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1

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

Science.gov (United States)

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…

Valenza, Joyce Kasman

2011-01-01

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The School Librarian as Teacher: What Kind of Teacher Are You?  

Science.gov (United States)

In this article, the author discusses the role of school librarians as teachers in our learning ecosystems. In the author's partnership as an embedded librarian with English teacher Susan Lester at Creekview High School, they have sought in their Media 21 learning initiative to engage student participation, creating and sustaining conversations…

Hamilton, Buffy J.

2011-01-01

3

Teacher-Librarians: Mirror Images + the Spark.  

Science.gov (United States)

Focuses on findings from studies investigating leadership for change in schools and districts which indicate that teacher- librarians must be mirror-images of other teachers if they are to have credibility with teachers and principals. Discusses the essential characteristics of knowledge base; technical skills; personal, interpersonal and team…

Brown, Jean; Sheppard, Bruce

1998-01-01

4

The personal librarian enhancing the student experience  

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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

Moniz, Richard

2014-01-01

5

Collegial Librarians: The Faculty-Librarian-Student Partnership in Distance Education  

Science.gov (United States)

Distance librarians working with graduate programs often discover many of their students have specialized information needs and require additional instruction. However, it can be impossible to discover these students without first becoming deeply involved with the program. Librarians at Benedictine University have developed a method for becoming…

Carrico, Kent; Neff, Ariel

2012-01-01

6

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Mira Vidic; Primož Južni?

2010-01-01

7

Learning about the Endangered Librarian  

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This article describes interviews with 40 elementary school librarians conducted by pre-service and in-service teachers. The purpose of the interviews was for education students to understand the responsibilities of the librarian, how the librarian might support them as teachers, and the future of the position in today's schools. Results suggest…

Bromley, Karen

2011-01-01

8

Expert Systems: An Overview for Teacher-Librarians.  

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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)…

Orwig, Gary; Barron, Ann

1992-01-01

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The Privacy Problem: Although School Librarians Seldom Discuss It, Students' Privacy Rights Are under Attack  

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Every day in school libraries nationwide, students' privacy rights are under attack, but many principals, teachers, parents, and community members do not know much about these rights. Even though school librarians are among the strongest proponents of privacy, the subject is rarely discussed, probably because state and federal laws can be…

Adams, Helen R.

2011-01-01

10

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

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

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

2012-01-01

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

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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…

Easter, Jennifer; Bailey, Sharon; Klages, Gregory

2014-01-01

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

Directory of Open Access Journals (Sweden)

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

Virginia Wilson

2008-09-01

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Guiding Design: Exposing Librarian and Student Mental Models of Research Guides  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article details an open card sort study administered to undergraduate students, graduate students, and librarians at the University of Colorado at Boulder in order to reveal perceptions of library research guides. The study identifies user group preferences for organization and content of research guides, as well as themes emerging from the collected study data that contrast librarian and user mental models. Interested librarians will gain insights into student perceptions and use of...

Caroline, Sinkinson; Stephanie, Alexander; Alison, Hicks; Meredith, Kahn

2012-01-01

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

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

de Groot, Joanne; Branch, Jennifer L.

2011-01-01

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2013-01-01

16

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

Science.gov (United States)

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

Rossini, Beverly; Burnham, Judy; Wright, Andrea

2013-01-01

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Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

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This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

18

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

Science.gov (United States)

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

19

Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

Science.gov (United States)

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

20

Academic Librarians and Student Affairs Professionals: An Ethical Collaboration for Higher Education  

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Librarians' ethical directives point toward a collaborative effort in providing support for students outside the classroom. Academic librarians often focus on collaborative relationships with teaching faculty at institutions of higher education, but they should also form partnerships with other higher education professionals. Currently, few such…

Forrest, Laura Urbanski

2005-01-01

 
 
 
 
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Strengths and Opportunities: School Librarians Serving Students with Special Needs in Central New York State  

Science.gov (United States)

The programs and services offered at school libraries will be accessed by K-12 students with a range of physical and cognitive abilities. School librarians must be equipped to address the information-seeking needs of all patrons, including those with special needs. An electronic survey was conducted to collect data from school librarians working…

Hill, Renee F.

2012-01-01

22

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

Science.gov (United States)

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…

Fong, Bonnie L.

2014-01-01

23

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

Directory of Open Access Journals (Sweden)

Full Text Available Librarians at Westminster College developed and implemented a yearlong faculty and staff professional development experience using ACRL’s “Information Literacy Competency Standards for Higher Education” as a framework. Traditionally, fostering student mastery of selected standards is perceived as the librarians’ job while other standards are thought to fall primarily under the purview of the teaching faculty. In particular, librarians are hesitant to address some of the more complex learning outcomes in standards three and four, such as the students’ ability to synthesize and use information to develop new knowledge. These information literacy components fall into a no man’s land between the generally accepted roles for librarians and teaching faculty. This article describes the experience of librarians at Westminster College leading a faculty and staff Learning Community that addressed these information literacy elements. We share our observations and insights along with the readings and activities that made up the syllabus for the Learning Community.

Diane VanderPol

2013-01-01

24

Middle East Materials for Teachers, Students, Non-Specialists.  

Science.gov (United States)

This annotated bibliography is intended for teachers, students, school librarians, and others as an aid in selecting materials to support teaching about the Middle East. Eleven chapters cover: (1) "Reference and General Works"; (2) "Physical Geography"; (3) "Folktales, Literature, Fiction"; (4) "Religion"; (5) "Peoples and Cultures"; (6) "History…

Jones, Catherine E., Ed.

25

Outreach to Distance Students: A Case Study of a New Distance Librarian  

Science.gov (United States)

This paper looks at the author's outreach efforts as a distance librarian to encourage library use among a distance student population that comprises satellite locations, students attending online, students attending courses through instructional television, and students attending hybrid courses. Outcomes of the author's outreach attempts and…

Holloway, Kristine

2011-01-01

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Teachers and Librarians Collaborate! Teaching about Hispanic Culture  

Science.gov (United States)

Social studies instruction benefits from collaboration between classroom teachers and library media specialists who together can identify the best trade books to meet the goals of the social studies curriculum. Many lists of effective collaboration strategies have been published, but there are few descriptive examples of successful…

Codispoti, Margit; Hickey, M. Gail

2007-01-01

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Information Literacy and Transfer in Schools: Implications for Teacher Librarians  

Science.gov (United States)

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

Herring, James E.; Bush, Stephanie J.

2011-01-01

28

Implementing the Common Core State Standards: What Is the School Librarian's Role?  

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School librarians will play a crucial role in the support of the implementation of the English Language Arts Common Core State Standards (CCSS). More than ever, to ensure these standards are met, school librarians must work in tandem with classroom teachers. School librarians will be instrumental in providing opportunities for students to access…

Uecker, Ruth; Kelly, Shelly; Napierala, Marni

2014-01-01

29

The Student Teacher Awareness Program.  

Science.gov (United States)

The Student Teacher Awareness Program at Southside High School (Muncie, IN) introduces student teachers to a variety of topics and concerns from the perspective of the classroom teacher in the field. (CB)

Siler, Carl S.; Swafford, George E.

1987-01-01

30

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

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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…

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

2007-01-01

31

Nursing Faculty Collaborate with Embedded Librarians to Serve Online Graduate Students in a Consortium Setting  

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Nursing and library faculty face many information literacy challenges when graduate nursing programs migrate to online course delivery. The authors describe a collaborative model for providing cost-effective online library services to new graduate students in a three-university consortium. The embedded librarian service links a health sciences…

Guillot, Ladonna; Stahr, Beth; Meeker, Bonnie Juve'

2010-01-01

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

Science.gov (United States)

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…

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

2011-01-01

33

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

Science.gov (United States)

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…

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

2012-01-01

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Librarian involvement in a nutrition undergraduate research course: preparing nutrition students for evidence-based practice.  

Science.gov (United States)

Given the foundational importance of literature searching skills to later stages of research and, ultimately, evidence-based practice, the authors wanted to assess a unique strategy for teaching such skills. This pilot study describes the results of an undergraduate nutrition research course in which a librarian lead several class sessions. The goal of this study was to assess students' perceptions, attitudes and use of research literature and resources before and after a course partially taught by a librarian. Twenty-seven students enrolled in an undergraduate Introduction to Research course at Georgia State University were given pre- and post-test questionnaires at the beginning and end of a course that included three librarian-led class sessions. Most of the results indicate that the repeated involvement of a librarian enriched this particular undergraduate research course. By the end of the course, students were more comfortable in libraries and with using library resources; they used the campus library more frequently; they were more confident in their ability to find high-quality information on nutrition-related topics and identify strengths and weaknesses of different information sources; and they felt they gained skills that will help them achieve their educational and career goals. PMID:20539924

Smith, Susan C; Penumetcha, Meera

2010-01-01

35

International Students' Experiences of University Libraries and Librarians  

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

Hughes, Hilary

2010-01-01

36

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

Science.gov (United States)

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…

Gabriel, Rachael; Allington, Richard; Billen, Monica

2012-01-01

37

Teacher Morale and Student Achievement.  

Science.gov (United States)

Identifies statistical relationships between teacher morale and student achievement test scores in reading. Suggests teachers' attitudes toward classroom evaluation systems, as well as their perceptions of the functional behaviors of the principal, were the strongest predictors of students' achievements in reading. (RAE)

White, William F.; Stevens, Rita

1988-01-01

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Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and Collaboration  

Science.gov (United States)

Librarians promote student learning through technology, literacy, and collaboration with teachers. Each element provides ample opportunities to offer leadership and to learn as a member of the learning community. The librarian demonstrates leadership within the professional learning community (PLC) by providing professional development for…

Dees, Dianne; Mayer, Alisande; Morin, Heather; Willis, Elaine

2010-01-01

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne

2003-01-01

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Librarian as Professor of Social Media Literacy  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Bridges, Laurie M.

2012-01-01

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

Directory of Open Access Journals (Sweden)

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

Julie McKenna

2009-06-01

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

Directory of Open Access Journals (Sweden)

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

Marcie Lynne Jacklin

2010-06-01

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Storied relationships : students recall their teachers  

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

Uitto, Minna

2011-01-01

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Student to Teacher  

Directory of Open Access Journals (Sweden)

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

Sheila Spence

2012-06-01

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

Science.gov (United States)

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

Buckley, Philippa; Meek, Brad; Street, Pat

2010-01-01

46

Earthquakes for Students & Teachers  

Science.gov (United States)

This USGS Web site presents educational materials about "earth structure, earthquakes, plate tectonics, and earthquake preparedness." Teachers can search the up-to-date information by topic or by grade level (K-12). The site provides a PowerPoint presentation Earthquakes 101, which incorporates images and drawings to help educators easily explain earthquake processes. Users can take Virtual Field Trips to places such as the Calavaras Fault and the Kentucky River Fault Zone. With so many fun learning activities, teachers will certainly benefit by visiting this site.

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Pasteur: Student and Teacher.  

Science.gov (United States)

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

Moseley, Nicholas

1983-01-01

48

Changes in Student Teachers' Intention to Teach during Student Teaching  

Science.gov (United States)

Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little…

Roberts, T. Grady; Greiman, Bradley C.; Murphy, T. H.; Ricketts, John C.; Harlin, Julie F.; Briers, Gary E.

2009-01-01

49

Teachers’ Expectancy and Students’ Attitude towards Science  

Directory of Open Access Journals (Sweden)

Full Text Available The main purpose of this study was to investigate the influence of teachers’ expectancy and students’ attitude towards science (ATS. The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers’ expectancy significantly affected students’ ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to improve their academic achievements compared to the students from non-science stream. The results also showed that there is a significant correlation between teachers’ expectancy and students’ perception of teachers’ behavior. Furthermore, because students from science stream perceived that their teachers are supportive, they believe that the teachers expected them to score higher in science. In turn, this belief led them to possess higher ATS compared to the non-science stream students, which perceived that their teachers are focusing more on controlling their behavior. It could be concluded that teachers’ expectancy affected students’ ATS, moderated by the students’ perception of teachers’ behavior.

Prihadi Kususanto

2012-04-01

50

Factors influencing trust of teachers among students  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

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

2012-01-01

51

Teacher characteristics and student achievement: evidence from teacher surveys  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teachers and peers are believed to have a strong influence on student achievement, but the specific characteristics that affect student achievement are hard to identify. This paper utilizes teacher survey data to investigate teacher characteristics that are not usually available in administrative data, as well as more readily available attributes such as experience and education. Classroom fixed effects explain a large portion of within-student variation in test score growth, suggesting a pot...

Jepsen, Christopher

2005-01-01

52

The "Teacher's Pet" Phenomenon, Students' Perceptions of Teachers' Differential Behavior, and Students' Morale.  

Science.gov (United States)

The relationships among the teacher's pet phenomenon, students' perceptions of teachers' differential behavior, and students' morale were investigated in 80 Israeli upper elementary classrooms. The intensity of the teacher's pet phenomenon was related to perceived teachers' differential behavior, which, in turn, was negatively related to student

Babad, Elisha

1995-01-01

53

How Students Verify Conjectures: Teachers' Expectations  

Science.gov (United States)

Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, "How Students Verify Conjectures" [Bergqvist, T. (2000). "How students verify conjectures." "Research reports in Mathematics Education" 3]. Teachers' expectations of students' reasoning and performance are examined, and also how…

Bergqvist, Tomas

2005-01-01

54

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)

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…

Eisenberg, Mike; Barton, Rhonda

2003-01-01

55

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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?...

Aziz Ahmad Tahir and Ahmad Farooq Shah

2012-01-01

56

Librarian: Careers in Health Sciences Librarianship  

Science.gov (United States)

... career/tip_sheet_college.pdf For Teens or Middle School Students • Career Fair www.mlanet.org/career/ ... librarians are reference and consumer health librarians, web managers, medical informatics specialists, and chief information officers, as ...

57

Teacher educators and student-directed learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2003-01-01

58

Teacher Evaluation Practices and Student Achievement  

Science.gov (United States)

Extensive research has been conducted on improving student academic achievement and techniques to improve student learning. There has been little research that addresses the relationship between student achievement and teacher performance. The purpose of this study was to determine the relationship between performance-based teacher evaluation…

Lyon, Lucy Kay

2010-01-01

59

Caring for Students: A Teacher's View  

Science.gov (United States)

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

Rangachari, P. K.

2004-01-01

60

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers  

Science.gov (United States)

The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh- and eighth-grade teachers and…

Bordelon, Thomas D.; Phillips, Iris; Parkison, Paul T.; Thomas, Jeff; Howell, Corinne

2012-01-01

 
 
 
 
61

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

Science.gov (United States)

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

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

2012-01-01

62

Introducing Dialogic Teaching to Science Student Teachers  

Science.gov (United States)

It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena

2011-12-01

63

Teachers' Conceptions of Creativity and Creative Students  

Science.gov (United States)

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

Aljughaiman, Abdullah; Mowrer-Reynolds, Elizabeth

2005-01-01

64

Librarian as Professor of Social Media Literacy  

Directory of Open Access Journals (Sweden)

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

Laurie M. Bridges

2012-01-01

65

Teacher Education Students' Preconceptions of Teaching.  

Science.gov (United States)

Results are reported from a study in which 113 teacher education students and 131 inservice teachers were surveyed regarding their conceptions about teaching. Descriptions of good teaching by both groups emphasized interpersonal/affective variables. Students tended to engage in unrealistic optimism about future teaching performance. (IAH)

Weinstein, Carol S.

1989-01-01

66

Matching Teachers' and Students' Cognitive Styles.  

Science.gov (United States)

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

Saracho, Olivia N.

2003-01-01

67

Predicting Student Retention in Teacher Education Programs.  

Science.gov (United States)

This paper describes the preliminary results from a longitudinal study of student teacher attrition and retention. The sample consisted of 316 students in an initial course in teacher education. Data collection included the following: high school grade point ratio (GPR); SAT scores; other demographic information, such as education of father and…

Vare, Jonatha W.; Dewalt, Mark W.; Dockery, E. Ray

68

Immigration and Students' Relationship with Teachers  

Science.gov (United States)

Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S.…

Peguero, Anthony A.; Bondy, Jennifer M.

2011-01-01

69

Policies Target Teacher-Student Cyber Talk  

Science.gov (United States)

Teachers in Louisiana may soon think twice before sending a text message or e-mail to a student from a personal electronic device. A new state law requires all Louisiana districts to implement policies requiring documentation of every electronic interaction between teachers and students through a nonschool-issued device, such as a personal…

Ash, Katie

2009-01-01

70

Encouraging Student Teachers via Electronic Mail.  

Science.gov (United States)

This study examined whether sending frequent encouraging electronic mail (e-mail) messages to elementary and special education student teachers would improve their teaching skills and performance on the Praxis II Principles of Learning and Teaching examination. In 2001, 43 elementary and special education student teachers enrolled in a…

Thornton, Linda H.

71

WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES  

Directory of Open Access Journals (Sweden)

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

BROŽOVÁ, Helena

2011-12-01

72

LIBRARIAN’S VIRTUAL COMMUNITIES IN POLAND  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The article discusses how librarians are using social networking sites in Poland. It describes the largest polish librarian’s virtual communities and shows them as a tool that can be helpful in librarian’s work. Librarian comprise a special professional group that is evolving very fast. The reason is the fast progress of technology and internet network that have reached the polish libraries. Virtual communities are the source of professional knowledge where librarians can d...

Majewska, Paulina

2009-01-01

73

Factors influencing trust of teachers among students  

Directory of Open Access Journals (Sweden)

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.

Kurnianingsih, Sri

2012-01-01

74

STUDENT ATTITUDES AND TEACHER JUDGMENT OF STUDENT ATTITUDES.  

Science.gov (United States)

THROUGH INTERVIEWS BY A PSYCHOLOGIST AT TWO DIFFERENT HIGH SCHOOLS, AN MQ-SORT INSTRUMENT WAS DEVELOPED. THE INSTRUMENT CONSISTED OF 100 STATEMENTS CONCERNING GRADES, TEACHERS, ACTIVITIES, AND LEARNING. TEACHERS SORTED THE STATEMENTS THE WAY THEY THOUGHT MOST STUDENTS IN THE SCHOOL WOULD SORT THEM. STUDENTS SORTED THEM TO DESCRIBE THEIR PERSONAL…

BOYD, RICHARD S.

75

Teacher Rating Scale for Student Evaluation of Teacher.  

Science.gov (United States)

This instrument contains 90 items and is used by students in COLAMDA courses to rate their instructor. Instructors are rated on a scale which ranges from complete agreement with an item to complete disagreement. The statements about the teacher which the students rate fall into five categories: 1) respect; 2) favortism; 3)…

Regional Center for Pre-Coll. Mathematics, Denver, CO.

76

Enhancing Student Teacher Reflective Practice through Poetry  

Science.gov (United States)

This article describes a seminar process in which poetry is used with student teachers to provide a focal point for reflection and introspection. Through this reflection process, students have been able to reflect deeply and personally on their student-teaching experiences, on their own personalities in the context of those experiences, and on…

Cowin, Kathleen M.

2012-01-01

77

Introducing Dialogic Teaching to Science Student Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teac...

Lehesvuori, Sami; Viiri, Jouni; Rasku-puttonen, Helena

2011-01-01

78

Science Partners for Teachers: Graduate Student-Teacher Partnerships  

Science.gov (United States)

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

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

1996-12-01

79

Students' Challenging Behavior and Teachers' Job Satisfaction  

Science.gov (United States)

Ask just about any teacher what the most challenging aspect of their job is and, most likely, one of the first answers one will get is "student behaviors!" To date, very little current research has examined the impact of specific challenging behaviors on teachers' job satisfaction. In other words, terms such as "challenging behavior" and…

Landers, Eric; Alter, Peter; Servilio, Kathryn

2008-01-01

80

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 quest...

Liando, Nihta V. F.

2010-01-01

 
 
 
 
81

Teachers’ assessments of demonstration of student initiative  

Directory of Open Access Journals (Sweden)

Full Text Available This paper explores student initiative or student engagement in activities in school environment, as an aspect of students’ functioning that is assumed to be a prerequisite for their contribution to the quality of instruction and better use of possibilities for education and development in school environment. We approach this topic from teachers’ perspective since it is our aim to observe how teachers assess the initiative of their students (how important it is, how it is manifested, how present it is in different segments of school activities. In the first part of the paper we analyze the construct “student initiative” and a similar construct “student engagement”. In the second part of the paper we present the results of a research in which primary school teachers (N=182 from the territory of Serbia expressed their views on student initiative. Teachers’ answers to open- and close-ended questions from the questionnaire (19 items in total were processed by quantitative and qualitative methodology. Research results indicate that the majority of teachers believed that student initiative was a very important general feature of behavior in school environment, independent of age, which was most present in the domain of peer socializing and relationship with teachers, and least present in the very domains of student functioning that teachers deemed the most desirable (mastering the curriculum, regulation of disciplinary issues. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapre?ivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije

Komlenovi? ?ur?ica

2012-01-01

82

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

Directory of Open Access Journals (Sweden)

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

Safi Ullah Hidayat

2014-09-01

83

Listening for Learning in the Talk: An Ethnographic Story of the School Librarian as Broker in Collaborative Planning with Teachers  

Science.gov (United States)

Collaboration is widely promoted in school librarianship and education, yet little is known about the talk it entails. This intrinsic case study of eight planning meetings employed a discourse analysis and socio-cultural perspective to examine the school librarian's role as a broker for learning in the discourse of collaborative planning with…

Kimmel, Sue Crownfield

2010-01-01

84

Do Student Ratings of College Teachers Predict Student Achievement?  

Science.gov (United States)

A study tested the predictive validity of student ratings of college teachers in an introductory psychology course. Repeated over several years, the assessment employed a rating instrument developed by someone other than the course instructor. Moderate and consistent positive correlations were obtained between ratings of teacher skill and…

Costin, Frank

1978-01-01

85

Incorporating Student Performance Measures into Teacher Evaluation Systems. Technical Report  

Science.gov (United States)

Many existing teacher evaluation and reward systems do not capture variation in teachers' ability to improve student performance on standardized tests. Improved access to longitudinal data systems that link teachers to students facilitates the development of systems that incorporate student achievement gains into teacher evaluations. However, two…

Steele, Jennifer L.; Hamilton, Laura S.; Stecher, Brian M.

2010-01-01

86

Teachers Advising Students: A Successful Program.  

Science.gov (United States)

Describes a program in which every student is assigned a teacher advisor for career guidance. Advisors meet with each advisee once a quarter, hold student-parent conferences once a year, and are organized into teams led by counselors and presided over by an advisement coordinator. (TE)

Finch, Marion B.; Dunn, Richard B.

1984-01-01

87

Changes in Teacher-Student Relationships  

Science.gov (United States)

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

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

2012-01-01

88

Teachers' Expectations of Teacher-Student Interaction: Complementary and Distinctive Expectancy Patterns  

Science.gov (United States)

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then…

de Jong, R. J.; van Tartwijk, J.; Verloop, N.; Veldman, I.; Wubbels, T.

2012-01-01

89

Teacher Research Programs = Increased Student Achievement  

Science.gov (United States)

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

Dubner, J.

2011-12-01

90

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

Directory of Open Access Journals (Sweden)

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

Cláudia Regina dos Anjos

2012-06-01

91

Student-Teacher Astronomy Resource (STAR) Program  

Science.gov (United States)

Our NASA-funded E/PO program, the Student-Teacher Astronomy Resource (STAR) Program, designed around the Stardust and Genesis Missions, focuses on the reciprocal relationship between technological progress and advances in scientific understanding. We work directly with the public, teachers, classrooms, and individual school students. Both formal and informal evaluations suggest that our four-step approach to outreach has been effective. This annual program may serve as a model for the partnership between a national research institution, local scientists, and local teachers. The program has four components: 1."Space Stations" developed around the technology and science of the Genesis and Stardust Missions, are offered as child-friendly booths at the annual National High Magnetic Field Laboratory (NHMFL) Open House. The stations allow for direct interaction between the scientists and the public (over 3000 visitors). 2. STAR teachers (15) receive training and supplies to lead their classrooms through "Technology for Studying Comets". After attending a one-day in-service at the NHMFL, teachers can bring to their students an inquiry-based space science unit about which they are knowledgeable and excited. 3. We offer "Comet Tales," an informal education experience based on the NASA classroom activity "Comet Basics," to 15 local classrooms. We visit local classrooms and engage students with inquiry about comets, sampling of Wild 2, and what scientists hope to learn from the Stardust Mission. Visits occur during the two-week "Technology for Studying Comets" unit taught by each STAR teacher. 4. The "Stellar Students" component involves 15 high-achieving students in research activities. From each classroom visited during "Comet Tales," one student is selected to visit the NHMFL for a day. Parents and teachers of the students are invited for an awards ceremony and student presentations. Evaluation consisted of focus groups, informal observation, and questionnaires. Responses were overwhelmingly positive. This format allows us to continuously improve the design of our program and ensure that we meet the needs of our local school district.

Gaboardi, M.; Humayun, M.; Dixon, P.

2006-12-01

92

How Does Using Technology Affect Student Attitudes about Teachers?  

Science.gov (United States)

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

Forman, David W.

1997-01-01

93

Western Teachers in Eastern Europe: A Student's Perspective.  

Science.gov (United States)

Presents a student's reaction to having American teachers at her Slovakian university. Discusses students' learning styles and expectations, which are quite different from what most American teachers are used to. (RS)

Orban, Gabriella

1999-01-01

94

Goal-Orientation and Teacher Motivation among Teacher Applicants and Student Teachers  

Science.gov (United States)

The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants (Study 1; N=230), and student teachers (Study 2; N=114). Utilizing path-analyses the following relationships were found in both studies, between: (a) mastery goals…

Malmberg, Lars-Erik

2006-01-01

95

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

Science.gov (United States)

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

Rhoads, Kathryn; Samkoff, Aron; Weber, Keith

2013-01-01

96

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)

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

Stephanie Hall

2006-09-01

97

Training graduate students to be teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

1999-01-01

98

Teacher and student intrinsic motivation in project-based learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Lam, Sf; Cheng, Rwy; Ma, Wyk

2009-01-01

99

Lhc Data for Teachers and Students  

Science.gov (United States)

The U.S. QuarkNet program began in 1999 to involve high school students and teachers in authentic particle physics investigations using real data. This took various forms from the use of cosmic ray detectors to Z decay exercises with Hands-on-CERN. In 2010, QuarkNet opened a new chapter with the use of real data from the LHC. In collaboration with I2U2, QuarkNet staff and select teachers developed an e-Lab and a masterclass using CMS data. This development continues with the release by the CMS collaboration of over 100,000 events for education. Students and teachers have used the CMS e-Lab and masterclass as well as the ATLAS masterclass, also with real data, with very encouraging results. Working with IPPOG, QuarkNet has made these opportunities available internationally as well as within the U.S. text.

Cecire, Kenneth

2012-08-01

100

Teacher in Residence: Bringing Science to Students  

CERN Multimedia

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

Daisy Yuhas

 
 
 
 
101

Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment  

Science.gov (United States)

This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

2013-01-01

102

Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality  

Science.gov (United States)

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

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

2014-01-01

103

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

Science.gov (United States)

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…

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

2011-01-01

104

Training Student Teachers to Reposition Infants Frequently  

Science.gov (United States)

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…

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

2006-01-01

105

Diesel Technology: Engines. [Teacher and Student Editions.  

Science.gov (United States)

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

Barbieri, Dave; Miller, Roger; Kellum, Mary

106

Biology Student Teachers' Conceptual Frameworks regarding Biodiversity  

Science.gov (United States)

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

Dikmenli, Musa

2010-01-01

107

Can Teachers Motivate Students to Learn?  

Science.gov (United States)

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

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

2011-01-01

108

Effective Teacher-Student Dialogue: A Model from Biological Education.  

Science.gov (United States)

Considers effective dialogue between teacher and student essential for promoting meaningful learning in the classroom. Effective dialogue enables teachers and students to be active in the construction of shared understanding by making explicit the overlap between the perspectives held by students and teachers. Suggests that concept maps provide a…

Kinchin, Ian M.

2003-01-01

109

The Effectiveness of Feedback for Changing Student Teachers' Humanistic Behavior.  

Science.gov (United States)

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

Walencik, Vincent J.; Tuckman, Bruce W.

110

Relationships between Personality Type and Teaching Efficacy of Student Teachers  

Science.gov (United States)

The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching…

Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E.

2007-01-01

111

Assessing Student Achievement in Physical Education for Teacher Evaluation  

Science.gov (United States)

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

Mercier, Kevin; Doolittle, Sarah

2013-01-01

112

Teacher and Student Intrinsic Motivation in Project-Based Learning  

Science.gov (United States)

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

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

2009-01-01

113

Teacher's Sense of Responsibility towards Student Achievement and Their Attitude.  

Science.gov (United States)

This study, involving 49 teachers and 1,164 students, found that teachers tend to feel responsible for the academic successes of their students and to attribute their failures to external factors. Teachers with a high or medium rating on sense of responsibility exhibited more significantly positive attitudes toward their students. (Author/JDD)

Potvin, Pierre; Papillon, Simon

1992-01-01

114

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

Science.gov (United States)

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…

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

2013-01-01

115

Training graduate students to be teachers.  

Science.gov (United States)

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. PMID:10585625

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

1999-12-01

116

Training graduate students to be teachers  

Directory of Open Access Journals (Sweden)

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

de-Macedo D.V.

1999-01-01

117

The Impact of Teachers' Attractiveness and Gender on Students' Perception of the Teachers' Ability.  

Science.gov (United States)

This study examined the impact of teachers' attractiveness and gender upon students' perception of the teachers' ability. A group of seventh grade math students (N=28) was chosen for the experiment. The students rated photographs of teachers in the areas of organization, classroom management, motivation, communication, sensitivity, imagination,…

Brosious, Janice A.; Smith, Lyle R.

118

Students' Expectations: Ratings of Teacher Performance as Biased by Teachers' Physical Attractiveness.  

Science.gov (United States)

A 21-item questionnaire was designed to determine the effects of teachers' sex, age and physical attractiveness on primary students' expectations of teacher performance. The questionnaire, administered to 144 third grade students, included photographs of male and female teachers who varied in age and physical attractiveness. The students were…

Irilli, Joseph P.; And Others

119

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

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

Luiza KRAFT

2011-01-01

120

Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect  

Science.gov (United States)

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

Demanet, Jannick; Van Houtte, Mieke

2012-01-01

 
 
 
 
121

Librarian Challenge: Reaching College Freshmen. Spotlight Feature  

Science.gov (United States)

Getting acclimated to campus life is overwhelming to most freshmen, making library orientation low on their priority list. The author teams up with two college librarians in action. Michael Pasqualoni, Instructional Services Librarian at Syracuse University Library, taught IST 200 last Fall. He relied on an arsenal of media tools to keep students

Dopke-Wilson, MariRae

2007-01-01

122

Preparing Librarians to Serve Handicapped Individuals  

Science.gov (United States)

Librarians will need to have the skills to serve physically disabled persons as mainstreaming of handicapped students and employment of disabled workers increase their use of libraries. Results of a 1976 survey of library schools to determine which offer programs preparing librarians to serve disabled persons and the handicapped are reported.…

Gibson, Merrillyn C.

1977-01-01

123

Academic Librarians: Status, Privileges, and Rights  

Science.gov (United States)

Three surveys from the College and University Library Division (CULD) of the Arkansas Library Association (ArLA) from the past six years representing forty-four academic institutions were studied to determine the number of students per librarian on campus, salary, faculty status, contract-length, and maternity/paternity leave for librarians.…

Vix, Heidi M.; Buckman, Kathie M.

2012-01-01

124

Professional Portfolios for Student Teachers.  

Science.gov (United States)

Describes how portfolios enrich teaching and learning for elementary credential students at one California university, explaining the context for teaching portfolios, functions of the teaching portfolios, the process of constructing portfolios, how the university uses portfolios, and future directions for the program's portfolio use. (SM)

Guillaume, Andrea M.; Yopp, Hallie Kay

1995-01-01

125

ATTITUDE OF STUDENT TEACHERS TOWARDS TEACHING PROFESSION  

Directory of Open Access Journals (Sweden)

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.

Anupama BHARGAVA

2014-07-01

126

Analyzing the Value Priorities of Families, Students and Teachers  

Science.gov (United States)

The purpose of this study is to determine to what extent families and teachers required students to have or not the values and to what extent students give priorities to these values. The study group of the research chosen through random sampling model included 79 teachers, 136 parents of students, and 149 students from 5th, 6th, 7th and 8th…

Mustafa, Tahiroglu; Vedat, Aktepe

2014-01-01

127

Disconnections between Teacher Expectations and Student Confidence in Bioethics  

Science.gov (United States)

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

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

2008-01-01

128

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Sadiq Abdulwahed Ahmed Ismail

2011-01-01

129

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

Science.gov (United States)

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

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

130

Academic Librarians in Second Life  

Directory of Open Access Journals (Sweden)

Full Text Available The multi-user virtual world Second Life is an online software platform that allows users to jointly explore realistic three-dimensional environments via avatar characters, communicate via voice and text chat, and collaborate using shared creation tools. Librarians and educators have been developing academic content and services in Second Life for use with students and other constituency groups since 2005. This study surveyed academic librarians working in Second Life to discover their perceptions of virtual world environments for teaching and learning and to gauge the impact of this technology on their work with faculty and students. Sixty-two librarians provided details on various aspects of their professional involvement in Second Life. Findings show that librarians from every type of academic institution, at all levels of advancement, and in every department participate in this virtual world. Results include details of roles and functions, as well as perceived benefits and challenges. Because many adolescents and teenagers worldwide are currently active virtual world participants, academic librarians in Second Life view virtual world technology as a significant near-future educational trend.

Denise Cote

2012-01-01

131

Ways to Improve Lesson Planning: A Student Teacher Perspective  

Science.gov (United States)

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

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

2010-01-01

132

Teacher Student Control Ideology and Burnout: Their Correlation  

Science.gov (United States)

The purpose of this study is to examine the correlation between elementary teachers' student control ideologies and their perceived burnout levels and to determine to what extent teachers' student control ideologies predict their burnout. Three hundred and seventy-six teachers from 12 elementary schools in Nigde, Turkey participated in the study.…

Bas, Gokhan

2011-01-01

133

Student Teachers' Conceptions of Creativity in the Secondary Music Classroom  

Science.gov (United States)

This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding…

Kokotsaki, Dimitra

2011-01-01

134

Assessing Students' Perceptions of Inappropriate and Appropriate Teacher Humor  

Science.gov (United States)

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.…

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

2008-01-01

135

Family Background of Beginning Education Students: Implications for Teacher Educators  

Science.gov (United States)

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…

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

2013-01-01

136

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

Science.gov (United States)

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…

Lanas, Maija

2014-01-01

137

Teaching practice: a make or break phase for student teachers  

Directory of Open Access Journals (Sweden)

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

Edith Kiggundu

2009-08-01

138

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

Directory of Open Access Journals (Sweden)

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

R.A. Trulyaev

2013-10-01

139

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

Directory of Open Access Journals (Sweden)

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

Feryal CUBUKCU

2010-01-01

140

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Krkovic, Katarina; Greiff, Samuel; Kupiainen, Sirkku; Vainikainen, Mari-pauliina; Hautama?ki, Jarkko

2014-01-01

 
 
 
 
141

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

Science.gov (United States)

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

Ragnarsdottir, Hanna

2010-01-01

142

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories  

Science.gov (United States)

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

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

2014-01-01

143

STUDENTS’ OPPINION ABOUT PROFESSIONAL ETHICS RELATION OF THE TEACHERS  

Directory of Open Access Journals (Sweden)

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

Vera Stojanovska

2013-12-01

144

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

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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…

Fortner, Dale

2011-01-01

145

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

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

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

2014-01-01

146

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

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

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

2010-01-01

147

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

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

Moore, Randy

2007-01-01

148

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

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

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

2010-01-01

149

A Psychometric Study of a Measure of Teachers' Directiveness, Student Perception of Teacher Style.  

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

Saklofske, D. H.; And Others

1980-01-01

150

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

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

Thijs, Jochem; Westhof, Saskia; Koomen, Helma

2012-01-01

151

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

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

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

2010-01-01

152

The Effects of Teachers' Expectations about Students' Motivation On Teachers Autonomy-Supportive and Controlling Behaviors  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Previous studies in both educational and sport settings have examined the relationship between teachers' and coaches' expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers' expectations about students' motivation on the frequency of controlling and autonomy-supportive behaviors. Following the assessment of teachers' expectations about students' motivation and the assessment of student...

Sarrazin, Philippe; Tessier, Damien; Pelletier, Luc; Trouilloud, David; Chanal, Julien

2006-01-01

153

Effective Teachers for Students with Emotional/Behavioral Disorders: Active Ingredients Leading to Positive Teacher and Student Outcomes  

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Teachers of students with emotional/behavioral disorders (E/BD) have varied skills and abilities. Within the field there are some teachers, who teach students with E/BD by actively engaging them in learning tasks and who have few behavior problems in comparison to other teachers, who struggle with classroom management. Many researchers have found…

Conroy, Maureen A.; Sutherland, Kevin S.

2012-01-01

154

School Librarians: Vital Educational Leaders  

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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…

Martineau, Pamela

2010-01-01

155

World Bank Teachers and Students Home Page  

Science.gov (United States)

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

156

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)

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

Laura Newton Miller

2013-06-01

157

Changes in the images of teaching, teachers, and children expressed by student teachers before and after student teaching.  

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The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1-2, 3-4, 5-6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphor-questionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect. PMID:20712166

Mishima, Tomotaka; Horimoto, Akihiro; Mori, Toshiaki

2010-06-01

158

High school physics teachers' assessment of student preparation  

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Student preparation can be quite nuanced. Not only have students been exposed to a variety of preparatory classes and outside influences, but students also vary in their commitment and approach to their current classes. We asked teachers to offer their opinions on their students' preparation for physics in a number of areas. The overall picture of teacher perception of student preparation in various domains is shown at right. In each of the areas, more than half of the teachers felt that their students were at least adequately prepared. Almost two-fifths of the responding teachers reported that their students were inadequately prepared to think and pose questions scientifically, and less than 10% of the teachers felts that their students were adequately prepared in this area.

White, Susan

2013-04-01

159

The Impacts of Teenage Employment: Teachers' Perceptions Versus Student Realities.  

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There has been considerable debate regarding the consequences of students working part time while attending school. This study was conducted to compare teachers' perceptions of work impacts with other measures of students' academic performance and involvement. Surveys were completed by 172 high school students and 47 teachers and administrators.…

Goldstein, Marc B.

160

Science Student Teachers and Educational Technology: Experience, Intentions, and Value  

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

Efe, Rifat

2011-01-01

 
 
 
 
161

Students' Reactions to Teachers' Management of Compulsive Communicators  

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

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

2007-01-01

162

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

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Full Text Available Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.

Vanja Lozic

2014-03-01

163

Science experiences of six elementary student teachers: A case study  

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This qualitative study focused on the science experiences of six elementary student teachers. The purpose of the study was to learn how preservice teachers make meaning of science teaching during their student teaching experience. The sources of data were interviews with participants, descriptive field notes from observations of their science teaching, and artifacts collected from the site. The themes that emerged from data analysis were personal and professional career influences and constant adjustments of teaching strategies. The participants experienced these themes in varying intensities. Learning to teach science to elementary children for the first time is complicated by the context of student teaching. The science teaching experiences of student teachers varied with the cooperating teachers' approaches to science teaching, the lengths of time they were assigned to teach science, and the science schedules of the classroom. The role played by mentors interested in science can be important in a student teacher's science experience. Images of science teaching held by student teachers were also found to influence the science teaching experience. The science curriculum, group management skills, and student responses affected the science teaching experience, as did personal knowledge of a science topic being taught. Those student teachers who had limited knowledge of a science topic became factually oriented in their teaching and tried fewer teaching approaches. Lack of experience and management skills with cooperative groups hindered student teachers' use of hands on activities. Affective student responses to their science lessons were important to some of the student teachers, while others were concerned about student questions and cognitive learning. Upon completion of the student teaching experience, four of the participants ranked science third or lower in a rank order of subjects they enjoyed teaching during student teaching. At the end of their student teaching experience, three of the student teachers were eager to teach science in their own classrooms and had a vision of how they would do so, but the other three were not sure how they would teach science.

Willcox, Jacqueline Kay

164

Primary education students and their representations of teachers  

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Full Text Available The present paper analyses how primary education students represent teachers in aspects such as genre, age, appearance, attitude, and teaching methodology. It also examines the effect of these aspects on the student-teacher interaction. The study was based on the Social Representation Theory (MOSCOVICI, 1978, 1984, 2004, and it included 69 students from different school levels who were asked to answer a questionnaire as well as interview questions in focus groups. In addition to revealing some stereotypes in the representations of students about teachers, the data showed that teachers’ attitudes and their methodology may create tensions in the classroom.

Roberta Kolling Escalante

2011-12-01

165

Teachers’ Roles in Promoting Students’ Learner Autonomy in China  

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

Fang Fumin

2012-03-01

166

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement  

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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.

Scantlebury, Kathryn

2009-05-05

167

Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement  

Science.gov (United States)

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.

Scantlebury, Kathryn

2008-10-01

168

School librarians to facilitate an educational change process  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The educational change is not possible if we do not have access to this particular tool we a library. In this scenario, the first aim would be to create real libraries, considered as resource centres for learning. Librarians are among the most well-positioned teachers to make change effective. The knowledge and skills required from school librarians to enable educational changes design a professional role for school librarians as mediators between information and users, who belong to the whol...

Baro?, Mo?nica; Cosials, A?lex

2003-01-01

169

Quality Science Teacher Professional Development and Student Achievement  

Science.gov (United States)

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Dubner, J.

2007-12-01

170

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

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

Muhammad Aamir Hashmi

2011-09-01

171

Teacher Effectiveness: Making "The" Difference to Student Achievement?  

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This paper critically examines shifts in emphasis in Australian education from expectations and belief that teachers not only make a difference to student achievement, but they are the difference. In moving from social class relations accounts to self-managing school accounts, latest shifts (teacher effectiveness accounts) over-emphasize teacher

Skourdoumbis, Andrew

2014-01-01

172

Assessing Student Perceptions of Inappropriate and Appropriate Teacher Humor  

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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…

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

2007-01-01

173

The Professional Reading Habits of Teachers: Implications for Student Learning  

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This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of…

Rudland, Neale; Kemp, Coral

2004-01-01

174

Student Teachers' Descriptions and Perceptions of Their Mentors.  

Science.gov (United States)

Examines teachers' mentor influences, focusing on student teachers' perceptions and descriptions of their mentors. Finds that preservice music teachers had a significantly higher number of mentors than elementary educators and suggests that most followed traditional patterns in mentoring relationships. Highlights the implications for those who…

Duling, Ed

2000-01-01

175

Student to Teacher: Novel Strategies for Achieving the Transition.  

Science.gov (United States)

Becoming a teacher involves a combination of skill, attitude, and knowledge for which a theory of role transition from student to teacher provides a framework. Stages of this process and interventions teacher educators can use to foster movement through the stages are explored. (Author/DF)

Harrington, Giselle N.; Sacks, Susan Riemer

1984-01-01

176

Factors Affecting Teachers' Student-Centered Classroom Computer Use  

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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.…

Friedrich, Helmut Felix; Hron, Aemilian

2011-01-01

177

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

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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

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

2013-01-01

178

Students' perceptions of teachers' pedagogical styles in Higher Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Contextualisation This paper examines students' perceptions of teaching in Higher Education from a sociological perspective. Abstract: My study aims to identify how students perceive the pedagogical styles of teachers in higher education. Drawing mainly on the works ofFoucault, I examine the power relations exercised in the classroom which establish and control the interaction between teachers and students, the motivation of students and the empowering process of giving studen...

Paulo Charles Pimentel Botas

2006-01-01

179

The role of veterinary medical librarians in teaching information literacy.  

Science.gov (United States)

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

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

2011-01-01

180

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

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

Gülcan YALÇIN- DURMU?

2009-11-01

 
 
 
 
181

The Influences of Teacher Delivery and Student Progress on Preservice Teachers' Perceptions of Teaching Effectiveness  

Science.gov (United States)

The purpose of this study was to examine how teacher delivery and student progress influenced preservice teachers' perceptions of overall teaching effectiveness. Experienced teachers ("n" = 6) were videotaped teaching mini applied lessons under four conditions: (a) high teacher delivery and more student progress, (b) high teacher

Napoles, Jessica; MacLeod, Rebecca B.

2013-01-01

182

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning  

Science.gov (United States)

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

Finn, Amber N.; Ledbetter, Andrew M.

2014-01-01

183

ACR Electrical Systems. Teacher Edition [and] Student Edition.  

Science.gov (United States)

This document contains a teacher's guide and student guide for a high school-level competency-based course in air conditioning and refrigeration (ACR) equipment electrical systems. Presented in the teacher's guide are the following: explanation of the instructional units' use; competency profile for recording students' performance of the tasks in…

Clemons, Mark

184

The Intercultural Sensitivity of Student Teachers in Three Cities  

Science.gov (United States)

This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of…

Yuen, Celeste Y. M.; Grossman, David L.

2009-01-01

185

An Analysis of Teacher Absence and Student Achievement  

Science.gov (United States)

Many studies have documented small negative relationships between teacher absences and student achievement. The purpose of our research was to explore relationships between teacher absences and student achievement in a large urban school district in the southeastern United States. The work emerged from a question directed to the Accountability…

Tingle, Lynne R.; Schoeneberger, Jason; Wang, Chuang; Algozzine, Bob; Kerr, Elizabeth

2012-01-01

186

Teaching Teachers: Professional Development To Improve Student Achievement  

Science.gov (United States)

This monograph in AERA's Research Points series summarizes recent research on the effectiveness of teacher professional development activities with regard to student achievement. The main conclusions are that effective professional development focuses on any or all of these goals: boosting teacher content knowledge and their knowledge of how students learn, and linking activities to specific curriculum and classroom conditions.

Heather Hill, David C.

2005-01-01

187

Teacher Licensure Status and Student Achievement: Lessons from Private Schools  

Science.gov (United States)

Data from the "National Education Longitudinal Survey of 1988" (NELS:88) were used to investigate the effect of teacher licensure status on private school students' 12th grade math and science test scores. This data includes schooling and family background information on students that can be linked to employment information on teachers. We find…

Sharkey, Nancy S.; Goldhaber, Dan

2008-01-01

188

Teachers' Ratings of the Communication Abilities of Their Deaf Students.  

Science.gov (United States)

This study compared teachers' ratings of the speech intelligibility and receptive communication skills of 15 severely deaf and 15 profoundly deaf students using five methods of communication; and students' scores on tests of these receptive communication methods. Teachers' ratings generally were lower than test scores, with low correlations…

Hyde, Merv B.; Power, Desmond J.

1996-01-01

189

Job Stress in Perspective: Behavioral Disabilities Teachers and Student Aggression.  

Science.gov (United States)

In-depth interviews were conducted with 13 special education teachers who work with aggressive students to better understand their work experiences and career decisions. Analysis of textual information supported two interrelated themes: (1) the unpredictability of aggression; and (2) the role of student teacher relationships as important to…

Marchel, Carol A.

190

Biology Student Teachers' Cognitive Structure about "Living Thing"  

Science.gov (United States)

The current study aims to determine biology student teachers' cognitive structure on the concept of "living thing" through revealing their conceptual framework. Qualitative research method was applied in this study. The data were collected from 44 biology student teachers. A free word association test was used as a data collection…

Kurt, Hakan

2013-01-01

191

Environmental Awareness and Attitudes of Student Teachers: An Empirical Research  

Science.gov (United States)

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

Ozden, Mustafa

2008-01-01

192

Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies  

Science.gov (United States)

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

Kocak, Canan; Onen, Aysem Seda

2013-01-01

193

High School Students' Perceptions of Their Physics Teachers in Cyprus  

Science.gov (United States)

This paper reports findings of a research study that aimed to examine a group of high school students' perceptions of their physics teachers. A secondary goal of the research was to determine whether students focus more on the specific characteristics of the teacher and if they perceive certain characteristics more important than others. The study…

Koutsoulis, Michalis; Avraamidou, Lucy

2010-01-01

194

The Relationship between Emotional Intelligence and Student Teacher Performance  

Science.gov (United States)

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

Drew, Todd L.

2010-01-01

195

The Nigerian University Teachers' Effectiveness as Perceived by Their Students  

Science.gov (United States)

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

Okoye, Nnamdi S.

2008-01-01

196

Computer Literacy Learning Emotions of ODL Teacher-Students  

Science.gov (United States)

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…

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

2012-01-01

197

Observations from Teachers and Students on School Discipline.  

Science.gov (United States)

Data for this paper were drawn from surveys of 727 teachers and 1278 students. Findings are reviewed on teachers' perceptions of the causes of discipline problems, their frustrations about organizational constraints on discipline, and students' views of the ineffectiveness of two commonly used methods of punishment: suspension and extra homework.…

Martin, Wilfred B. W.; And Others

1980-01-01

198

New directions for academic liaison librarians  

CERN Document Server

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

Crawford, Alice

2012-01-01

199

EMOTIONAL INTELLIGENCE OF STUDENT-TEACHERS ON EFFECTIVENESS OF TEACHING  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

SALIHA KHATOON; HUMIERA SULTANA

2013-01-01

200

Same Work, Lower Grade? Student Ethnicity and Teachers’ Subjective Assessments  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Previous research shows that ethnic minority students perform poorer in school when they are taught by ethnic majority teachers. Why this is the case was unclear. This paper focuses on one important potential explanation: I examine whether ethnic majority teachers grade minority and majority students differently for the same work. Using an experiment, I rule out the existence of such a direct grading bias. I do find indirect evidence for alternative explanations: teachers report lower expecta...

Ewijk, Reyn

2010-01-01

 
 
 
 
201

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

Science.gov (United States)

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…

Furlong, Catherine

2013-01-01

202

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

Science.gov (United States)

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.

Upadhyay, Bhaskar Raj

2004-11-01

203

An Improved "Form of Our Own": A 21st Century Approach to School Librarian Evaluation  

Science.gov (United States)

School librarians need evaluation forms that fit their unique roles and responsibilities and acknowledge both the similarities and differences between classroom teachers and school librarians. The incorporation of American Association of School Librarians' (AASL's) "Empowering Learners: Guidelines for School Library Programs"--a resource that sets…

Owen, Patricia L.

2011-01-01

204

Evaluation of the Teacher-Student Relationship Inventory in American High School Students  

Science.gov (United States)

This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and…

Suldo, Shannon M.; McMahan, Melanie M.; Chappel, Ashley M.; Bateman, Lisa P.

2014-01-01

205

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

Science.gov (United States)

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

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

2008-01-01

206

Mentoring and Induction of First Year Physics Teachers and Physics Student Teachers at Brigham Young University  

Science.gov (United States)

From 2008-2010 Al Hrynyshyn (Teacher-in-Residence) and Duane Merrell mentored 39 students, 27 who were certified to be secondary physic teachers. This effort has brought about some interesting insights when it comes to the mentoring and induction of new teachers. From traditional student teacher (mentor teacher placements), to dual placement of student teachers with one mentor teacher, with placement from Washington State to Washington DC, each mentoring experience has brought increased understanding for mentoring. We have traveled to mentor in places like Montezuma Creek, Utah; Encampment, Wyoming; Washington DC and the local schools in and around Provo, Utah. During this mentoring time we continue to mentor former students and help with the induction process of becoming a successful young teacher. This presentation looks at some real life scenarios from our students and shows excitement for our successes as well as some humility in our failures, as they have helped shape the mentoring and induction models used at Brigham Young University. We are still learning and are willing to share our ideas in return for your feedback and ideas in hopes that perhaps we can help be better mentors for our students. The efforts of the Physics Department in supporting the mentoring of students, the ability to travel to do mentoring, and the efforts to reach each student we mentor every week are highlighted.

Merrell, Duane; Hrynyshyn, Alec

2011-06-02

207

Dynamic Synchronization of Teacher - Students Affection in Affective Instruction  

Directory of Open Access Journals (Sweden)

Full Text Available Based on Bower’s affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students’ cognition and affection together. In the process of teaching, the main mood of teacher and students varies spirally from unbalance through balance to unbalance, ultimately attains affective balance on the higher level, and the teacher steps well together with students. Moreover, the dynamic synchronization is analyzed in detail from induction, edification, activation, and adjustment of basic factors in instruction, and contributes to affective instruction goals.

Wenhai Zhang

2011-01-01

208

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Sava? Ba?türk

2009-01-01

209

Time and project management strategies for librarians  

CERN Document Server

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.

Smallwood, Carol; Fraser, Lisa

2013-01-01

210

Digital Divide between Teachers and Students in Urban Bangladesh  

DEFF Research Database (Denmark)

Telecom boom since 2000 and ‘Digital Bangladesh’ campaign since late 2008 created significant nationwide hype, resulting rapid increase in the use of digital devices. While studies are being conducted to use the ability of “power users of technology” for reducing digital divide, there is hardly any data available on them in Bangladesh context. A study was conducted to study the digital divide and ICT usage pattern among the urban students and teachers of schools and colleges in Dhaka, the capital of Bangladesh. About 75 students enrolled in probability and statistics course of Independent University, Bangladesh (IUB) in autumn 2009 participated in conducting survey activities. Total 33 academic institutes were south for approval and 11 could be surveyed before the Christmas and annual recess. Responses from 6 other academics institutes were collected from the personal networks of students. A questionnaire was developed based on initial semi-structured interview with randomly selected students from these academic institutions. The 41-question questionnaire was developed to study the usage of computer, internet, mobile and other handheld devices, radio, television and CD/DVD players. A slightly different questionnaire was developed for teachers. 965 students and 185 teachers participated in the survey. Among student respondents 37% were from English Medium and 63% from Bangla medium institutions. From class VI –XII, the survey group represent the secondary and higher secondary education level in Bangladesh. Male respondents were 53% and female 43%, remaining are missing. Responses collected using paper-based questionnaires were put on a learning management system’s (LMS) questionnaire survey module. Irrespective of type of ICT device higher percentage of English medium students ‘own’ and know ‘how to use’ compared to Bangla medium students. Significantly higher percentage of students can use and own desktop, laptop, cellphone, iPOD and MP3 player. While teachers mostly use computers for work (73%), study (45%) and listening music (34%), students use for playing games (63%), listening musing (62%) and study (44%). 69% teachers and 66% students use social networking sites. Top three online activities for students are music (53%), games (47%) and chat (42%), for teachers these are study (55%), chat (40%) and music (33%). Students use more mobile features than teachers. Interestingly 59% teachers and 61% students have more than one SIM card. More than 50% of students and teachers use mobile for listening radio. 55% or more teachers and 67% or more students ‘own’ a desktop. 90% or more teachers and 74% or more students ‘know how to use’ desktop computer. Further study is required to gain insight into digital divide and associated reasons in four different educations systems in Bangladesh.

Khalid, Md. Saifuddin

2011-01-01

211

Teacher Written Feedback on L2 Student Writings  

Directory of Open Access Journals (Sweden)

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

Yayun Wen

2013-03-01

212

Students discussing their mathematical ideas: the role of the teacher  

Science.gov (United States)

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.

Pijls, Monique; Dekker, Rijkje

2011-12-01

213

What inspires South African student teachers for their future profession?  

Directory of Open Access Journals (Sweden)

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

Charl Wolhuter

2012-01-01

214

What inspires South African student teachers for their future profession?  

Scientific Electronic Library Online (English)

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

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

215

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

Science.gov (United States)

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

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

1997-01-01

216

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

Directory of Open Access Journals (Sweden)

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

Mohammad Hashamdar

2012-05-01

217

Google in the Research and Teaching of Instruction Librarians  

Science.gov (United States)

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

Sorensen, Charlene; Dahl, Candice

2008-01-01

218

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Vanja Lozic

2014-01-01

219

Differentiating between Student Evaluation of Teacher and Teaching Effectiveness  

Directory of Open Access Journals (Sweden)

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

Goran Hajdin

2012-12-01

220

Mathematical Thinking: Teachers Perceptions and Students Performance  

Directory of Open Access Journals (Sweden)

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

Mamoon. M. Mubark

2011-10-01

 
 
 
 
221

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

Science.gov (United States)

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

Peker, Deniz; Dolan, Erin

2012-03-01

222

Getting Students to Write Using Comics  

Science.gov (United States)

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…

Crilley, Mark

2009-01-01

223

Iranian University Teachers' and Students' Views on Effectiveness of Students' Evaluation of Teaching  

Science.gov (United States)

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

Shirbagi, Naser

2011-01-01

224

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

Science.gov (United States)

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

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

2011-01-01

225

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.

226

Research Experiences for Science Teachers: The Impact On Their Students  

Science.gov (United States)

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

Dubner, J.

2005-12-01

227

Untangling Legal Issues that Affect Teachers and Student Teachers  

Science.gov (United States)

The number of lawsuits pertaining to educationally related issues is on the rise in the US (Mounts, 1999). Garner (2000) reports that teachers consider legal issues the third most important area of teacher preparation. However, few universities offer undergraduate courses in educational law and few programs offer comprehensive training concerning…

Bain, Christina

2009-01-01

228

Integrating Information Literacy into Teacher Education: A Successful Grant Project  

Science.gov (United States)

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

Earp, Vanessa

2009-01-01

229

National Board Certified Teachers andTheir Students' Achievement  

Directory of Open Access Journals (Sweden)

Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the gains made by the students of non-Board certified peer teachers. Teachers identified through the assessments of the National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement, one of the many outcomes of education for which teachers are responsible. This study does not address whether other, cheaper, or better alternatives to the National Boards exist, as some critics suggest. On the other hand, the results of this study provide support for the policies in many states that honor and provide extra remuneration for National Board Certified Teachers.

Leslie G. Vandevoort

2004-09-01

230

Astronomy Librarians - Quo Vadis?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

"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...

Lagerstrom, Jill; Grothkopf, Uta

2011-01-01

231

Teachers’ Emotional Expression in Interaction with Students of Different Ages  

Directory of Open Access Journals (Sweden)

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

Simona Prosen

2011-01-01

232

The Link Between Teacher Classroom Practices and Student Academic Performance  

Directory of Open Access Journals (Sweden)

Full Text Available Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

Harold Wenglinsky

2002-02-01

233

Biology student teachers’ ideas about purpose of laboratory work  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to investigate biology student teachers’ ideas about the purpose of laboratory work in teaching biology. Data has been collected from 82 participating students using an open-ended questionnaire and analyzed using content analysis techniques. The results show that almost all of the student teachers considered laboratory work an integral part of teaching biology. However, participating students focused on the verification of theoretical knowledge and laboratory techniques as the main purpose of laboratory work. Furthermore, most of the participating students ignored the purposes relating to scientific process skills and the nature of science. These results are compared with related literature and recommendations are provided.

Musa DIKMENLI

2009-12-01

234

Students' confidence and teachers' styles: A binational comparison  

Science.gov (United States)

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.

Mallow, Jeffry V.

2005-11-23

235

Elementary Teachers' Understanding of Students' Science Misconceptions: Implications for Practice and Teacher Education  

Science.gov (United States)

This study sought to determine what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5. A semistructured interview was used. The interview transcripts were transcribed and coded under the following categories: definition of misconceptions, sources of misconceptions, development of misconceptions, and teaching strategies for addressing misconceptions. The results suggest that, although most of the teachers are aware of misconceptions, they do not understand how they develop or fully appreciate their impact on their instruction.

Gomez-Zwiep, Susan

2008-10-01

236

Constructing librarians’ information literacy expertise in the domain of nursing  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article investigates negotiations of librarians’ expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitative empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians’ expertise emerge in the findings: technical-administrative, information searching, and source evaluation exper...

Sundin, Olof; Limberg, Louise; Lundh, Anna

2008-01-01

237

Teaching practice: a make or break phase for student teachers  

Scientific Electronic Library Online (English)

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

Edith, Kiggundu; Samuel, Nayimuli.

238

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement  

Science.gov (United States)

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for…

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

2014-01-01

239

Teachers' Reactions to African American Students' Movement Styles.  

Science.gov (United States)

This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond, including: grapple with beliefs, build functional cultural knowledge, and…

Neal, La Vonne I.; McCray, Audrey Davis; Webb-Johnson, Gwendolyn

2001-01-01

240

Attrition of Hmong Students in Teacher Education Programs.  

Science.gov (United States)

A descriptive study addressed student attrition in two Title VII Bilingual Education Career Ladder Programs for Hmong paraprofessionals and traditional-age college students working toward teacher certification in Wisconsin. Surveys showed that dropouts were disproportionately male and nontraditional students; factors included financial problems,…

Root, Steven; Rudawski, Anthony; Taylor, Matthew; Rochon, Ronald

2003-01-01

 
 
 
 
241

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

Science.gov (United States)

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

Gibbs, Jerel; And Others

242

Teacher, Parent and Student Perceptions of the Motives of Cyberbullies  

Science.gov (United States)

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

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

2014-01-01

243

What Factors Influence a Teacher's Commitment to Student Learning?  

Science.gov (United States)

Study of the personal, organizational, student-related factors influencing teacher commitment to student learning. Finds, for example, that among personal factors intrinsic rewards are more important than extrinsic rewards, that among organization factors collegiality is an important influence on commitment to student learning, and that among…

Dannetta, Vincent

2002-01-01

244

The Abacus: Instruction by Teachers of Students with Visual Impairments  

Science.gov (United States)

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…

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

2013-01-01

245

Sense of self: Embracing your teacher identity  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Carrie Donovan

2009-01-01

246

Sense of self: Embracing your teacher identity  

Directory of Open Access Journals (Sweden)

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

Carrie Donovan

2009-08-01

247

Sex and Expectations of Teachers and Sex and Race of Students as Determinants of Teaching Behavior and Student Performance.  

Science.gov (United States)

Investigated sex-related teacher and student differences, and expectancy efforts, in an experimental teaching situation with Asian and White college students (N=96) taught by 12 teachers, all of whom possessed elementary teaching experience. Found sex of teacher, sex of student, and race of student were related to student performance. (Author/ABL)

Page, Stewart; Rosenthal, Robert

1990-01-01

248

EMOTIONAL INTELLIGENCE OF STUDENT-TEACHERS ON EFFECTIVENESS OF TEACHING  

Directory of Open Access Journals (Sweden)

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

SALIHA KHATOON

2013-04-01

249

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

DEFF Research Database (Denmark)

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

Wang, Li; Du, Xiangyun

2014-01-01

250

Looking Collaboratively at Student and Teacher Work. Turning Points: Transforming Middle Schools  

Science.gov (United States)

Looking collaboratively at student and teacher work is a process in which teachers primarily, but also administrators, parents, students, and members of the community, look at student and/or teacher work with the goal of improving student learning. To structure the process and create a safe, caring environment, teachers use a protocol to…

Burke, Peggy H.

2001-01-01

251

The Accuracy of Teacher Reports in the Identification of Middle School Students with Depressive Symptomatology  

Science.gov (United States)

This investigation examined the ability of teachers to identify depressive characteristics among middle school students. Participants were 356 students and 52 teachers. Teachers' perceptions of students' depressive characteristics were obtained via Likert ratings and nominations of students the teachers judged to be depressed. The depressive…

Auger, Richard W.

2004-01-01

252

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

Science.gov (United States)

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

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

2014-01-01

253

University Students' Perceptions of Native and Non-Native Teachers  

Science.gov (United States)

The employment of native teachers of English in countries where English is a foreign language, coupled with a growing concern over teaching effectiveness, has led to collecting data about teachers' performance through student feedback. Not much research has been carried out in Turkey to evaluate the process and output of language teaching by…

Ustunluoglu, Evrim

2007-01-01

254

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

Science.gov (United States)

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

Joerschke, John D.; Eichhorn, Lane

255

Preparing Beginning Teachers to Elicit and Interpret Students' Mathematical Thinking  

Science.gov (United States)

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,…

Sleep, Laurie; Boerst, Timothy A.

2012-01-01

256

How Physical Education Teachers Can Help Encourage Students to Read  

Science.gov (United States)

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

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

2012-01-01

257

Teacher's Resource Guide for Student Expressions Anthology. Junior High.  

Science.gov (United States)

Written in conjunction with the "Student Expressions" anthology but useful as a resource on its own, this handbook discusses the writing process and the way one teacher used it in a junior high school classroom. The narrative presented in the handbook is a distillation of the different approaches the teacher tried with different groups. The…

Gibbs, Jerel; And Others

258

Teacher Management and Student Engagement in High School Science.  

Science.gov (United States)

Activities and interactions of teachers and students from high school science classes of Western Australia were investigated. Fifteen teachers from two co-educational high schools (private and public) serving medium socio-economic level families in the metropolitan area of Perth participated in the study. The specific foci were: (1) the…

Gallagher, James J.; Tobin, Kenneth

259

Student-Teacher Interactions in "The Chelsea Bank" Simulation.  

Science.gov (United States)

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

Hawley, Chandra L.; Duffy, Thomas M.

260

ESL Teachers and Students Making and Playing Games.  

Science.gov (United States)

Language learning games are dynamic, provide a change of pace, can be played individually or in groups, and can be integrated into classroom learning activities. Game-production activities are initially teacher-centered; gradually, students can work in groups with the teacher as resource person. During production activities, the four language…

Gagne, Antoinette

1982-01-01

 
 
 
 
261

The Influence of Teacher Graduate Degrees on Student Reading Achievement  

Science.gov (United States)

In a time of limited means and continued calls for higher student achievement, school leaders need to be wise in their use of resources. Earlier research has called for greater levels of teacher preparation, and, while many school districts provide greater compensation for teachers with graduate degrees, some districts have begun phasing out this…

Badgett, Kevin; Decman, John; Carman, Carol

2014-01-01

262

Establishing and Maintaining Boundaries in Teacher-Student Relationships  

Science.gov (United States)

Because schools rarely provide guidelines for teachers that outline how they should conduct personal relationships with students, teachers must wrestle individually with how to establish, communicate, and maintain clear boundaries in their interactions. As schools work to become more personal environments, school administrators will need to help…

Bernstein-Yamashiro, Beth; Noam, Gil G.

2013-01-01

263

Perceived empathy of teachers and students’ metacognitive strategies  

Directory of Open Access Journals (Sweden)

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

Sladoje-Bošnjak Biljana M.

2012-01-01

264

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

Directory of Open Access Journals (Sweden)

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

O?uzhan YONCALIK

2006-06-01

265

Students’, Teachers’ and Faculty Members’ Opinions About Problem Based Learning  

Directory of Open Access Journals (Sweden)

Full Text Available In this research, it was figured out students’, teachers’, and faculty members’ views about the problem based learning method. After the problem based learning method was applied in the mathematics course of the seven grades of the private school during the 2005-2006 academic year, it was interviewed twenty students, seven mathematics teachers, and six faculty members in two faculty of a university applied this method. The data of the study were collected through a semi-structured interview technique, one of the qualitative research methods. It was used the type-recorder in the interviews done with the students, mathematics teachers, and faculty members about the problem based learning method. After the obtained data evaluated, it was shown that the students’, teachers’, and faculty members’ views were positive.

Ne?e BA?ER

2009-06-01

266

When a Student Dies: Helping Teachers Who Grieve.  

Science.gov (United States)

The difficulties teachers of multihandicapped children may experience upon the death of a student are discussed based upon personal experiences and support from the literature of caregiving professions. Symptoms of grief and helpful suggestions for colleagues are provided. (Author)

Tait, Pearl E.; Ward, Maryanne

1987-01-01

267

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

Science.gov (United States)

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)

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

2000-01-01

268

Saving Tropical Rain Forests through Teacher-Student Activism.  

Science.gov (United States)

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)

Calhoun, Bruce

1990-01-01

269

Spaces for Partnerships. Teach the Teacher: Student-Led Professional Development for Teachers  

Science.gov (United States)

Students and schools struggle to create recognised spaces within which partnership dialogues about learning and teaching can occur. This reduces the roles of students and their school organisations to either complainants or organisers of marginal activities. Students in Victoria, Australia have initiated a "Teach the Teacher" program, in…

Holdsworth, Roger

2014-01-01

270

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

Science.gov (United States)

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

McConaghy, Cathryn

2004-01-01

271

Learning about the Quality of Work That Teachers Expect: Students' Perceptions of Exemplar Marking versus Teacher Explanation  

Science.gov (United States)

Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of…

Hendry, Graham D.; Jukic, Katherine

2014-01-01

272

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

Directory of Open Access Journals (Sweden)

Full Text Available The study primarily aimed to determine whether there is a significant combined influence of institutional leadership in science education, and teachers' competence on curricular trends on students' performance in science education in private secondary schools in Region XI. Employing a descriptive-correlation design, this investigation was conducted in Region XI (Davao Region or Southern Mindanao with 233 purposively selected Science Teachers from private secondary high schools. A 20-item-researcher made Questionnaire was administered to them. The statistical tools used in the interpretation of data and the testing of the null hypothesis were the weighted mean, arithmetic mean, standard deviation, and linear regression. Results show that the level of institutional leadership in science education among the high schools in Region XI is high as quantified by a mean value of 4.43. There is a high level of teacher's competence on various curricular trends, which is quantified by an overall mean value of 4.31. It was also noted that the students' performance in science is low as denoted by an overall mean of 24.20 out of the perfect score of 60. Out of the 10 divisions whose records were shared by the Dep Ed Region XI, only 2 have average ratings (G - 33.40, and I - 33.05. Statistical analysis shows that none of the two independent variables was able to establish a significant predictive influence on students' performance in science. There is also no combined predictive influence as revealed by an r2 of 21.0% with a p-value of 0.439 which is greater than 0.05.

Camfel V. Balaud-Tabboga

2012-10-01

273

Teacher and student views regarding the placement test  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Türkan Argon; Aylin Soysal

2012-01-01

274

Individual teacher incentives, student achievement and grade inflation  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Martins, Pedro Silva

2009-01-01

275

How Can Teachers Develop Students' Motivation -- and Success?  

Science.gov (United States)

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

Hopkins, Gary; World, Education

276

Competence of primary school teachers to teach students with dislexia  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Kogovs?ek, Darja

2012-01-01

277

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

Directory of Open Access Journals (Sweden)

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

Teresa Strong-Wilson

2007-12-01

278

Students' perceptions of teachers' pedagogical styles in Higher Education  

Directory of Open Access Journals (Sweden)

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

Paulo Charles Pimentel Botas

2006-05-01

279

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

Science.gov (United States)

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

Uitto, Minna

2012-01-01

280

APPROACH ON THE USE OF INFORMATION TECHNOLOGY AND COMMUNICATION IN THE TRAINING OF READER-LIBRARIAN BETWEEN THE LIBRARIANSHIP STUDENTS OF UFPA  

Directory of Open Access Journals (Sweden)

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

Erik Andre Pires

2011-07-01

 
 
 
 
281

Solo Librarians Working Collaboratively  

Science.gov (United States)

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

Nickel, Robbie

2011-01-01

282

Brazilian librarians and Twitter  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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.

Barros, Moreno

2011-01-01

283

The Librarian as Educator.  

Science.gov (United States)

Discusses the current focus on the librarian's role as educator as the result of the report, "A Nation at Risk," by National Commission on Excellence. Publications identifying responsibilities of academic, public, corporate, and technical librarians are examined noting library role in creation of learning society and views on librarianship. (22…

Chisholm, Margaret

1985-01-01

284

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

Science.gov (United States)

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

Creighton, Peggy Milam

2012-01-01

285

LIFE SKILLAND ACADEMIC ANXIETY OF STUDENT-TEACHERS  

Directory of Open Access Journals (Sweden)

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

ASMITABEN CHANDRAKANTBHAI PATEL

2012-11-01

286

Physical Education Teacher Education in Norway: The Perceptions of Student Teachers  

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A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to "shake or stir" (Evans…

Mordal-Moen, Kjersti; Green, Ken

2014-01-01

287

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

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

Reimer, David; Dorf, Hans

2014-01-01

288

Relational Agency and Pre-Service Trainee Teachers: Using Student Voice to Frame Teacher Education Pedagogy  

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This article explores the nature of the reflective learning undertaken by pre-service trainee teachers training to teach in the lifelong learning sector in the UK. The argument made is that reflecting on the student voice can support novice teacher's boundary-crossing and legitimate peripheral participation (Lave and Wenger, 1991; Heggen, 2008).…

Kidd, Warren

2012-01-01

289

Embedded librarianship what every academic librarian should know  

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

Russo, Michael F

2013-01-01

290

Astronomy Librarians - Quo Vadis?  

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

Lagerstrom, Jill

2011-01-01

291

Astronomy Librarian - Quo Vadis?  

Science.gov (United States)

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

Lagerstrom, Jill; Grothkopf, Uta

292

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

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

Littlejohn, Vania

293

The School Librarian as Information Specialist: A Vibrant Species  

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In this article, the author talks about the school librarian as information specialist. She stresses that the school librarian's information specialist role is more important than ever. She offers her personal toolkit that consists of four strategies in helping and teaching students to use content responsibly.

Harris, Frances Jacobson

2011-01-01

294

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

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

Markus Borg

2011-12-01

295

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

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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

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

2013-01-01

296

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

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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…

Pantic, Natasa; Wubbels, Theo

2012-01-01

297

Teacher-Student Relationships among Behaviorally At-Risk African American Youth from Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates  

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This investigation examines teacher-student relationships among African American youth from low-income backgrounds (N = 193). Students and their teachers completed measures of teacher-student relationship quality and measures pertaining to emotional, behavioral, and school-related adjustment. Results indicated that African American youth who fell…

Murray, Christopher; Zvoch, Keith

2011-01-01

298

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

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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

Darrow, Rob

2009-01-01

299

Moving from Introverted to Extraverted Embedded Librarian Services: An Example of a Proactive Model  

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Librarians at Wayne State College have developed an extraverted online embedded librarian model whereby librarians proactively push out content to students at time-appropriate moments. This article outlines why extraverted approaches are more effective than introverted approaches. It also details how to develop an extraverted program. First,…

Knight, Valerie R.; Loftis, Charissa

2012-01-01

300

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

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

Herring, James E.

2011-01-01

 
 
 
 
301

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

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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…

Gant Bradley, Heather

2014-01-01

302

Teachers' Estimates of Their Students' Motivation and Engagement: Being in Synch with Students  

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

Lee, Woogul; Reeve, Johnmarshall

2012-01-01

303

Supervising Student Teachers Using Peer Coaching.  

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Traditional supervision of teachers in American schools is often mislabeled. In practice, it is more an exercise in administrative monitoring and evaluation instead of a method to help teachers grow and improve professionally. Clinical supervision, developed as an alternative to traditional supervisory methods, focuses on the non-evaluative use of…

Benedetti, Teresa A.; Reed, Michelle K.

304

Introducing Dialogic Teaching to Science Student Teachers  

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It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This…

Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena

2011-01-01

305

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

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

Coltrain, Mark

2014-01-01

306

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

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

Owolabi, Olabode Thomas

2012-05-01

307

Teacher’s Role in Students-Centered English Intensive Reading Class in China  

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Inspired by the theory of Constructivism, the notions of learner diversity and learner choice get a lot of awareness and recognition of many educators, therefore more and more emphasis has been placed on the position of students in the classroom. As a consequence, the traditional teacher-centered foreign language teaching pattern has been supplanted by a new students-centered pattern by which students are the main body of the class and the owner of their learning. However, teachers’ role in students-centered foreign language teaching class should not be neglected. In intensive reading class, which is a course to cultivate the students’ comprehensive abilities of language, the roles of the teacher, instead of as a controller and a dominant, should be played fully as a manager and an organizer of the language teaching class, a designer of the teaching process, a source of teaching material, an investigator and a counselor of students’ learning and a promoter of deepening and confirming the accepted knowledge.

Key words: Teacher’s role; Students-centered; Foreign language teaching; Intensive reading

Huijie DING

2012-08-01

308

Lab Work and Learning in Secondary School Chemistry: The Importance of Teacher and Student Interaction  

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Laboratory work is considered essential in promoting students’ learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher’s objectives. We study the extent to which one teacher’s objectives are fulfilled during lab work, and how teacher-student and student-student interactions contribute to developing learning experiences from the laboratory exercise. Do students encounter opportunities to learn in agreement with the teacher’s objectives? This explanatory single case study includes use of a palette of methods, such as pre- and post-interviews, observations and video documentation from an experienced secondary school teacher and her 8th grade (aged 13-14) students’ laboratory work. Our results point to the importance of teacher involvement to help students understand what to look for, how to do it and why. Especially teacher-student interactions during lab work seemed to influence what students perceived as important to learn. In the laboratory exercise in this case, the teacher helped the students to observe and to use their observations in their explanations. The lab work included learning experiences other than those addressed by the teacher, and the teacher’s intentions were partially fulfilled. Not only what the teacher says, but also how the teacher acts is important to help students understand what to learn from a laboratory exercise.

Högström, Per; Ottander, Christina; Benckert, Sylvia

2010-08-01

309

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

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

Rester, Carolyn H.; Edwards, Renee

2007-01-01

310

Personality Correlates of Teacher-Student Behavior in the College Classroom. Final Report.  

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This project investigated the relationship of classroom behavior to students' personality traits, students' perceptions of teachers' traits, teachers' self-described traits, and the discrepancies between students' preferences for teacher traits and their observation of them. Teachers were graduate assistants conducting discussion sections in…

Costin, Frank

311

Predictability of Students' Evaluations of College Teachers from Component Ratings  

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Two similarly designed studies which were conducted 15 years apart at different universities and which involved over 9,700 students and 277 faculty gave nearly identical answers to the question of what teaching characteristics carry greatest weight in predicting students general opinion of their teacher's effectiveness. (Author/RC)

French-Lazovik, Grace

1974-01-01

312

Professor Age Affects Student Ratings: Halo Effect for Younger Teachers  

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Student evaluations of teaching provide valued information about teaching effectiveness, and studies support the reliability and validity of such measures. However, research also illustrates potential moderation of student perceptions based on teacher gender, attractiveness, and even age, although the latter receives little research attention. In…

Wilson, Janie H.; Beyer, Denise; Monteiro, Heather

2014-01-01

313

Perceptions of Teacher Expectations by African American High School Students  

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African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…

Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.

2010-01-01

314

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

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

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

2012-01-01

315

Discrepancies between Students' and Teachers' Perceptions of Homework  

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

Hong, Eunsook; Wan, Min; Peng, Yun

2011-01-01

316

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

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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…

Helton, Betty G.; Griffin, Jennie

317

First Year Expectations and Experiences: Student and Teacher Perspectives  

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Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189…

Brinkworth, Russell; McCann, Ben; Matthews, Carol; Nordstrom, Karin

2009-01-01

318

What's in the Doghouse? Teacher's Guide [and] Student Material.  

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The document contains student materials and a teacher's guide for a unit to help second grade students consider decisions that must be made when purchasing and caring for a pet. Objectives are to recognize that consumers have wants and needs, identify reasons consumers go to more than one place to trade or purchase goods, and tell what…

Hazen, Betty

319

Pre-Service Teacher Beliefs about Student Motivation  

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

Bruening, Paige Shalter

2010-01-01

320

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

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

Zhou, Ji; Urhahne, Detlef

2013-01-01

 
 
 
 
321

Students' Perceptions of Career Conversations with Their Teachers  

Science.gov (United States)

Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development, vocational schools in the Netherlands are implementing integral career guidance in which teachers receive a new task in guiding students in developing their…

Mittendorff, Kariene; den Brok, Perry; Beijaard, Douwe

2011-01-01

322

Our Librarian Bodies. Our Librarian Selves.  

Directory of Open Access Journals (Sweden)

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

Emily Ford

2008-12-01

323

Teacher Tweets Improve Achievement for Eighth Grade Science Students  

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

Carol Van Vooren

2013-02-01

324

Internet Library For Librarians  

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

Sha, Vianne T.

2007-02-11

325

Students’ perception of effective clinical teaching and teacher behaviour  

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

Afam C. Ndu

2013-03-01

326

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science  

Science.gov (United States)

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

Houseal, Ana K.

327

Iranian university teachers' and students' vievvs on effectiveness of students' evaluation of teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The main purpose of this research is to examine the effectiveness of Student Evaluation of Teaching (SET) from a sample of university teachers’ and students’ view. The study adopts exploratory descriptive design. Participants of this research were 300 teachers and 600 graduate students from 3 Iranian higher education institutions. A 30-item format questionnaire was the main instrument for data collection. Responses to the items were made on a five-point Likert scale anchored with strongly...

Shirbagi, Naser

2011-01-01

328

Learner to Teacher: EFL Student Teachers' Perceptions on Internet-Assisted Language Learning and Teaching  

Science.gov (United States)

To meet the challenges of fast-paced globalization and a more demanding high-tech environment of the future, it is imperative to train students for equipping with relevant abilities and competencies, especially in online literacy and communication skills, and assist them to build correct technology attitude and belief. Student teachers'…

Kuo, Ming-Mu

2008-01-01

329

Do Student Achievement Outcomes Differ across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana  

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Achievement outcomes for students taught by recent program completers of Louisiana's teacher preparation programs (TPPs) are examined using hierarchical linear modeling of State student achievement data in English language arts, reading, mathematics, science, and social studies. The current year's achievement in each content area is predicted…

Gansle, Kristin A.; Noell, George H.; Burns, Jeanne M.

2012-01-01

330

The Library School of the Province of Buenos Aires and the professionalization of the librarian (1948-1950  

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Full Text Available This paper investigates the origins of teaching librarianship in the city of La Plata, taking as the central axis the creation the School of Library by the Library Department of the Province of Buenos Aires. The main characteristics of educational library institutions in the province until 1950 are described, according to interpret the background that led to the formation of this school. Then, the political and social situation is presented in the context of the first Peronista government of Buenos Aires. Finally, the contents in the curricula of the careers are addressed with the aim of describe the professional librarian ideal achieved according to the provincial government's cultural policies. It is concluded that through this educational institution tries to form a professional librarian with multiple skills related to library, a cultural agent capable of guiding readers towards national books edition yet is also assigned a teacher role, closely with the teacher and students at all levels of training.

Marcela Coria

2014-10-01

331

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

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

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

2014-01-01

332

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

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

Danyluk, Patricia

2013-01-01

333

Students’ Attitudes towards Teachers’ using Activities in EFL class  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study investigated the students’ attitudes towards activities used in an EFL classroom in one Thai university. The research participants include the students of first year (bachelor students of medical and engineering faculties) who had studied public speaking subject as their minor in second semester. The data was collected through class observations and semi structured interviews. In classroom observations, EFL learners’ perceptions and satisfactions on their teacher using class ac...

Channa Mansoor Ahmed; Yossiri Yossatorn; Varavejbhisis Yossiri

2012-01-01

334

A Realignment of Teacher-Student Responsibility.  

Science.gov (United States)

Describes a filing system used to get students to turn assignments in on time. Folders are kept for each student listing class assignments, whether the students had done the assignments, their grades, and their attendance records. As the files were accessible to the students, responsibility was placed directly on them. (PJM)

Tash, Marlene

1980-01-01

335

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

Science.gov (United States)

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…

Flores, Maria Assunção; Niklasson, Laila

2014-01-01

336

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

Science.gov (United States)

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

Hagemann, Wilhelm; Rose, Franz-Josef

1998-01-01

337

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

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

Ollis, Debbie

2014-08-01

338

Lesotho's students' achievement in mathematics and their teachers' background and professional development  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz...

David Mogari; Jeanne Kriek2; Gerrit Stols; Iheanachor, Ogbonnaya U.

2011-01-01

339

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

Science.gov (United States)

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

Van Maele, Dimitri; Van Houtte, Mieke

2011-01-01

340

Global Village Classroom: The Changing Roles of Teachers and Students through Technology.  

Science.gov (United States)

Describes two projects that illustrate students' helping teachers use technology. In the Teacher Resources Under Student Tutors (TRUST) project, middle- and high-school students collaborate with teachers on a specific lesson. In the global videoconferencing SAXophone (Students All over the world eXchaning over the phone) project, middle and high…

Kontos, George; Mizell, Al P.

1997-01-01

 
 
 
 
341

Relationships with Special Needs Students: Exploring Primary Teachers' Descriptions  

Science.gov (United States)

Positive teacher-student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher-student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. "Contributions of Teacher-Child Relationships to Positive School…

Lopez, Chevon; Corcoran, Tim

2014-01-01

342

National Board Certified Teachers andTheir Students' Achievement  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2004-01-01

343

Teacher research experiences, epistemology, and student attitudes toward science  

Science.gov (United States)

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.

Payne, Diana L.

344

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

Science.gov (United States)

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

Schaub, Elsa Nunes

345

Applied aerodynamics experience for secondary science teachers and students  

Science.gov (United States)

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

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

1992-01-01

346

Sound Stories Cultivate Historic Empathy in Teachers and Students  

Directory of Open Access Journals (Sweden)

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

Sumer Seiki

2012-12-01

347

Canadian FSL Teacher Candidate Beliefs about Students with Learning Difficulties  

Directory of Open Access Journals (Sweden)

Full Text Available Through the lens of critical theory, and with consideration of research on the beliefs of teacher candidates and inclusion, this study considers the views of French Second Language pre-service teachers toward students with learning difficulties.  This study reports on the results of two questionnaires, implemented prior to and following the participants’ classroom practicum experiences, as a way to determine if and how experience and/or other personal demographic factors shaped their beliefs. Results indicated that personal experience with individuals with disabilities, along with the length of the practicum experience were reasons for more positive views towards this student population, which support new conceptualizations of teachers’ work with students from different “cultures.” 

Katy Arnett

2014-03-01

348

Stretching student teachers' understanding of fractions  

Science.gov (United States)

The teaching of fractions in elementary school is known to be challenging. Literature indicates that teachers' and prospective teachers' lack of depth of fraction content knowledge and associated pedagogical knowledge is of concern. This study investigated the fraction content knowledge of prospective teachers and their ability to use that knowledge in a novel situation. Prospective teachers who regarded their own fractional content knowledge as weak were recruited to participate in the study. They completed a questionnaire and then participated in a loosely structured teaching experiment in which they were shown how an elastic strip could be used to assist in the development of fraction ideas. Data gained from questionnaires and transcripts of the teaching experiment indicated that using the elastic strip was effective in challenging and enriching the participants' knowledge of equivalent fractions and ordering fractions. The physical nature of the use of the fraction strip required participants to articulate their thoughts to other participants which assisted in making their actions relating to the fraction tasks explicit. The results suggest that the use of the elastic strip, and associated teaching, should be considered as a productive way of assisting prospective teachers to develop their understanding of fractional concepts.

Harvey, Roger

2012-12-01

349

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

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

Virpi Heikkilä

2012-02-01

350

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

Science.gov (United States)

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

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

351

Students’ Attitudes towards Teachers’ using Activities in EFL class  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the students’ attitudes towards activities used in an EFL classroom in one Thai university. The research participants include the students of first year (bachelor students of medical and engineering faculties who had studied public speaking subject as their minor in second semester. The data was collected through class observations and semi structured interviews. In classroom observations, EFL learners’ perceptions and satisfactions on their teacher using class activities were recorded in the field-notes and questions related to EFL learners’ attitudes in target language learning based on certain factors that include better teaching strategies, classroom activities and social environment that can help reduce or change negative attitudes were asked through interview. This study found promising results on the students’ attitudes towards teacher using activities. More than half of the participants regarded teacher’s using activities that determined their success in language learning. However, less than half of the participants showed dissatisfying factor that related to the EFL teacher using humor on their cultures as the part of his teaching. This research paves a way for future research by indicating issues and questions for researchers to address.

Channa Mansoor Ahmed

2012-05-01

352

Student Difficulties with Linearity and Linear Functions and Teachers' Understanding of Student Difficulties  

Science.gov (United States)

The focus of the study was to identify secondary school students' difficulties with aspects of linearity and linear functions, and to assess their teachers' understanding of the nature of the difficulties experienced by their students. A cross-sectional study with 1561 Grades 8-10 students enrolled in mathematics courses from Pre-Algebra to…

Postelnicu, Valentina

2011-01-01

353

Where Student, Teacher, and Content Meet: Student Engagement in the Secondary School Classroom  

Science.gov (United States)

The degree to which students think, feel, and act engaged in school plays a vital role in their chances for academic and life success, yet levels of student engagement remain low. In this article, we focus specifically on how engagement works in the classroom, namely as a function of the interactions between students, teachers, and the class…

Corso, Michael J.; Bundick, Matthew J.; Quaglia, Russell J.; Haywood, Dawn E.

2013-01-01

354

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

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

Bo Wah Leung

2005-01-01

355

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

Science.gov (United States)

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

Ozdemir, Selda

2006-01-01

356

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

Directory of Open Access Journals (Sweden)

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.

Sue McKenzie-Robblee

2008-06-01

357

The Role of African American Mentor Teachers in Preparing White Preservice Teachers for African American Student Populations  

Science.gov (United States)

How do we bridge the mismatch between teachers and students based on race and ethnicity currently in our nation's schools? The teaching force remains overwhelmingly White, while the percentage of K-12 students of color continues to rise. Because of cultural dissonance, teachers may not understand the needs of their students. This study shows…

Moule, Jean; Higgins, Karen M.

2007-01-01

358

Copyright for librarians the essential handbook  

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

Berkman Center for Internet and Society

2012-01-01

359

Student Teachers’ Attitude towards Twitter for Educational Aims  

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

Victoria I. Marín

2014-07-01

360

How to foster student-student learning of science? The student, the teacher and the subject matter  

Science.gov (United States)

In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez's study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students' experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.

Bianchini, Julie A.

2011-12-01

 
 
 
 
361

Quantifying Teachers' Recall of Student Behavior  

Science.gov (United States)

Discusses School Adjustment Scale, constructed to provide an objective approach requiring only the most elementary act of judgment between a teacher's recall of observations of child's behavior and selection of an appropriate response to describe that behavior. Scale available from author at S. Illinois University, Carbondale. (Author/PC)

Flynn, T. M.

1974-01-01

362

The Development of Learning Patterns of Student Teachers: A Cross-Sectional and Longitudinal Study  

Science.gov (United States)

Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1 were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher

Donche, Vincent; Van Petegem, Peter

2009-01-01

363

What Our Teachers Should Know and Be Able to Do: A Student's View.  

Science.gov (United States)

A 1996 senior class valedictorian shares her views about teacher effectiveness and ineffectiveness, based on observations of teacher behaviors and teacher-student interactions in various classes. The good teacher tells students what is out there to learn, shows an enthusiasm for acquiring knowledge for understanding, and inspires them to learn…

Belton, Lorien

1996-01-01

364

Selected Teacher Behaviors and Student ALT-PE in Secondary School Physical Education.  

Science.gov (United States)

Data collected from teachers during secondary school volleyball quantified teacher behaviors related to high student involvement levels and examined student accountability. More effective teachers spent more lesson time in the functional behaviors of concurrent instruction and intervening instruction. Less effective teachers spent more time in…

Hastie, Peter A.

1994-01-01

365

The Impact of Teachers' Aggressive Management Techniques on Students' Attitudes to Schoolwork  

Science.gov (United States)

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

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

2011-01-01

366

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

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

Sava? Ba?türk

2009-06-01

367

Preparing Student Teachers to Address Complex Learning and Controversy with Middle Grades Students  

Science.gov (United States)

This qualitative study explores pre-service teachers' perceptions of teaching critical literacy through discussions of controversial issues. Personality questionnaires were given to six classes of pre-student teachers over three semesters in order to gauge interest in teaching methods that incorporate inquiry learning and critical literacy. The…

Smith, Ann Marie; Lennon, Sean

2011-01-01

368

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

Science.gov (United States)

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)

Zuckerman, June Trop

2000-01-01

369

Students as Teachers: A Technique for Courses That Prepare Technology Professionals.  

Science.gov (United States)

The five-phase students-as-teachers model has advantages (increased empathy for student teachers, recognition of effective techniques, careful listening and attentiveness) and disadvantages (uneven preparation of material, the delicate role of the instructor). (SK)

Merrell, Wayne L.

1994-01-01

370

We Are More Than Numbers: African American Students' Perceptions of Exemplary Mathematics Teachers.  

Science.gov (United States)

Compilation of perceptions of six African American college students regarding exemplary mathematics teaching practices. Reports three practices or characteristics of exemplary teachers that students mentioned consistently: teacher availability, classroom discourse, and clear explanations. (Contains 34 references.) (Author/PKP)

Powell-Mikle, Angiline

2003-01-01

371

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

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

2012-01-01

372

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Bahadir ERISTI,

2012-01-01

373

Roles of the Students and Teachers in Distance Education  

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Full Text Available Distance Education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance Education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this; it is obvious to select courses and content that reflect the concerning needs and motivation of students. It provides creative and qualified ideas atmosphere and information that will be presented should be update and interesting for all different kinds of students according to their backgrounds information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in learning-teaching process.

Fahriye ALTINAY

2004-10-01

374

Pre-service Teachers’ Thinking about Student Assessment Issues  

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Full Text Available Pre-service teachers are typically concerned with student assessment and view related issues through varied experiences and backgrounds. Understanding how they think about assessment issues within the current educational context helps to better prepare them. In this paper we describe pre-service teachers’ thinking about assessment issues, the theories that underlie their thinking, and how it evolves as a result of using an introspective critical approach called the objective knowledge growth framework. The framework combines the diary and the think aloud protocol and brings pre-service teachers to identify initial assessment problems, propose tentative solutions, and challenge their solutions. Thirty-one pre-service teachers took part in this study and received a one hour workshop on the use of the introspective approach to solve their self-identified assessment issues. Brookhart’s ‘Tensions in Classroom Assessment Theory and Practice’ framework was then used to explore the theories at play when pre-service teachers go through their problem solving processes. The participants identified group work, test failure, accommodation, fairness, multiple assessment opportunities, and academic enablers as key areas of concern. Particularly notable in the study, was the greater importance attached by the pre-service teachers to assessment for classroom management, student motivation, and social justice purposes, than to support learning. The analysis of these concerns using Brookhart’s framework and of the reasoning about them suggests that the intersection of measurement, psychological, and social theories continues to impact the decision making process regarding assessment. 

Marielle Simon

2010-11-01

375

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

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

Rifat Efe

2009-12-01

376

[Teacher-student communication across the Tizadora pedagogical problem].  

Science.gov (United States)

Report of experience in the use of a social-cultural approach during the development of a work done by graduate students of Ribeiräo Preto School of Nursing-USP. As a form of reference for the didactic strategy, it was used the scheme of arch proposed by Charles Maguerez and presented by BORDENAVE, in an attempt to systematize the communication teacher-student talking about "Aspects related to the Undergraduate Teaching Problems". PMID:8715680

Rozendo, C A; Martins, E A; Collet, N

1995-01-01

377

Determining the Study Skills of Student Teachers  

Science.gov (United States)

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.…

Tural Dincer, Guner; Akdeniz, Ali Riza

2008-01-01

378

Performance Standards for Teachers supporting Nursing Students’ Reflection Skills Development  

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

Agaath Dekker- Groen

2012-01-01

379

Mining Data to Find Adept Teachers in Dealing with Students  

Directory of Open Access Journals (Sweden)

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

Umesh Kumar Pandey

2012-04-01

380

Observing Student Teachers for a Hierarchy of Generic Teaching Skills.  

Science.gov (United States)

An approach to supervision and evaluation of student teachers includes identification of generic teaching competencies and a systematic appraisal with reference to established desirable teaching behaviors. Structured Classroom Observation Guides, focusing on particular skills during each week of the practicum experience and progressing from basic…

Woolever, Roberta

 
 
 
 
381

Student Teachers' Conceptions of Teaching Biology  

Science.gov (United States)

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…

Subramaniam, Karthigeyan

2014-01-01

382

Patterns of Inclusive Education through the Practice of Student Teachers  

Science.gov (United States)

For the purpose of moving towards more inclusive practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to inclusive education. This paper investigates the nature of inclusive education through the practice of student teachers and sees how so-called inclusive education manifests…

Angelides, Panayiotis

2008-01-01

383

An Overview of Student Teachers' Academic Intrinsic Motivation  

Science.gov (United States)

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

Uyulgan, Melis Arzu; Akkuzu, Nalan

2014-01-01

384

Ohio Canals. Student Guide and Teacher Guide. OEAGLS Investigation 15.  

Science.gov (United States)

The relationships of Ohio's canals to drainage patterns, population centers, commerce and population growth are the focus of this unit for secondary school classes. Presented are both a student workbook and teacher's guide. Included in the latter are a materials list, objectives, suggested instructional approaches, evaluation items, and a key to…

Mayer, Victor J.; Pigman, Frank

385

Lessons of Love: Psychoanalysis and Teacher-Student Love  

Science.gov (United States)

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

Cho, Daniel

2005-01-01

386

Assistive Technology Competencies for Teachers of Students with Visual Impairments  

Science.gov (United States)

Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. (Contains 2 tables.)

Smith, Derrick W.; Kelley, Pat; Maushak, Nancy J.; Griffin-Shirley, Nora; Lan, William Y.

2009-01-01

387

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

Science.gov (United States)

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

Hilley, Robert; Scarberry, Terry; Kellum, Mary

388

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

Science.gov (United States)

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

Kellum, Mary

389

Water Resource Management. [Student Guide] and Teacher's Guide.  

Science.gov (United States)

This student guide and accompanying teacher's guide are a product of the Foundational Approaches in Science Teaching (FAST) curriculum development project at the University of Hawaii. In the teaching guide, the introduction gives a description of the underlying theory and practice in FAST and includes the FAST instructional model, descriptions of…

Young, Donald B.; Pottenger, Francis M.

390

The Track-System: Its Socializing Impact on Student Teachers.  

Science.gov (United States)

The purpose of the study described in this paper was to explore the experience of student teachers working in a track-system and the meaning drawn from that experience. In order to gain access to this meaning, the method of in-depth, phenomenological interviewing was utilized. This research model is based on a format that one makes meaning of his…

O'Donnell, James

391

Genetically Modified Food: Knowledge and Attitude of Teachers and Students  

Science.gov (United States)

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

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

2010-01-01

392

Student and Teacher De-Motivation in SLA  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Hui Yan

2009-01-01

393

Student and Teacher De-Motivation in SLA  

Directory of Open Access Journals (Sweden)

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

Hui Yan

2009-02-01

394

Obesity Prevention in Early Adolescence: Student, Parent, and Teacher Views  

Science.gov (United States)

Background: Obesity is a significant health problem among today's youth; however, most school-based prevention programs in this area have had limited success. Focus groups were conducted with seventh- to eighth-grade students, parents, and teachers to provide insight into the development of a comprehensive program for the prevention of adolescent…

Power, Thomas G.; Bindler, Ruth C.; Goetz, Summer; Daratha, Kenneth B.

2010-01-01

395

Experiences of Finnish Teachers Working with Immigrant Students  

Science.gov (United States)

Compared with many European countries, Finland has a shorter history of immigration. During the last 20?years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers' concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students

Sinkkonen, Hanna-Maija; Kyttälä, Minna

2014-01-01

396

Bridges and Barriers: Adolescent Perceptions of Student-Teacher Relationships  

Science.gov (United States)

In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the "bridges" that foster and the "barriers" that inhibit supportive…

McHugh, Rebecca Munnell; Horner, Christy Galletta; Colditz, Jason B.; Wallace, Tanner LeBaron

2013-01-01

397

Teacher Views on Social Skills Development in Primary School Students  

Science.gov (United States)

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

Samanci, Osman

2010-01-01

398

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

Science.gov (United States)

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

Bruce, Mary Alice

1995-01-01

399

Teacher Shocks and Student Learning: Evidence from Zambia  

Science.gov (United States)

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

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

2007-01-01

400

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

Science.gov (United States)

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…

Love, Kristina; Arkoudis, Sophie

2006-01-01

 
 
 
 
401

Preservice Teacher Education Students' Epistemological Beliefs and Conceptions about Learning  

Science.gov (United States)

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

Chan, Kwok-Wai

2011-01-01

402

Teacher Behavior and Student Outcomes: Results of a European Study  

Science.gov (United States)

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

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

2014-01-01

403

The Role of Emotions in Student Teachers' Professional Identity  

Science.gov (United States)

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

Timostsuk, Inge; Ugaste, Aino

2012-01-01

404

Two-Stepping with Technology: An Instructor/Librarian Collaboration in Health Promotion for Baccalaureate Nursing Students  

Science.gov (United States)

A superior learning environment provides students with an opportunity to benefit from the knowledge and experience of an instructor and encourages them to engage in research into the subject matter of the course. Collaboration between a course instructor and a library liaison using online courseware can lead to the creation of a "learning…

Dinwiddie, Mollie; Winters, Janice

2004-01-01

405

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

Science.gov (United States)

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

Zhukov, Katie

2013-01-01

406

Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom  

Science.gov (United States)

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

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

2014-01-01

407

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

Science.gov (United States)

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

Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

2013-01-01

408

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

Science.gov (United States)

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

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

2011-01-01

409

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

Science.gov (United States)

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

Cook, Lysandra

2007-01-01

410

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

Science.gov (United States)

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

Al-Barakat, Ali; Al-Hassan, Omayya

2009-01-01

411

Teachers' Self-Perceptions and Descriptions of Students for Whom They Hold Positive Attitudes.  

Science.gov (United States)

A study identified characteristics that 43 kindergarten teachers used to describe themselves and students toward whom they held positive attitudes. Teacher self-perceptions and descriptions of favored students were examined. Results indicated that teachers used a common set of characteristics to describe themselves and those students they regarded…

Driscoll, Amy; Reynolds, Ralph

1984-01-01

412

Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures  

Science.gov (United States)

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

413

Teacher Interaction Styles and Task Engagement of Elementary Students with Cognitive Disabilities  

Science.gov (United States)

Interaction styles of special education teachers were investigated using semi-structured observation of 13 student-teacher pairs during one-on-one language arts instruction of elementary students with cognitive disabilities. Teacher use of directions and responses of differing communication modes and types were analyzed. Student task-engagement…

Kim, Ockjean; Hupp, Susan C.

2005-01-01

414

Agency in a Geometry Review Lesson: A Linguistic View on Teacher and Student Division of Labor  

Science.gov (United States)

Research has shown that expert mathematics teachers are more effective than novices eliciting and incorporating students' ideas during review lessons. In this paper, we inquire into students' agency in a review. We ask: (1) "What is the division of labor between the teacher and the students?" (2) "What linguistic resources does an expert teacher

Gonzalez, Gloriana; DeJarnette, Anna F.

2012-01-01

415

Impact of Teacher's Behaviour on the Academic Achievement of University Students  

Science.gov (United States)

This research article discusses the impact of teacher's behaviour on the academic achievement of university students. All the teachers and students of public sector universities constituted the population. From the 15 public sector universities, 375 teachers and 1500 students from five departments were selected as a sample. Two questionnaires were…

Shah, Syed Shafqat Ali

2009-01-01

416

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

Science.gov (United States)

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

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

2010-01-01

417

Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers  

Science.gov (United States)

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

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

2012-01-01

418

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

Science.gov (United States)

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

Pewewardy, Cornel

2002-01-01

419

The Relationship between Student Teachers' Citizenship Skills and Critical  

Directory of Open Access Journals (Sweden)

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

?smail Acun

2010-05-01

420

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

Directory of Open Access Journals (Sweden)

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

Ruth Wong

2013-12-01

 
 
 
 
421

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

Directory of Open Access Journals (Sweden)

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

Fan-ping Tseng

2010-01-01

422

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

Directory of Open Access Journals (Sweden)

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

Sadiq Abdulwahed Ahmed Ismail

2011-09-01

423

Not your ordinary librarian debunking the popular perceptions of librarians  

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

White, Ashanti

2012-01-01

424

Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms  

Science.gov (United States)

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

Assuah, Charles K.

2010-01-01

425

Building Bridges: How to Increase the Efficacy of Teacher Mentors and Student-Teacher Programs  

Science.gov (United States)

The cases presented describe two levels of struggle. One level identifies two student teachers (ST) and their mentors failing to meet one another's expectations. Another level presents school administration as it seeks to find ways of meeting STs' needs while maintaining a positive and productive school climate. Relevant research is…

Nesheim, Nicole E.; Moran, Clarice M.; Pendleton, Melissa

2014-01-01

426

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

Science.gov (United States)

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

2001

427

The Impact of Challenging Student Behaviour upon Teachers' Lives in a Secondary School: Teachers' Perceptions  

Science.gov (United States)

In this article, Tina Axup, an educational psychologist working in Southend-on-Sea, and Irvine Gersch, director of educational and child psychology programmes at the University of East London, describe a small-scale study of teachers' attitudes regarding the impact of student behaviour on their professional lives. Anecdotal evidence within a local…

Axup, Tina; Gersch, Irvine

2008-01-01

428

The Strength and Difficulties Questionnaire: Russian Validation of the Teacher Version and Comparison of Teacher and Student Reports  

Science.gov (United States)

Objective: To confirm factor structure of the teacher Strengths and Difficulties Questionnaire (SDQ) and to compare teacher and student reports in Russian youth. Method: The SDQ and psychopathology measures were completed by teachers in a representative sample of urban adolescents (N = 528). The factor structure was examined on two randomly…

Ruchkin, Vladislav; Koposov, Roman; Vermeiren, Robert; Schwab-Stone, Mary

2012-01-01

429

Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?  

Science.gov (United States)

In the present study, the role of five categories of characteristics of a reciprocal peer coaching context was studied in relation to teacher learning. Both self-reports and student perceptions were used to measure teacher learning. Data were gathered on 28 secondary school teachers (14 coaching dyads). A mixed-method approach was adopted…

Zwart, Rosanne C.; Wubbels, Theo; Bergen, Theo; Bolhuis, Sanneke

2009-01-01

430

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

Science.gov (United States)

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

Harper, Eddie; Knapp, John

431

``It depends on what science teacher you got'': urban science self-efficacy from teacher and student voices  

Science.gov (United States)

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.

Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

2011-12-01

432

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

Directory of Open Access Journals (Sweden)

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

Akmal Hamsa

2014-08-01

433

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)

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

Kirsty Thomson

2012-06-01

434

Teacher-Students’ Interactions in Task-Based vs Form-Focused Instruction  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teacher-students’ and students-students’ interactions are of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the effect of two teaching approaches: 1. Task-Based Instruction (TBI) and 2. Form-Focused Instruction (FFI) on the quantity and quality of teacher-students’ interactions ref...

Massoumeh Magsoudpour; Massoud Rahimpour

2011-01-01

435

Teachers unions and student performance: help or hindrance?  

Science.gov (United States)

Randall Eberts explores the role of teachers unions in public education. He focuses particularly on how collective bargaining agreements shape the delivery of educational services, how unions affect both student achievement and the cost of providing quality education, and how they support educational reform efforts. Eberts's synthesis of the empirical research concludes that union bargaining raises teachers' compensation, improves their working conditions, and enhances their employment security-while also raising the cost of providing public education by upwards of 15 percent. The effect of unions on student performance is mixed. Students of average ability who attend school in union districts perform better on standardized tests, whereas low-achieving and high-achieving students perform worse. However, the overall gain in achievement does not make up for the higher cost. Of late, unions have begun to be more supportive of school reform, moving from an adversarial bargaining model to a more collaborative one in which teachers and administrators share common goals and hold joint responsibility. Yet unions' desire to participate in reform does not match their fervor to organize in the 1960s and 1970s. While national union leadership has talked about reform, local affiliates have initiated most of the reform efforts, pioneering reforms such as accountability and incentive pay. In Eberts's view, one reason that unions have been slow to embrace reform efforts is the lack of consensus on their effectiveness. He argues that many reforms have been too narrowly focused; rather, effective schools result from well-designed systems and processes. In principle, adopting standards that help teachers focus on lessons they want students to learn, aligning their teaching to the lessons, and devising measurements that demonstrate that students are responding to these lessons can improve teaching as long as the public, policymakers, and school administrators acknowledge the complexity of the learning process and the broad outcomes that society desires. PMID:17407928

Eberts, Randall W

2007-01-01

436

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

Science.gov (United States)

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…

Fan, F. A.

2012-01-01

437

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

Science.gov (United States)

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

Cushman, Penni; Cowan, Jackie

2010-01-01

438

Contextualisation and Learning: A Comparative Study of Student Teachers and Student Nurses  

Science.gov (United States)

This article uses an activity-theoretical perspective on context to explore final-year student nurses' and student teachers' perceptions of learning in their professional programmes. We analyse focus group interviews about critical aspects of teaching and nursing preparation and articulate processes of learning within and across…

Vågan, André; Heggen, Kåre

2014-01-01

439

Teachers and Students' Divergent Perceptions of Student Engagement: Recognition of School or Workplace Goals  

Science.gov (United States)

In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training…

Jonasson, Charlotte

2012-01-01

440

The Living Network of Schools Owned by Teachers and Students  

CERN Document Server

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

Glazek, S D

1998-01-01

 
 
 
 
441

Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non-Hispanic white students.  

Science.gov (United States)

A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers. PMID:7572829

Zimmerman, R S; Khoury, E L; Vega, W A; Gil, A G; Warheit, G J

1995-04-01

442

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

Directory of Open Access Journals (Sweden)

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

Eyvind Elstad

2009-01-01

443

Physical Appearance and Student/Teacher Interactions  

Science.gov (United States)

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

Perlmutter, David L.

2005-01-01

444

A Librarian's Work  

Science.gov (United States)

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.,…

Fiske, John

2008-01-01

445

The Incredible Embeddable Librarian  

Science.gov (United States)

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

Dale, Jenny; Kellam, Lynda

2012-01-01

446

Priorities of Teacher Behaviors as Perceived by Student Teachers in a School Based Program: An Exploratory Study  

Science.gov (United States)

A group of student teachers and their subgroups were categorized on the basis of priorities assigned to expectations arrayed in a 60-item Q sort. Highest priority was attached to items reflecting direct and positive interaction with pupils. Based on lower level priorities, three types of student teachers were distinguished. (JC)

Housego, B. E. J.; Boldt, W. B.

1978-01-01

447

Favorable and Unfavorable Characteristics of EFL Teachers Perceived by University Students of Thailand  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teachers play pivotal roles in EFL classrooms. Characteristics of EFL teachers may affect students’ attitudes and motivations to language learning. The effective/good characteristics of the EFL teachers perceived by the students have been extensively investigated by the previous research works. However, the perceptions of the students from different backgrounds to EFL teachers may vary in different learning settings. In addition, the research works on both favorable and unfavorable characte...

Jun Chen

2012-01-01

448

How student teachers understand African philosophy  

Directory of Open Access Journals (Sweden)

Full Text Available The question ‘What constitutes African philosophy?’ was first raised with the publication of Placide Tempels’s seminal work Bantu philosophy in 1959. Tempels’s book inevitably elicited considerable critical response from African philosophers, which culminated in a wide range of publications such as Wiredu’s (1980 Philosophy and an African culture, Hountondji’s (1983 African philosophy: Myth and reality, Oruka’s (1990 Sage philosophy: Indigenous thinkers and modern debate on African philosophy, Shutte’s (1993 Philosophy for Africa, Masolo’s (1994 African philosophy in search of identity and Gyekye’s (1995 An essay of African philosophical thought: The Akan conceptual scheme. It has been over 60 years since the publication of Temples’s book and there continues to be serious debate about African philosophy. This article sought to contribute to the debate on the various conceptions of African philosophy, but with a focus on the challenges of teaching African philosophy to Philosophy of Education students at an open distance learning institution in South Africa. This article discussed the tendency amongst undergraduate Philosophy of Education students to conflate and reduce African philosophy to African cultures and traditions, and to the notion of ubuntu, and sought to understand the reasons for students’ inclination to treat African philosophy in this way. It examined students’ background knowledge of African philosophy, their critical thinking skills and whether their official study materials are selected and packaged in a manner that, in fact, adds to the challenges they face. Finally, the article explored the ways in which Philosophy of Education lecturers can adapt their pedagogy to provide students with a better understanding of African philosophy.

Matsephe M. Letseka

2012-10-01

449

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

Directory of Open Access Journals (Sweden)

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

Gayle Bogel

2008-06-01

450

Aversiveness of Teacher-Chosen Interventions and Student Problem Characteristics: Is There a Relationship?  

Science.gov (United States)

Questioned 91 graduate students in education to see whether teachers considered salient characteristics such as student age and problem behavior when selecting interventions for managing students' behavior. Results suggest that both regular and special education teachers take student characteristics into consideration when making such intervention…

Wood, Frank H.; Dorsey, Beth

1989-01-01

451

Lesotho’s students’ achievement in mathematics and their teachers’ background and professional development  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The study sought to obtain information on the relationship, if any, between students’ achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teache...

Mogari, David; Kriek, Jeanne; Stols, Gerrit H.; Iheanachor, Ogbonnaya Ugorji

2009-01-01

452

Social Motivation in the Secondary Classroom: Assessing Teacher-Student Relationships from Both Perspectives  

Science.gov (United States)

Scholars have amassed robust evidence that teacher-student relationships (TSR) are associated with a multitude of valued student outcomes. Although much of this research has focused on elementary-school students, TSR are vital at the secondary-school level. Drawing from a sample of 922 middle and high school students and their 127 teachers in…

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

2011-01-01

453

Teacher Reasoning and Moral Judgement in the Context of Student Discipline Situations.  

Science.gov (United States)

This study was conducted to investigate the moral development of teachers, their reasoning about student discipline incidents, and whether a teacher's own moral development might affect desired student outcomes. An inservice course on student discipline entitled "Managing Student Behavior: A Whole School Approach to Discipline" (MSB) was offered…

MacCallum, Judith A.

454

The Aztec: Mexico Student Teacher Resource Center  

Science.gov (United States)

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

Frederiksen, Thomas H.

1997-01-01

455

Being a librarian for young people - yes!  

Directory of Open Access Journals (Sweden)

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

Elizabeta Hriberšek-Balkovec

1997-01-01

456

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

DEFF Research Database (Denmark)

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

Banerjee, Ritwik; King, Elizabeth

2012-01-01

457

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

Science.gov (United States)

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

Qunhui, Ou; Na, Du

2012-01-01

458

VIEW OF TEACHERS AND STUDENTS ON ACTIVATING TEACHING METHODS  

Directory of Open Access Journals (Sweden)

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

?UDMILA VELICHOVÁ

2012-01-01

459

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

Directory of Open Access Journals (Sweden)

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

Kjetil L. Nielsen

2013-06-01

460

Teacher perceptions of high school students underachievement in science  

Science.gov (United States)

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

Gopalsingh, Bhagyalakshmi

 
 
 
 
461

Teacher Question and Student Response with Regard to Cognition and Language Use  

Science.gov (United States)

In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being…

Lee, Youngju; Kinzie, Mable B.

2012-01-01

462

Assessing the Effects of Teachers' Reading Knowledge on Students' Achievement Using Multilevel Propensity Score Stratification  

Science.gov (United States)

This study investigated the relationship of teachers' reading knowledge with students' reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers' knowledge resulting from differences in teachers' backgrounds and the disparities in how…

Kelcey, Ben

2011-01-01

463

Undergraduate Teacher Education students’ thoughts on immigration and immigrants  

Directory of Open Access Journals (Sweden)

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

Amelia Barquín

2010-12-01

464

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

Science.gov (United States)

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

Warren, Jeffrey M.

2010-01-01

465

Examining the Supervision of Mathematics Student Teachers through Analysis of Conference Communications  

Science.gov (United States)

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers.…

Fernandez, Maria Lorelei; Erbilgin, Evrim

2009-01-01

466

Student and Teacher Views about Technology: A Tale of Two Cities?  

Science.gov (United States)

The purpose of this study is to critically examine teachers' and their students' views about technology integration in schools focusing on the following questions: (1) What are students' perceptions about technology integration in schools?; (2) What are teachers' views about using technology in teaching and learning?; and (3) What do teachers say…

Li, Qing

2007-01-01

467

The Perception Gap: Sociodemographic Factors Affecting Teacher Perceptions of Students in Urban Schools  

Science.gov (United States)

Two hundred and sixty two K-12 teachers, ranging from pre-service to experienced teachers, and from elementary to high school, were surveyed regarding their perceptions of students based on gender, ethnicity, socioeconomic status, and behavior. Utilizing a five point scale that surveyed teachers' responses to narratives of student stereotypes…

Llamas, Joseph M.

2012-01-01

468

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

Science.gov (United States)

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

Novick, Rona Milch; Isaacs, Jenny

2010-01-01