional instructions and teaches special educational knowledge and skills. At the same time it provides consulting and support for parents, teachers, peers and other colleagues to ensure inclusion of students into regular forms of education in the entire vertical of the school system as well as at their home. The itinerant service for students with visual impairments was created as a result of paradigmatic...

  1. Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

    Science.gov (United States)

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

    2013-01-01

    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…

  2. Hearing Voices: Using Narrative Inquiry to Examine How Preservice Teachers Experience Transition from University Student to Student Teacher

    Science.gov (United States)

    Morrison, Jennifer D.

    2013-01-01

    This study was conducted with three participants, who were undergraduate students in a teacher training program in a western university, as they transitioned from university coursework to their student teaching internships over a five month period. Their internships were held in public elementary schools within the same or neighboring states in…

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

    Science.gov (United States)

    Danyluk, Patricia

    2013-01-01

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

  4. Eight Ways Your Librarian Can Help Promote Literacy

    Science.gov (United States)

    Fenn, Jane

    2005-01-01

    This article presents eight ways a school librarian can help promote literacy and life-long learning: (1) Offer books that teenagers want to read; (2) Promote reading for pleasure; (3) Recommend related reading to teachers in many subject areas; (4) Collaborate with teachers to incorporate literature and technology into the curriculum; (5) Offer…

  5. Copyright for librarians the essential handbook

    CERN Document Server

    Berkman Center for Internet and Society

    2012-01-01

    "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.

  6. Co-teaching in information literacy during work placements: the librarian’s role

    Directory of Open Access Journals (Sweden)

    Anett Kristin Kolstad

    2015-12-01

    Full Text Available Introduction: This article presents findings from a development project designed to improve Information Literacy (IL education by linking it to nursing students’ application of evidence-based practice during work placements. The Learning Centre at Oslo University College in Norway aimed to find out, what interactions and conditions influenced the librarian’s role in the context of interdisciplinary supervision of nursing students’ assignments and the development of a common supervision culture. Research Design: The librarian involved in the initiative had a dual role as both researcher and practitioner. Besides direct experiences from being a participant in the project, the empirical material consists of observation notes, meeting notes, presentations, guideline in IL, e-mails, an interview, 285 comments from students, nurse educators, nurse supervisors and librarians, through blog and the Wiki Learning Management System (LMS. The evidence on which this article is based involved analysis of both oral and written communication, framed in practice-oriented approaches. Findings: The conditions influencing the changing position of the librarian from an ‘outsider’ to becoming a member of the community of practice with common structures for the collaboration and supervision included meetings, a blog and a Wiki. Multidisciplinary, complementary skills in the supervision teams provided improved quality of supervision and led to a new joint supervision community. Conclusion: Together with the nurse educators and the nurse supervisors, the librarian was able to be a partner and a catalyst of IL workplace learning. The LMS was a decisive tool in the process. However, to be successful, this changed role for the librarian may require further pedagogical training and expertise in the development of interdisciplinary educational supervision.

  7. Teacher--Student Relationships in Multicultural Classes: Reviewing the Past, Preparing the Future, Chapter 5

    Science.gov (United States)

    den Brok, Perry; Levy, Jack

    2005-01-01

    This contribution reviews research that links students' and teachers' ethnic background to students' perceptions of teacher interpersonal behavior, teacher treatment of individual students, and student achievement and subject-related attitudes. The review mainly includes studies from the United States, Australia and the Netherlands and a few Asian…

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

    Science.gov (United States)

    Van Maele, Dimitri; Van Houtte, Mieke

    2011-01-01

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

  9. The Renaissance Teacher Identifying Students' Perceptions of Exemplary Teachers

    Science.gov (United States)

    Wigton, Erica

    2012-01-01

    The focus on the achievement gap for minority students is an issue facing many school districts across the county. The No Child Left Behind (NCLB) legislation highlighted the fact that many minority students are not achieving at or above expected levels in classrooms across America. Teacher quality is found to be an important ingredient of a…

  10. Why Do Student Teachers Enrol for a Teaching Degree? A Study of Teacher Recruitment in Portugal and Sweden

    Science.gov (United States)

    Flores, Maria Assunção; Niklasson, Laila

    2014-01-01

    This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a…

  11. Exploring the Association between Teachers' Perceived Student Misbehaviour and Emotional Exhaustion: The Importance of Teacher Efficacy Beliefs and Emotion Regulation

    Science.gov (United States)

    Tsouloupas, Costas N.; Carson, Russell L.; Matthews, Russell; Grawitch, Matthew J.; Barber, Larissa K.

    2010-01-01

    The purpose of this study is to examine the relationship between teachers' perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional…

  12. Teacher Leaders: Boosting Teacher Effectiveness and Student Achievement. The Progress of Education Reform. Volume 11, Number 6

    Science.gov (United States)

    Education Commission of the States (NJ3), 2010

    2010-01-01

    Teacher leaders are teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both "informal" and "formal." These teachers view the school as a whole, see the "big picture" and focus on how they can help improve aspects of the school to result in increases in student achievement. Teacher…

  13. Teachers' Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge

    Science.gov (United States)

    Kersting, Nicole B.; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.

    2010-01-01

    This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written…

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

    Science.gov (United States)

    Knapp, John; Harper, Eddie

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

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

    Science.gov (United States)

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

    2012-01-01

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

  16. Student Teaching Program: Feedback from Supervising Teachers.

    Science.gov (United States)

    Funk, Fanchon F.; And Others

    1982-01-01

    Provides an example of a comprehensive form for obtaining specific evaluative data related to teacher education programs. Reports on the findings of preliminary investigations that used the form. (FL)

  17. The Living Network of Schools Owned by Teachers and Students

    OpenAIRE

    Glazek, Stanislaw D.

    1998-01-01

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

  18. National Board Certified Teachers andTheir Students' Achievement

    OpenAIRE

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

    2004-01-01

    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 evid...

  19. Teacher research experiences, epistemology, and student attitudes toward science

    Science.gov (United States)

    Payne, Diana L.

    This concurrent mixed methods research study examined the impact of a Teacher Research Experience (TRE) on science teacher beliefs about science, scientific research, science teaching, and student attitudes toward science. Surveys, interviews, reflective journals, and classroom observations of six teachers involved in a TRE were utilized to examine changes in beliefs as a result of participation in the TRE. Student attitudes were measured with a pre and post survey. An analysis of qualitative data from the teachers' interviews, journals, and pre and post TRE surveys indicated that some change occurred in their beliefs about science and scientists for all six teachers, and that teachers' beliefs about science teaching were affected in a variety of ways after participating in the TRE. The quantitative results of the study using Science Teachers' Beliefs About Science (STBAS) instrument suggest that the change from the beginning to the end of the school year, if any, was minimal. However, interviews with and observations of teachers identified valuable components of the TRE, such as the advanced resources (e.g., DVD, samples), a feeling of rejuvenation in teaching, a new perspective on science and scientific research, and first hand experiences in science. Results from the classroom observations using the Science Classroom Practice Record (SCPR) were mixed. Some differences may be explained, however, as relating to content taught in the pre and post classes observed or simply to inherent differences in student dynamics and behavior from class to class. There were no significant differences from pre to post TRE regarding student attitudes toward science as measured by paired samples t-tests on the modified Attitudes Toward Science (mATSI) instrument. Attitudes and beliefs are not easily changed, and change is more likely to result from direct experience and education rather than an indirect experience. Although the results are generalizable only to the participants in this study, the findings have the potential to inform other types of TRE professional development efforts of different design, duration, and location.

  20. Does Student-Teacher Thinking Style Match/Mismatch Matter in Students' Achievement?

    Science.gov (United States)

    Zhang, Li-fang

    2006-01-01

    This study concerns the contingent nature of the relationships of student-teacher style match (or mismatch) to students' academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles…

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

    Science.gov (United States)

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

    2014-01-01

    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…

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

    Science.gov (United States)

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

    2014-01-01

    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…

  3. Perceptions of Teachers and Students Regarding the Frequency, Sources, and Solutions to Student Misbehavior.

    Science.gov (United States)

    Baron, Mark A.

    The lack of student discipline continues to be a major concern among educators and the general public. A researcher-developed opinion survey concerning the frequency of, sources of, and interventions for student misbehavior was completed by a sample of 312 students and 106 teachers from four private American-type schools located in Caracas,…

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

    Science.gov (United States)

    She, Hsiao-Ching; Fisher, Darrell

    2002-01-01

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

  5. Who is your best university teacher and why? characteristics of good university teachers under the view of teacher education students

    Directory of Open Access Journals (Sweden)

    Graziela Giusti Pachane

    2012-05-01

    Full Text Available This text aims to analyze the perception of students from different teaching courses at a Federal University in Minas Gerais about the characteristics of good university teachers. It amplifies the analysis developed by a group of graduate students who collect data for a report written as final task of a graduate discipline. This previous report was introduced in a larger project whose objective was to study university pedagogy. Based on studies conducted by national and international researchers on university teachers´ education and practice, we analyzed the data collected by means of a questionnaire specifically designed to know who were considered the best professors, and why they were distinguished from others, according to the opinion of teaching students. The results of the research points out the importance of didactics, of good relationship with students, specific content knowledge, communication abilities and concern with students´ learning as the main important factors that distinguish the best teachers from others. Results also lead us to a number of questions, mainly related to the fact that those teachers are responsible for preparing other teachers.

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

    OpenAIRE

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

    2011-01-01

    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...

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

    OpenAIRE

    Mandina Shadreck; Mambanda Isaac

    2012-01-01

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

  8. A Snapshot of Teacher Bullying and its Effect on Academic Stress of Students

    OpenAIRE

    Sharma, Dr. Indira; Mehta, Sonam

    2014-01-01

    The present study focuses on teacher bullying behavior on a sample of 200 students in India. "Statistically about 1 to 2 percent of teachers are actually involved in bullying students," says Dr. Haber. The research aims to explore this area to give a snapshot of teacher bullying and get the answer of questions, which are as follows; whether even today, students are victimized by teachers bullying behavior in Indian classroom, and whether teacher bullying behavior affect both male and female s...

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

    Directory of Open Access Journals (Sweden)

    Sava? Ba?türk

    2009-06-01

    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.

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

    Science.gov (United States)

    Sherry, Michael B.

    2014-01-01

    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…

  11. Changing Preservice Teachers' Beliefs about Motivating Students

    Science.gov (United States)

    Peterson, Sarah; Schreiber, Jim; Moss, Connie

    2011-01-01

    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…

  12. Building Leadership Capacity Among Student Teachers: A Narrative Inquiry Into Relational Continuity in Student Teachers’ Field Placements

    OpenAIRE

    Sue McKenzie-Robblee; Pam Steeves

    2008-01-01

    The authors of this paper are two teacher researchers, one situated at the university and one situated as principal of an elementary school. Through narrative inquiry (Clandinin and Connelly, 2000) two main themes of belonging and becoming were illuminated. The work suggests trusting relationships evolving from dialogue sustained over two field placements at the same school offer student teachers the possibilities of connecting their life experiences with their new experiences at the school; ...

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

    OpenAIRE

    Eyvind Elstad; Are Turmo

    2009-01-01

    The purpose of this article is to explore relationships between teachers’ sex and a range of variables relating to adolescent students’ perceptions of their classroom engagement, quality of teaching and responses to their teacher, and their own achievements in science. A cross-sectional survey of 798 Norwegian students showed the potential influence of the sex of the teacher on engagement, motivation, volition, and learning outcomes which was estimated after they had known their teachers for ...

  14. The Ideal Psychology Teacher: Qualitative Analysis of Views from Brunei GCE A-Level Students and Trainee Psychology Teachers

    OpenAIRE

    Nurul Azureen Omar; Sri Ridhwanah Matarsat; Nur Hafizah Azmin; Veronica Chung Ai Wei; Mohd Mu izzuddin Mohd Nasir; Ummi Kalthum Syahirah Sahari; Masitah Shahrill; Lawrence Mundia

    2014-01-01

    We qualitatively explored the notion of the ideal teacher from the context of pre-university Brunei General Certificate of Education Advanced Level (GCE A-Level) psychology students and trainee psychology teachers. Both previous research and our own analyses on this concept revealed that the so-called ideal teacher was neither a perfect nor a super teacher but rather an effective instructor who was firm, fair, and a good communicator. Psychology students of various ability levels (high achiev...

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

    Directory of Open Access Journals (Sweden)

    Bo Wah Leung

    2005-01-01

    Full Text Available This paper aims at identifying and recording good music teaching practices that promote social inclusion, and at developing effective teaching strategies that incorporate student perspectives into the pedagogies. A music teacher in Hong Kong was selected for this study, and two different classes of Form 2 (ages 12-13 were observed. The teaching process was videotaped and reviewed. Afterwards the teacher and a group of students were invited to participate in a semi-structured interview to solicit their ideas towards good practice of music teaching. Findings reveal that the good practices observed were attributed to four factors: 1 teacher’s personality, 2 teacher’s pedagogy, 3 teacher’s musical competence, and 4 teacher’s philosophy of teaching.

  16. Student Science Teachers' Accounts of a Well-Remembered Event about Classroom Management.

    Science.gov (United States)

    Zuckerman, June Trop

    2000-01-01

    Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)

  17. Preservice Elementary School Teachers' Knowledge of Fractions: A Mirror of Students' Knowledge?

    Science.gov (United States)

    Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A.

    2014-01-01

    This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first…

  18. Prospective Mathematics Teachers' Ways of Guiding High School Students in GeoGebra-Supported Inquiry Tasks

    Science.gov (United States)

    Hahkioniemi, Markus; Leppaaho, Henry

    2012-01-01

    In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…

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

    Science.gov (United States)

    Christopher, Doris H.; Taylor, Marilyn J.

    2011-01-01

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

  20. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    Science.gov (United States)

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

  1. "I Can See You": An Autoethnography of My Teacher-Student Self

    Science.gov (United States)

    Vasconcelos, Erika Franca de Souza

    2011-01-01

    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…

  2. Student Teachers’ Attitude towards Twitter for Educational Aims

    Directory of Open Access Journals (Sweden)

    Victoria I. Marín

    2014-07-01

    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.

  3. From a Distance: Student Empowerment and Constructing Teacher Identities Online

    Directory of Open Access Journals (Sweden)

    Ayshe TALAY-ONGAN

    2004-07-01

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

  4. Scientific Literacy through Student-Teacher-Scientist Research Partnerships

    Science.gov (United States)

    Niepold, F.

    2006-05-01

    Expanding on the GLOBE Programs investigations, high school students can conduct Earth System scientific research that promotes scientific literacy of both content and the nature of science. Through the use of the Student-Teacher-Scientist partnerships model Earth system scientific investigations can be conducted that serve both the needs of the classroom and the scientific investigation requirements. During the proof of concept phase of the partnership model implementation numerous high school students developed scientific plans, through consultation with scientists that teachers facilitated, and collected data sets that provided useful to all members of the partnership. The students and teachers learned many of the best practices in scientific inquiry and they also helped expand the pipeline of potential future scientists and researchers for industry, academia, and government. This talk will focus primarily on one example Student-Teacher-Scientist partnerships started in 2002 and is still running in Washington DC, "Expanding the GLOBE Aerosol Protocol through Cross-Ground Validation AERONET with MODIS Satellite Aerosol Measurements." Other science investigation opportunities and examples will be discussed.

  5. Showing Automatically Generated Students' Conceptual Models to Students and Teachers

    Science.gov (United States)

    Perez-Marin, Diana; Pascual-Nieto, Ismael

    2010-01-01

    A student conceptual model can be defined as a set of interconnected concepts associated with an estimation value that indicates how well these concepts are used by the students. It can model just one student or a group of students, and can be represented as a concept map, conceptual diagram or one of several other knowledge representation…

  6. Student teachers' practical knowledge, discipline strategies, and the teacher-class relationship

    OpenAIRE

    Jong, Romina Janny de

    2013-01-01

    Social aspects of the learning environment, also called classroom climate, are important for students’ cognitive and affective learning outcomes. In this thesis the classroom climate is operationalised by means of two components: the teacher-class relationship and classroom discipline. The teacher-class relationship is described with the dimensions of control and affiliation, and classroom discipline is described with sensitive, directive and aggressive discipline strategies. Practical kno...

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

    OpenAIRE

    Caires, Susana; Almeida, Leandro; Vieira, Diana Aguiar

    2012-01-01

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

  8. Building Leadership Capacity Among Student Teachers: A Narrative Inquiry Into Relational Continuity in Student Teachers’ Field Placements

    Directory of Open Access Journals (Sweden)

    Sue McKenzie-Robblee

    2008-06-01

    Full Text Available The authors of this paper are two teacher researchers, one situated at the university and one situated as principal of an elementary school. Through narrative inquiry (Clandinin and Connelly, 2000 two main themes of belonging and becoming were illuminated. The work suggests trusting relationships evolving from dialogue sustained over two field placements at the same school offer student teachers the possibilities of connecting their life experiences with their new experiences at the school; a connected knowing that enables them to develop their identities as beginning teachers.

  9. Not your ordinary librarian debunking the popular perceptions of librarians

    CERN Document Server

    White, Ashanti

    2012-01-01

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

  10. The branch librarians' handbook

    CERN Document Server

    Rivers, Vickie

    2004-01-01

    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

  11. A Teacher’s Experience in Teaching with Student Teams-Achievement Division (STAD Technique

    Directory of Open Access Journals (Sweden)

    Yuliana Natsir

    2015-07-01

    Full Text Available This study looks at Student Teams-Achievement Division (STAD implementation from a qualitative approach by observing and interviewing a teacher who successfully improved his EFL students’ reading achievement with this technique. The procedures by Shaaban and Ghaith (2005 were the foundation for STAD implementation, and an interview was done to exhibit the teacher’s stance on the use of STAD. Based on our observation during his teaching in a reading class by implementing STAD, it was found that he did not implement one procedure of this technique, which was assigning a role for each member of the groups. From the interview, he informed that he did not conduct this procedure because he believed that assigning roles should be entrusted to the students to increase their sense of responsibility towards the accomplishment of the group task. Furthermore, he also modified five procedures from nine procedures of STAD proposed by Shaaban and Ghaith (2005. The modified procedures were related to the way the quiz was given to students, providing printed answer key, ways of correcting the student’s quiz, providing the team recognition form, and ways of recognizing the students’ achievement. He informed that they were modified due to the efficacy of students, time limitation and the school’s financial problem.

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

    OpenAIRE

    VENSLOVAIT?, VITA

    2013-01-01

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

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

    OpenAIRE

    Zuosheng Sun

    2012-01-01

    Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning. Questioning strategy is a fine effective strategy in teacher-student interaction, and it benefits the construction of new teacher-student relationship. Based ...

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

    Directory of Open Access Journals (Sweden)

    Rifat Efe

    2009-12-01

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

  15. Within-Teacher Variation of Causal Attributions of Low Achieving Students

    Science.gov (United States)

    Jager, Lieke; Denessen, Eddie

    2015-01-01

    In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement…

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

    OpenAIRE

    Li, Yan; Hughes, Jan N.; Kwok, Oi-man; Hsu, Hsien-Yuan

    2011-01-01

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

  17. Students', Guardians', and Teachers' Perceptions of Student-Led Conferences

    Science.gov (United States)

    Orso, Charlotte Lindsey

    2013-01-01

    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…

  18. An Examination of Teacher Instruction and Student Engagement Involving Adolescents with and without Challenging Behavior

    Science.gov (United States)

    Hirn, Regina Gilkey

    2011-01-01

    The interactions between teachers and students provide a venue for instructional delivery and ultimately student achievement in the school setting. However, not all students experience positive interactions with teachers in the typical classroom setting, especially those students exhibiting behavioral challenges. These students are observed with…

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

    Directory of Open Access Journals (Sweden)

    Arman Toni

    2013-05-01

    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.

  20. Teachers’ leadership and students’ experience of group work.

    OpenAIRE

    Hammar Chiriac, Eva; Granström, Kjell

    2012-01-01

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

  1. Child abuse and neglect: Training needs of student teachers

    OpenAIRE

    Kee, Bronagh Mc; Dillenburger, Karola

    2009-01-01

    Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiplechoice tests were used to assess knowledge of CAN statistics; recognising and reporting; policies, procedures, and legislative frameworks; and direct work with children. Considerable gaps in knowledge were found. Results between student ...

  2. Are study trips a leisure time for students and teachers?

    OpenAIRE

    Freire, Maria

    2012-01-01

    Few curricular programmes recognize officially the study trips and only occasionally some schools make efforts to realize some particular ones. Even so, they aren’t considered as a basic educational strategy, fundamental to seduce students about the landscape architecture and to explore the power of the landscape. The study trips can no more be seen as leisure time for students and teachers. As real opportunity of experiment the space - the object of work of the landscape architect - they ...

  3. Teachers' Adaptive Instruction Supporting Students' Literacy Learning

    Science.gov (United States)

    Vaughn, Margaret; Parsons, Seth A.; Gallagher, Melissa A.; Branen, Jeneille

    2016-01-01

    Adaptive teaching is an instructional approach where differences among learners are clearly recognized. For the last decade, our research team has studied literacy teachers' instructional adaptations in numerous classrooms in different regions of the United States. In this article, we share conclusions and insights from this longitudinal research.…

  4. Measuring Student Teachers' Basic Psychological Needs

    Science.gov (United States)

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

    2012-01-01

    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…

  5. Tomorrow's engineers through teacher/student programs at Penn State

    International Nuclear Information System (INIS)

    Interest in math and science increases when the problems and topics are current and socially relevant. A course that integrates various sciences requires a solid foundation in mathematics and an understanding that real life consists of an interaction of the basic sciences. One topical area that requires the understanding of math and science and affects our society is radiation. Although nuclear issues are prevalent in the news, very few secondary science educators receive much formal training in radiation and nuclear science. A strong push for educational programs on this topic by the U.S. Atomic Energy Commission and state departments of education began in the late 1960s and early 1970s. Through this effort, Pennsylvania State University (Penn State) developed the Nuclear Concepts Institute for secondary science teachers and has continued its involvement with educational programs in nuclear science for teachers and students. From discussions with teachers and students along with formal and informal surveys, the programs have had a positive impact on teachers' interest in learning more about nuclear science and on students' choices to enter nuclear engineering or a related field. The paper discusses the Nuclear Concepts Program; formation of the American Nuclear Science Teachers Association (ANSTA); ANSTA projects; other Penn State educational programs; and impact of education programs

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

    Science.gov (United States)

    Zhukov, Katie

    2013-01-01

    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…

  7. Teacher Training and Student Achievement in Less Developed Counties. World Bank Staff Working Paper No. 310.

    Science.gov (United States)

    Husen, Torsten; Saha, Lawrence J.; Noonan, Richard

    Part 1 of this paper reviews major research findings on the relationship of teacher characteristics to student achievement. Of the 16 teacher variables analyzed, those identified as important to student performance are teacher certification, ability and achievement, experience, inservice training, expectations for students, and methods. Policy…

  8. Using Value-Added Models to Measure Teacher Effects on Students' Motivation and Achievement

    Science.gov (United States)

    Ruzek, Erik A.; Domina, Thurston; Conley, AnneMarie M.; Duncan, Greg J.; Karabenick, Stuart A.

    2015-01-01

    Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students' motivational orientations (mastery and performance achievement…

  9. Gender Differences in Teachers' Perceptions of Students' Temperament, Educational Competence, and Teachability

    Science.gov (United States)

    Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa

    2012-01-01

    Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…

  10. Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

    Science.gov (United States)

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

    2011-01-01

    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…

  11. When in Rome...: Influences on Special Education Student-Teachers' Teaching

    Science.gov (United States)

    Cook, Lysandra

    2007-01-01

    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.…

  12. Difficulties Encountered by Both Teachers and Students in Teaching and Learning Turkish as a Second Language

    Science.gov (United States)

    Canbulat, Mehmet; Dilekçi, Atilla

    2015-01-01

    The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in…

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

    Science.gov (United States)

    Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

    2013-01-01

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

  14. Repairing Discordant Student--Teacher Relationships: A Case Study Using Emotion-Focused Therapy

    Science.gov (United States)

    Lander, Itzhak

    2009-01-01

    This article describes the use of emotion-focused therapy (EFT) to reduce conflict in the student-teacher relationship. A case study of a homeroom teacher and a sixth-grade student is presented. This innovative family treatment model is demonstrated to be a useful tool for improving the student-teacher relational system, resulting in amelioration…

  15. Control Type Identification in Student-Teacher Interaction

    Directory of Open Access Journals (Sweden)

    Florin Sandu

    2012-12-01

    Full Text Available The goal of this research is identifying the type of control for student-teacher interaction in the classroom, using a preliminary investigation based on a role-play. This research is used as a start phase in the building of a mathematical model for the student module in a future computer-assisted virtual Affective Tutoring System (ATS. An ATS is a software environment that can understand student emotions, behaviour, skills and needs, and adapt its teaching strategy for an optimal guidance of training. The control of the interaction is considered at any time on the side which is launching the questions. This controlling side is either the teacher or the student, whoever asks the other side questions about the lesson. Our research has a start point in the “Control-Value Theory” of psycho-pedagogy and aims to build statistical models of the control based on statistical regression – for guidance of the student based on pre-lesson and post-lesson tests and for guidance of the student based on teacher actions (using techniques of conversation control. For all these kinds of control, this paper aims to propose a mathematical model based on hidden Markov models (HMM having, as a statistical base, volunteer role-play scenarios of classroom activities.

  16. LOL Teacher! Using Humor to Enhance Student Learning

    Science.gov (United States)

    Terrell, Shelly

    2015-01-01

    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…

  17. The Relationship between Teacher Cultural Competency and Student Engagement

    Science.gov (United States)

    Robinson, Erin Nicole

    2012-01-01

    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…

  18. Fostering Resiliency in Students: Positive Action Strategies for Classroom Teachers.

    Science.gov (United States)

    Bruce, Mary Alice

    1995-01-01

    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…

  19. Intellectual Property: What Do Teachers and Students Know?

    Science.gov (United States)

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

    2010-01-01

    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'…

  20. Teacher Views on Social Skills Development in Primary School Students

    Science.gov (United States)

    Samanci, Osman

    2010-01-01

    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…

  1. Background Briefing for Student Teachers Going to Latin America.

    Science.gov (United States)

    Banning, Bernadine

    A guide for student teachers planning to travel or work in Latin America contains general information about living in Latin America and profiles of Mexico and the Dominican Republic. The general information addresses these issues: travel, what to take along, culture shock, greetings, generalizations about Hispanic culture, values, given names and…

  2. World-Wide Tricksters (Rainbow Teachers, Rainbow Students).

    Science.gov (United States)

    Brooks, Charlotte K.

    1995-01-01

    Explains how teachers can help their students to explore trickster tales by reading those tales written down, gathering those passed on by word of mouth, writing some of their own, and considering what these tales tell their readers about the real world. Provides suggestions for a coordinated group discussion of trickster tales. (TB)

  3. Teachers' Stances towards Chinese International Students: An Australian Case Study

    Science.gov (United States)

    Love, Kristina; Arkoudis, Sophie

    2006-01-01

    The international marketing of school education has gathered momentum in the Asia Pacific region, where an English medium education is prized by many parents. This paper investigates the responses of a group of teachers in Australia to the needs of international students in their school. The analysis of a 1 h professional discussion between four…

  4. The Effective Teacher's Characteristics as Perceived by Students

    Science.gov (United States)

    Belanger, Charles H.; Longden, Bernard

    2009-01-01

    Students (N = 1,883) from 10 European countries answered a web questionnaire pertaining to three dimensions of what they expect and what they experience from their teachers. The dimensions were personality, classroom environment, and teaching style characteristics. Parametric statistics identified high communalities among variables, while gender,…

  5. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective…

  6. The DELF in Canada: Perceptions of Students, Teachers, and Parents

    Science.gov (United States)

    Vandergrift, Larry

    2015-01-01

    The "Diplôme d'études de langue française" (DELF) has recently gained attention in Canada for its potential as a national French second language (FSL) proficiency test. This article explores the perceptions of students, teachers, and parents in various school jurisdictions across Canada on a range of issues related to the DELF test…

  7. Lessons of Love: Psychoanalysis and Teacher-Student Love

    Science.gov (United States)

    Cho, Daniel

    2005-01-01

    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…

  8. Learning Journeys: Student Teacher Stories of Professional Formation

    Science.gov (United States)

    Tedder, Michael; Lawy, Robert

    2013-01-01

    In this paper we describe findings from a research project in the South West of England that enquired into the impact of the changing requirements of programmes leading to teaching qualifications in the FE sector. We utilise the metaphor of "learning journey" as a heuristic to discuss the professional formation of student teachers in…

  9. Lessons of Love: Psychoanalysis and Teacher-Student Love

    Science.gov (United States)

    Cho, Daniel

    2005-01-01

    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…

  10. Teacher-Student Sexual Relations: Key Risks and Ethical Issues

    Science.gov (United States)

    Sikes, Pat

    2010-01-01

    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…

  11. ICT Student Teachers' Judgments and Justifications about Ethical Issues

    Science.gov (United States)

    Alakurt, Turgay; Bardakci, Salih; Keser, Hafize

    2012-01-01

    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…

  12. Students' Attitudes on the Boundaries of Teachers' Authority

    Science.gov (United States)

    Yariv, Eliezer

    2009-01-01

    Educators in many countries are concerned about the decline in respect for authority by young people. The current study explores how children perceive their teachers' authority, what the "boundaries" (limits) to that authority are, and under what conditions they may decide to rebel. Over 200 Israeli elementary and middle school students were asked…

  13. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective…

  14. Child Abuse and Neglect: Training Needs of Student Teachers

    Science.gov (United States)

    McKee, Bronagh E.; Dillenburger, Karola

    2009-01-01

    Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting;…

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

    Science.gov (United States)

    Hilley, Robert; Scarberry, Terry; Kellum, Mary

    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…

  16. Intellectual Property: What Do Teachers and Students Know?

    Science.gov (United States)

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

    2010-01-01

    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'…

  17. Teachers' Mindsets for Students with and without Disabilities

    Science.gov (United States)

    Gutshall, C. Anne

    2013-01-01

    Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, C., 1999). Teachers' (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to…

  18. Teachers' and Students' Preliminary Stages in Physics Problem Solving

    Science.gov (United States)

    Mansyur, Jusman

    2015-01-01

    This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…

  19. Teacher Views on Social Skills Development in Primary School Students

    Science.gov (United States)

    Samanci, Osman

    2010-01-01

    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…

  20. The Role of Emotions in Student Teachers' Professional Identity

    Science.gov (United States)

    Timostsuk, Inge; Ugaste, Aino

    2012-01-01

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

  1. Genetically Modified Food: Knowledge and Attitude of Teachers and Students

    Science.gov (United States)

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

    2010-01-01

    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…

  2. Student and Teacher De-Motivation in SLA

    OpenAIRE

    Hui Yan

    2009-01-01

    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.

  3. Preservice Teacher Education Students' Epistemological Beliefs and Conceptions about Learning

    Science.gov (United States)

    Chan, Kwok-Wai

    2011-01-01

    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…

  4. 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 < http://www.cjlt.ca/content/vol29.1/04_gunn_hepburn.html>

    OpenAIRE

    Gayle Bogel

    2007-01-01

    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...

  5. Determining the Study Skills of Student Teachers

    Science.gov (United States)

    Tural Dincer, Guner; Akdeniz, Ali Riza

    2008-01-01

    Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process.…

  6. First-Year Science Education Student Teachers' Beliefs about Student- and Teacher-Centeredness: Parallels and Differences between Chemistry and Other Science Teaching Domains

    Science.gov (United States)

    Markic, Silvija; Eilks, Ingo

    2010-01-01

    This paper examines quantitative differences among groups of first-year science education students regarding student- or teacher-centeredness while teaching. Our research sample comprised four groups of first-year students from university-level teacher-training programs for both primary school science and for secondary school in the subjects of…

  7. The Relationship of Students' Affinity for Teacher to Students' Perceptions of Teacher's Power: A Report on the Preliminary Developments of Two New Instruments.

    Science.gov (United States)

    Thompson, Marceline

    This study tested the validity and reliability of a survey instrument designed to measure students' perceptions of teacher's power and students' affinity for a teacher. Respondents were 30 students enrolled in two basic communication courses at a midsize public university. The researcher distributed a survey that contained measures of affinity and…

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

    Science.gov (United States)

    Pas, Elise T; Bradshaw, Catherine P

    2014-12-01

    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

  9. A Librarian's Work

    Science.gov (United States)

    Fiske, John

    2008-01-01

    John Fiske (1842-1901) was an American historian, philosopher, lecturer, and prolific author. Renowned as a popularizer of evolutionary theory, Fiske rubbed elbows with Charles Darwin and Herbert Spencer. From 1872-79 he served as Assistant Librarian at Harvard University, occupied mainly with what is known today as "Technical Services," i.e.,…

  10. Ranganathan : A Universal Librarian

    Directory of Open Access Journals (Sweden)

    Abulfazale M. Fazle Kabir

    2003-06-01

    Full Text Available In formulating Five Laws of Library Science Ranganathan has made a lasting and fundamental contribution to the philosophy of library patron service. His Colon Classification has provided a scheme for hierarchical design of faceted subject classification. For such valuable contribution to the profession he has been acclaimed as a universal librarian.

  11. Occupational Burnout among Librarians.

    Science.gov (United States)

    Haack, Mary; And Others

    1984-01-01

    Outlines stages of occupational burnout (enthusiasm, stagnation, frustration, apathy) and begins empirical assessment of burnout syndrome among librarians and other information professionals. Results of pilot survey conducted at one-day conference on reference service using two measures (Staff Burnout Scale for Health Professionals, projective…

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

    DEFF Research Database (Denmark)

    Reimer, David; Dorf, Hans

    2011-01-01

    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.

  13. Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

    Science.gov (United States)

    Tanase, Madalina

    2011-01-01

    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…

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

    Science.gov (United States)

    Harper, Eddie; Knapp, John

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

  15. Mentor or Tormentor: The Role of the Cooperating Teacher in Student Teacher Success. Education and Human Resources: Putting the Pieces Together.

    Science.gov (United States)

    Sudzina, Mary R.; Coolican, Maria J.

    This preliminary study examines the perceptions of mentoring relationships between cooperating teachers and student teachers as they impact practicum success or failure. Student teachers (N=74) and cooperating teachers (N=13) at 2 teacher preparation sites were asked to respond either orally or in writing to 3 questions: (1) When you think of a…

  16. The Relationship between Student Teachers' Citizenship Skills and Critical

    Directory of Open Access Journals (Sweden)

    ?smail Acun

    2010-05-01

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

  17. 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

    Directory of Open Access Journals (Sweden)

    Kirsty Thomson

    2012-06-01

    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.

  18. Control Type Identification in Student-Teacher Interaction

    OpenAIRE

    Florin Sandu; Aurel Cornel Stanca; Hora?iu Moga; Octavian Mihai Machidon

    2012-01-01

    The goal of this research is identifying the type of control for student-teacher interaction in the classroom, using a preliminary investigation based on a role-play. This research is used as a start phase in the building of a mathematical model for the student module in a future computer-assisted virtual Affective Tutoring System (ATS). An ATS is a software environment that can understand student emotions, behaviour, skills and needs, and adapt its teaching strategy for an optimal guidance o...

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

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    Akmal Hamsa

    2014-08-01

    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.

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

    Science.gov (United States)

    Knapp, John; Harper, Eddie

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

  1. Decreasing Students' Reliance on Adults: A Strategic Guide for Teachers of Students with Autism Spectrum Disorders

    Science.gov (United States)

    Milley, Allison; Machalicek, Wendy

    2012-01-01

    Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. In response to these difficulties, teachers often provide additional attention to students in the form of frequent…

  2. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    Science.gov (United States)

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

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

    Science.gov (United States)

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

    2012-01-01

    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…

  4. Being a librarian for young people - yes!

    Directory of Open Access Journals (Sweden)

    Elizabeta Hriberšek-Balkovec

    1997-01-01

    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.

  5. Prospective Teachers Proportional Reasoning and Presumption of Student Work

    Directory of Open Access Journals (Sweden)

    Mujiyem Sapti

    2015-08-01

    Full Text Available This study aimed to describe the proportional reasoning of prospective teachers and their predictions about students' answers. Subjects were 4 prospective teacher  7th semester Department of Mathematics Education, Muhammadiyah University of Purworejo. Proportional reasoning task used to obtain research data. Subjects were asked to explain their reasoning and write predictions of student completion. Data was taken on October 15th, 2014. Interviews were conducted after the subjects completed the task and recorded with audio media. The research data were subject written work and interview transcripts. Data were analyzed using qualitative analysis techniques. In solving the proportional reasoning task, subjects using the cross product. However, they understand the meaning of the cross product. Subject also could predict students' reasoning on the matter.

  6. ``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices

    Science.gov (United States)

    Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

    2011-12-01

    In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers' effectiveness in the classroom impacts students' science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers' perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students' interests and motivation to learn science using a framework to link teachers' sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers' sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.

  7. English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia

    OpenAIRE

    Grönblad, Johanna

    2013-01-01

    This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher?s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get...

  8. An Examination of Teacher-Student Interactions in Inclusive Classrooms: Teacher Interviews and Classroom Observations

    Science.gov (United States)

    Cameron, David Lansing

    2014-01-01

    Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…

  9. Preschool Teachers' and Student Preschool Teachers' Thoughts about Professionalism in Sweden

    Science.gov (United States)

    Kuisma, Marja; Sandberg, Anette

    2008-01-01

    This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for…

  10. Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms

    Science.gov (United States)

    Assuah, Charles K.

    2010-01-01

    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…

  11. Student Teachers' Changing Perceptions of Their Subject Matter Competence during an Initial Teacher Training Programme.

    Science.gov (United States)

    Carter, D. S. G.; And Others

    1993-01-01

    Fifty-three student teachers completed a questionnaire about their self-perceived competence to teach Britain's National Curriculum to 11 year olds. Diary entries and interview data show that self-rated competence increased over a year's training course; changes were statistically significant for each subject. (SK)

  12. University-School Partnerships: An Exploratory Study of Nigerian Teachers Sitting in on Student Teachers' Lessons

    Science.gov (United States)

    Ejieh, Michael U. C.

    2008-01-01

    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…

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

    Science.gov (United States)

    2001

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

  14. Promoting Student Teachers' Understanding of Action Research: An Experience from Teacher Education in Ethiopia

    Science.gov (United States)

    Hussein, Jeylan Wolyie

    2009-01-01

    This article reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. First, the candidates were organized as a cohort. Then a framework was developed to help them construct reflective questions before and during action…

  15. The Trainee Teacher and His Practice Class. Fifty Pointers for the Student-Teacher.

    Science.gov (United States)

    Rees, Alun L. W.

    1969-01-01

    This handbook, based on the author's experience of supervising the English practice-classes of trainee teachers, was originally compiled for the specific use of students at the National University of Trujillo, Peru, and consists of a list of pointers embracing the most prevalent of trainees' shortcomings observed over a period of years at all…

  16. Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement

    OpenAIRE

    Bernaus, Mercè; Wilson, Annie; Gardner, Robert C.

    2009-01-01

    The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class. The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English ...

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

    OpenAIRE

    Karen Bobkoff Katz; Annette Kratcoski

    2005-01-01

    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 be...

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

    OpenAIRE

    Feride Karaca

    2011-01-01

    In the present study, the perceptions of two important stakeholder groups (teachers andstudents) were examined at the same time to have an insight about the current state of technology usein an elementary school in Ankara. The participants of this study included 35 elementary school teachers and 81 students, and the data were collected through two different questionnaires for teachers and students. The results of the study indicated that both teachers and students have positive percepti...

  19. Engaging teachers & students in geosciences by exploring local geoheritage sites

    Science.gov (United States)

    Gochis, E. E.; Gierke, J. S.

    2014-12-01

    Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.

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

    Science.gov (United States)

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

    2009-05-01

    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.