Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be…
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
Lin Ching Chen
Full Text Available ???????????????????????????????????,?????????????????????,?????????????????????????????????,???????????????????????????????,????????????????????????????????,?????????????????????????????????:(??????????????????????,????????????????????????????;(???????????????????????????????????????????????,?????????;(??????????????????????????????;(???????????????????????,???????; (???????????????????????,????????????,????????????????????,????????The purpose of this research was to solve the problems occurring when elemen- tary teacher librarians and teachers collaboratively design integrated infor- mation literacy instruction. The collaborative action research was used as a framework in this study. The researchers, a teacher librarian, and three teach- ers worked together to implement four action plans, which lasted for one and a half years. During the research process, the methods of collecting data in- cluded observation, interviews, document collection, and survey. The research results showed the following possible strategies for improving the collaboration between the teacher librarians and teachers: 1. In the stage of collaborative initiation, the teacher librarian and teachers should actively invite each other, or join school research projects to start designing the integrated curriculum; 2. In the stage of collaborative planning, they should start to plan the detailed in- structional contents for the coming semester during summer or winter breaks, and the instructional schedule should be flexible; 3. In the stage of collabora- tive implementation, they should co-teach and allocate dedicated time for dis- cussion and reflection; 4. In the stage of collaborative evaluation, they should develop both of evaluation methods and rubrics, and assess students together; 5. In the stage of collaborative reflection, the teacher librarian should invite teachers to examine the curriculum comprehensively when it is finished, and in an ideal situation, they can collect all the documents into a portfolio for a ref- erence in the future.
Research has linked strong school library programs to academic achievement. In Oregon's Tigard-Tualatin School District, one school librarian collaborates on curriculum units with teachers, weaving instruction on information literacy and research skills throughout the curriculum. In Portland (Oregon), another librarian designs ways for students to…
Full Text Available An academic library is supposed to provide quality services to the students, faculty employees and others. The students, who constitute the majority of the users, often seem to lack the skills and knowledge necessary to navigate and locate items within the library during this crucial period of life between education and employment.University librarians play a key role in explaining all the services of an academic library.A library is used by students mostly as a place to study, wait for their classes to start or search for the necessary literature. A question arose: how well do the students know the duties of academic librarians and how to encourage them to learn more about their work and find out what these information technology experts can offer? Students of the University of Ljubljana have been interviewed to determine that. 98 students of the average age of 23 years were interviewed in December 2008 and January 2009. The results showed their poor knowledge of academic libraries as most of the students do not know how many people are employed there and what their skills and everyday duties are. They do believe, however, that the professors encourage them to visit the library, but sadly do not perceive the librarians as qualified assistants of the faculty and only seldom credit them for their part in achieving their scholastic performance. We can therefore conclude that academic librarians are not key persons to the students during the time of attending the university. The academic library should try harder to emphasize its prominence and role in tertiary education as a key factor in information literacy - an important part of lifelong learning.
Carrico, Kent; Neff, Ariel
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…
Argues that teachers, librarians, and writers for the young are part of a proud tradition when they invite young people to come of age with books in their hands, books that offer community, friends, elders, honest aid and comfort, questions to ponder, mirrors that reflect the reader's face, and doorways that open to a wider place. (SR)
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…
"Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers" was approved by the Virginia Department of Education on April 28, 2011. This document, effective July 1, 2012, details new guidelines for evaluating teacher performance in the state of Virginia. These guidelines have gained the attention of every educator…
Full Text Available The purpose of this study was twofold. The first purpose was to construct the Collaboration Scale for primary and secondary school teacher and teacher-librarian of Taiwan. Teachers and teacher-librarians were selected from five municipals in the south of Taiwan. Fifty-nine teacher-librarians, 76 teachers and 2 principals from 60 primary and secondary schools participated in this study for the testing of scale quality. Results indicated as follows: 1. The Collaboration Scale consisted of 22 items, divided into three factors, which were integrated instruction, teacher-librarian as resource, and traditional role of teacher-librarian. 2. The Collaboration Scale had reasonable coefficient of internal consistency reliability and content validity. 3. Exploratory factor analysis showed that The Collaboration Scale had acceptable construct validity. Three factors explained variance 60.23%and had high correlations of the Collaboration Scale separately. The second purpose was to examine the facets of teacher and teacher-librarians collaboration. Results indicated that teacher and teacher-librarians had low-end collaboration, most of the cooperation existed in teacher-librarians provided materials or resources for the teachers; high-end collaboration, integrated instruction appear to be less prevalent among participants in this study.
Montiel-Overall, Patricia; Hernandez, Anthony C. R.
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…
Full Text Available One of the final goals of high school education is to prepare students to be able to master independently written form of expression. Therefore, during all four years of schooling, they are introduced to the contents required for independent research work.In this process, school librarian has an important role. With the curriculum of library and information skills (LIS, the school library participates in different phases of the research process from first year of high school on, helping students and mentors find themes for their research, retrieve, select, use and evaluate information sources, as well as with citing, bibliography and presentation. The librarian as the expert for retrieving and organization is a co-mentor of research work, together with teachers who are professionals in their respective professional fields. Because of special information needs, the librarian cooperates with other libraries, takes care of interlibrary loan and organizes a local collection of graduate and other research works making them freely accesible.The article presents different forms of research work of students on the case of Maribor High School II, some of them regular and obligatory in the education process and some of them chosen freely, and the role of librarian as an intermediate element in this process.The article also presents the opinions of teachers on research work in school and the role of schoollibrary and schoollibrarians in this process.
Easter, Jennifer; Bailey, Sharon; Klages, Gregory
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…
Joyce Yukawa; Harada, Violet H.
Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term ...
Boardman, Edna M.; And Others
Includes seven articles that deal with public relations (PR) for school librarians. Highlights include image problems librarians face and suggestions for promoting more positive images; PR plans that focus on the past, present, and future; nontraditional ways that librarians can attract students and teachers; publicity techniques; and media center…
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.
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
Pye, Jo; Myhill, Martin
This paper describes the Telematics for Teacher Training Project (T3) Work Package 08, which aims to evaluate, assess, and produce course materials to respond to the information needs of librarians supporting teacher trainers and trainees in higher education institutions across Europe. The increasing use of educational technology to deliver more…
Latham, Don; Gross, Melissa; Witte, Shelbie
This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st Century Skills (as defined by the Partnership for 21st Century Skills) and librarian-teacher collaboration.…
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services.
Intended for both librarians and teachers in grades K through 12, this guide presents a framework and some of the strategies and tools needed to build toward a systematic and meaningful library/study skills program for Hawaii's schools. The guide is organized around basic elements of an instructional development model (IDM). Chapters cover…
Jones, Catherine E., Ed.
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…
Diane VanderPol; Swanson Westminster College United States, Emily A. B.
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...
Rossini, Beverly; Burnham, Judy; Wright, Andrea
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
Hill, Renee F.
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…
Casey, John P.; Alden, Elaine
What qualities in teachers do student teachers feel are more important than others? Do student teachers agree as to the varying importance of these qualities? This pilot study conducted in Fall semester, 1975 at Southern Illinois University at Carbondale attempted to answer these questions. (Author)
Excerpts from a discussion between teachers, parents, and students on the subject of parent, teacher, and student responsibility in ensuring a good education for students and their envolvement in educational decision making. (RB)
Dee, Cheryl; Stanley, Ellen E.
Objectives: This research was conducted to provide new insights on clinical nurses' and nursing students' current use of health resources and libraries and deterrents to their retrieval of electronic clinical information, exploring implications from these findings for health sciences librarians.
Codispoti, Margit; Hickey, M. Gail
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…
Yukawa, Joyce; Harada, Violet H.
"Building Inquiry Partnerships" was a yearlong professional development course conducted in 2005-2006. The course emphasized an inquiry approach to learning, improving skills in instructional design, and nurturing librarian-teacher partnerships. This article describes the goals, design, and implementation of the course and summarizes the…
Tardif, Eric; Doudin, Pierre-André; Meylan, Nicolas
Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers…
Sinkinson, Caroline; Alexander, Stephanie; Hicks, Alison; Kahn, Meredith
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…
Sullivan, Jill M.
Each semester during student-teacher seminars, the author invites local administrators to come to campus and participate in mock job interviews. These practice interviews provide students an opportunity to prepare for a successful interview and give administrators the chance to meet graduating students who will help alleviate Arizona's teacher…
Stanek, Lou Willett
The material in this guide includes instructions on how to lobby against censorship; discussions of two handbooks for students and teachers; a suggestion for a written policy statement to be used in dealing with potential censors; the National Council of Teachers of English form, "Citizen's Request for Reconsideration of a Work"; a plan for…
Guillot, Ladonna; Stahr, Beth; Meeker, Bonnie Juve'
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…
Johnson, O. J.; Whitfield, J. S.; Grohe, B.
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…
Students in Nova Scotia Schools Without Teacher-Librarians are not Achieving Department of Education Expectations for Information Literacy Skills. A review of: Gunn, Holly, and Gary Hepburn. “Seeking Information for School Purposes on the Internet.” Canadian Journal of Learning and Technology 29.1 (Winter 2003: 67?88. 24 May 2007
Full Text Available Objective – This study investigated whether the expectations for Internet searching strategies outlined in provincial curriculumg oals are being met in Nova Scotia Schools. Twelfth-grade students in representative schools were surveyed as to their Internet information seeking strategies and their perceptions of the effectiveness of those strategies. The results are presented as six themes based on the survey questions.Design – Survey questionnaire consisting of yes/no, multiple-choice, Likert style, and open?ended responses.Setting – Twelfth?grade students from four high schools in one district in Nova Scotia. Total participants: 198.Subjects – Questionnaires were analyzed from 243 general practitioners, practice nurses, and practice managers in four Nottingham primary care trusts as well as practices in the Rotherham Health Authority area.Methods – Four research questions guided this study: 1. What strategies and techniques do students use that are helpful for information?seeking on the Internet? 2. What knowledge do students have of the different World Wide Web search engines? 3. How do students perceive their ability to locate information for school purposes on the Internet? 4. How do students learn how to seek information on the Internet for school related assignments? The survey was developed through a literature review of previous research. Each survey item reflected a theme and one of the four research questions. The survey was field tested in a pilot study with two twelfth?grade students, and two twelfth grade English classes.The sample was assembled by asking principals at the four schools to identify two classes in each of their schools that represented mixed academic abilities. Three schools chose English classes, and one school chose math classes participate in the study. All students had agreed to be a part of the study and only students present in class on the day the questionnaire was given were represented. No effort was made to include students who were absent. Results were tabulated as percentages of responses, and presented in tables related to the themes of the four research questions.Main results – Throughout the study, students reported very few strategies for effective Internet searching. They cited friends and family members rather than teachers as their main sources for support, and reported self?taught trial and error as the most common method of learning search strategies. Despite their lack of effectiveness, most students considered themselves “good” or “very good” at finding the information they need for school purposes. Most of the students used very few of the strategies associated with effective searching that have been stated in prior research studies.• Research Question One: Use of Strategies and Techniques for Information?Seeking on the Internet Only 15% of students used Boolean operators regularly. Over 70% of students did not know how to eliminate commercial sites, use particular features, limit searches to recently updatedp ages or limit searches to the title section of a Web page.• Research Question Two: Knowledge of World Wide Web Search Engines. Google was the overwhelming choice, with 66.7% percent of students reporting that they used it regularly. Other search engines were used from 0 to 22%.• Research Question Three: Students’ Perception of Their Information?Seeking Ability on the Internet 81.3 % of students reported their abilities as good or very good. Only 5% felt their abilities were poor.• Research Question Four: How Students Learn What They Know About Information?Seeking on the Internet 72.7% reported self?teaching strategies. 39.8% relied on friends or classmates, 36.8 % relied on teachers. 2.5% reported librarians as a source Of the students who reported self?teaching,53% used trial and error, 6.6% used help screens and 4% searched for assistance. 80.8% of students who reported teachers as a source for learning information strategie swere taught in computer?related classes, rather than in content ar
Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Qu...
Fenn, Jane P.; Furness, Irene
This article describes how school libraries can support a rewarding collaborative effort with the school's physical education teachers by offering reading materials such as commercially available sports information packets, fiction and nonfiction books, Web sites, and magazine or newspaper articles available in hard copy or online. Such a program…
Gentry, Marcia; Steenbergen-Hu, Saiying; Choi, Byung-yeon
What roles do teachers play in the development of talent and in the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, and content knowledge are keys to student motivation, learning, and engagement. Research also reveals the importance of positive and supportive student/teacher relationships. In previous work…
On the Road to Student Success. How School Librarians Leave No Child Behind; Accountability and the School Teacher Librarian; Looking for the Evidence: Do School Libraries Improve Student Achievement?; Strategic Directions and Newer Dilemmas for Teacher-Librarians and School Library Resource Centres; The School Library: Accountability for Student Learning; Making Library Programs Count; Accelerated Reader: Does It Work? If So, Why?; Improving Satisfaction Levels: Playing a Political Game; Accountability and School Libraries: The Principal's Viewpoint; Vive la Difference: Gender, Motivation and Achievement; Integrated Library Program; Canadian Coalition for School Libraries Update; Block Grassroots Projects; On the Other Hand.
Lance, Keith Curry; Loertscher, David V.; Woolls, Blanche; Oberg, Dianne; Haycock, Ken; Dotten, Rose; Koechlin, Carol; Zwaan, Sandi; Krashen, Stephen; Coupal, Linda; Sykes, Judith; Kitchenham, Andrew; Arnold, Judy; Lorinc, John; Gunn, Holly; Hamilton, Donald; Caldwell, John
Includes 14 articles that explore school library programs based on quantifiable data and serious investigation. Topics include libraries and student success; accountability; political issues; principals' attitudes; gender; and motivation. (LRW)
Prihadi Kususanto; Chin Sook Fui; Lim Hooi Lan
The main purpose of this study was to investigate the influence of teachers’ expectancy and students’ attitude towards science (ATS). The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers’ expectancy significantly affected students’ ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to impr...
Holi Ibrahim Holi Ali; Hamed Ahmed Al-Adawi
Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do student teachers receive in their practicum? 2) What are the student teachers’ and mentors’ views of feedback on the practicum? 3) What type of pr...
Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.
Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan
The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers'…
This article is the result of interviews with teachers, students, and school librarians in eight UK secondary schools regarding their use of multimedia encyclopaedias on CD-ROM. It focuses on a content analysis of their comments on how having access to multimedia encyclopaedias changes the way students work and learn in school, how they perceive it enhances their learning, and how it hinders it. Teachers reported that they used multimedia encyclopaedias as an additional information resource, ...
Dees, Dianne; Mayer, Alisande; Morin, Heather; Willis, Elaine
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…
Hughes, Jan N.
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and ba...
The purpose of this study is to identify pedagogical formation students’ (teacher candidates’) communication skills based on their perceptions. The study sought answers to the following research question: What are the perceptions of pedagogical formation students (teacher candidates) related to their communication skills? Assessment of pedagogical formation students’ (teacher candidates’) perceptions regarding their communication skills was undertaken through qu...
Lubans, John, Jr.
Presents findings from surveys of 226 7th- to 10th-graders who spent the 1998 summer at Duke University. Results are discussed as answers to questions: What do students really do online? How much do they use the Web? How do they find things? How do they judge sites? What do students want from librarians? (AEF)
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.
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
Subramaniam, Mega; Oxley, Rebecca; Kodama, Christie
Many scholarly studies investigating school library services provided to students with special needs primarily address aspects of collaboration with special education (SPED) teachers in an immersed school environment. Scarcely studied are ways that school library programs (SLPs) empower students in schools serving only students with a specific…
Aziz Ahmad Tahir and Ahmad Farooq Shah
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?...
Bridges, Laurie M.
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...
Rebecca Winthrop; Jackie Kirk
Improved support for teachers’ professional development is vital during emergency, chronic crisis and early reconstruction contexts as teachers can have a significant impact on their students’ well-being.
Brok, P. Den; Brekelmans, M.; Wubbels, T.
In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFl.) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimension...
Meijer, Paulien C.; de Graaf, Gitta; Meirink, Jacobiene
This study focuses on the question of why student teachers stay in teaching even after a profound "practice shock," i.e., a shock that in itself seems to characterize the complex and emotionally challenging first year of student teaching. Using a line drawing technique, the study investigates student teachers' views of their first year of teaching…
Marcie Lynne Jacklin
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.
Alden, Elaine F.; And Others
This study of 139 student teachers at Southern Illinois University at Carbondale indicated that male student teachers and secondary student teachers hold more biases in the area of sex stereotyping than do female student teachers and elementary student teachers. (Editor/SJL)
Levin, Daniel M.; Hammer, David; Coffey, Janet E.
Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done,…
Onosko, Joseph J.
Compares two groups of high school social studies teachers to determine how their attitudes and beliefs about instruction inform their practice in promoting higher order thinking among students. Measures teacher performance across 10 dimensions of classroom thoughtfulness based on Fred Newmann's work. Finds an important link between teachers'…
Dodd, Anne Wescott
Claims that writing logs constitute an effective teaching tool in basic college writing courses. Discusses one teacher's success using writing logs to assist the development of students' freewriting skills. Includes sample entries revealing students' comments and progress throughout the term and documenting the teacher's response to these…
Veenman, Simon; van Benthum, Niek; Bootsma, Dolly; van Dieren, Jildau; van der Kemp, Nicole
This study described the effects of a course on cooperative learning (CL) for student teachers. The course was conducted at two teacher education colleges in The Netherlands. Data collection included observation of the desired CL teaching behaviors and elementary students' engagement rates during cooperative activities; surveys of preservice…
This ERIC Digest focuses on the student teacher, the school-based cooperating teacher, and the university supervisor, all of whom form a supervisory triad. Barriers to improved student teaching supervision such as incongruent role expectations and lack of substantive communication and collaboration among triad members are discussed. Some efforts…
Saracho, Olivia N.
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…
Researchers have reported that athletic training students who earn teacher certification enhance their job marketability. The purpose of this study was to determine the number of athletic training students who pursue teacher certification. A survey was mailed to the directors of the 78 NATA undergraduate programs in 1992. Data from the returned surveys showed that 177 of the 703 expected graduates in 1992 and 148 of the 640 graduates in 1991 pursued teacher certification. The most common teac...
Geving, Allison M.
The objectives of this study were to identify the student behaviours associated with teacher stress and determine the types of teacher behaviours that may elicit these stressful student behaviours. Student teachers (n = 186) and their supervising teachers (n = 77) completed a stressful student behaviour questionnaire, a teacher behaviour…
Ricci, Barry J.
A Rhode Island elementary school decided to include students in their parent-teacher conferences. The idea was to increase student responsibility for learning and improve student achievement. Revamped portfolios that focused on the quality of student work provided the key to success. (MLH)
Eisenberg, Mike; Barton, Rhonda
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…
Full Text Available The literature on Teacher’s Guides combines knowledge of discipline-related content and pedagogy-related content in reference to the objectives and contents of the Ministry of Education curriculum. It serves as a self-study tool that provides guidelines of how to teach in light of the various changing goals and needs of the teacher. The corpus on which this research focused was the Teacher’s Guide for Hebrew literature and the question we focused on was: Do student-teachers of Hebrew literature at a teacher education college who use this tool find that it meets their expectations? The qualitative and quantitative findings of the research, which involved 21 student-teachers for Hebrew literature at a teacher education college, led to the conclusion that the students’ expectations of the Teacher’s Guide differ from the disciplinary qualities and especially the didactic qualities it actually contains. The Teacher’s Guide is not organized in a manner suited to student-teachers even though they are a primary target audience for it.
Lewis, Ramon; Romi, Shlomo; Roache, Joel
Students who continuously misbehave are frequently excluded from class, allowing them time to reflect on their inappropriate behavior. This paper examines students' perceptions of the teacher's behavior toward them prior to, during, and after the exclusion, focusing on teachers' explanations, punishments, and follow-up conversations. The results…
Hunn, Lorie L.
This study explored and compared the ways in which school-based cooperating teachers and college supervisors evaluate student teachers. The scores allocated to student teachers by school-based cooperating teachers and college supervisors in the final field experience evaluations of student teachers were analyzed. A mixed methods research design…
With state and national policymakers eyeing ways to improve teacher preparation, a handful of education programs are becoming more intentional about how such "cooperating" teachers--as they're known in the lingo of teacher preparation--are selected and trained. That interest could grow as programs wrestle with the finer points of how to transform…
Mathematics Teaching, 2009
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In this article they share the issues they identified, and what they have been doing to address them.
Liando, Nihta V. F.
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...
Safi Ullah Hidayat
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.
Teacher Education is considered to be the first and perhaps the most important stage in the professional development of student teachers (Wideen, Mayer-Smith, & Moon, 1998) as teacher educators who work with student teachers during these programs exert significant influence on who students are and will become (Caires, 2007; Chalies, Ria, Bertone,…
In brief: Through interviews with three poets who also work in libraries, this article explores the benefits and challenges of these overlapping roles, reflecting on commonalities in the two communities. Introduction I am a librarian and a poet who has tried to keep those two roles separate. As a library school student and in the […
Wake, Andrew; Danaher, Patrick
This paper considers the implementation of Student Performance Standards (SPS) in Queensland, Australia, and their implications for teacher education. Student testing procedures in various Australian states and territories are described. A theoretical framework, grounded in Australian educational history, is elaborated for understanding the…
Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers' undergraduate…
Vargas, Ernest A.; Fraley, Lawrence E.
To instruct consists of arranging controls between teacher, student, and subject matter. Initial controls must emanate from the teacher since those of the subject matter are minimal, crude, or missing. Teachers mand students to behave in certain ways with respect to a given subject matter. Eventually, however, the teacher must transfer the teacher mediated and managed control of the student to natural controls functioning directly through student interaction with the subject matter. Difficult...
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?...
Nihta V F Liando
Full Text Available his paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department at State University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as de-motivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
Rhoads, Kathryn; Samkoff, Aron; Weber, Keith
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…
McCann, S. J. H.; Fisher, R. J.
The interactions of teacher directiveness and student authoritarianism, teacher directiveness and student dogmatism, teacher authoritarianism and student authoritarianism, and teacher dogmatism and student dogmatism were examined in terms of variance in grades and satisfaction. (JC)
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…
Full Text Available Gifted students differ from their peers in terms of motivations, learning, social and emotional needs. Because of these differences, it is indispensible that their teachers have to have a number of different characteristics. Because, teachers’ personality tratis and professional qualifications affects gifted students’ academic, cognitive and affective development. The main aim of this study is to examine that whether gifted students’ preferences of characteristics that teachers should have, differs according to type of educational institution, student's gender and level of meeting their educational needs or not. The study was designed as descriptive, one of the survey models. The study group consists of 1077 gifted students who are enrolled at five Science High School state schools, a private gifted school and three Science and Art Centers in Thracia Region in Turkey. As a means of data collection, Gifted Students’ Teacher Preferences Scale (GSTPS developed by Sahin & Tortop (2013 was used. In the calculation of internal consistency reliability of research data, Cronbach's ? value was calculated. Cronbach alfa realibity cofficients were found to be .92 for Personality Traits sub-scale, .89 Professional Qualification sub-scale and .94 GSTPS, respectively. Besides, it was seen that based on the gender of participants, there was no difference in the characteristics they want to see in teachers and the opinions of students in High Schools and at SACs differed from the ones who were in the private school. Moreover, it was determined that the scores of the ones who thought the schools met their educational needs fully and the ones who thought the schools met their educational needs partially varied significantly.
McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy
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),…
This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semi-structured interviews cond...
Mullola, Sari; Jokela, Markus; Ravaja, Niklas; Lipsanen, Jari; Hintsanen, Mirka; Alatupa, Saija; Keltikangas-Jarvinen, Liisa
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…
de-Macedo D.V.; de-Paula E.; Torres B.B.
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...
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...
Vermeulen, Jorine A.; Denessen, Eddie; Knoors, Harry
This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching…
Schramm-Possinger, Megan Elise
Teachers' beliefs about pedagogical practices and disciplinary procedures as well as their perceptions of students powerfully influence the corresponding approaches they utilize. The student teaching experience is cited as one of the most critical facets of teachers' professional development. That which is learned by student teachers…
Mena-Marcos, Juanjo; Garcia-Rodriguez, Maria-Luisa; Tillema, Harm
Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their…
This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education…
This study explored the potential acceptability of performance pay to new teachers by investigating attitudes toward performance pay of students preparing to be teachers. Focus groups and a survey of students preparing to be teachers at a large U.S. university were conducted. Most students expressed a preference for some form of performance pay…
van Uden, Jolien M.; Ritzen, Henk; Pieters, Jules M.
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…
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.…
Thoonen, Erik E. J.; Sleegers, Peter J. C.; Peetsma, Thea T. D.; Oort, Frans J.
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…
Responding to student writing is one of the most challenging aspects of the writing instructor's job, and it is certainly the most time-consuming. Preparing future teachers to respond to L2 writing thus becomes an important aspect of any pre-service training course. In this paper, the author describes her own approach to training writing…
Karanxha, Zorka; Zirkel, Perry A.
The article provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, or suing party, and the defendant was an institution of higher education and/or the cooperating local school district. There were 28 of these court decisions, and the outcomes favored the defendant institutions in 23 of them…
Jones, Craig H.; And Others
The Study Habits Inventory examined strengths and weaknesses in secondary education majors' notetaking, studying, and test-taking skills and found students were well-prepared to teach important studying and testing skills. Research indicates that prospective teachers' academic skills may positively affect their achievement in academic settings.…
Akins, Wayne; Chance, Cindi; Page, Fred
This paper considers whether the involvement of student teachers with disabilities in clinical settings indicates a need for accommodations as mandated under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. It stresses the importance of identification and involvement of all stakeholders and a structure for…
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.
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.
D.V., de-Macedo; E., de-Paula; B.B., Torres.
Full Text Available SciELO Brazil | Language: English Abstract in english Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportun [...] ity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo). The content of the course consists of a) choosing the theme, b) selecting and organizing the topics, c) preparing written material, d) establishing the methodological strategies, e) planning the evaluation tools and, finally, f) as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP), Biochemistry of Nutrition (UNICAMP) and Molecular Biology of Plants (USP). In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options) and gave very high scores to both the courses and the teachers.
Tigchelaar, A. E.; Korthagen, F.
How can teacher education seminars be arranged in such a way that theory is integrated with student teachers’ practical experiences? In order to study this key question, we first present a theoretical framework on the sources of teacher behaviour, and discuss its implications for practices within teacher education. Next, we describe our development research study, which led to the identification of three approaches that can help to integrate student teachers’ experiences with theory. We i...
Muhammad Aamir Hashmi; Ashi Zeeshan; Shoukat Ali Raza; Tariq Mehmood; Shaikh, Faiz M.
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 ...
Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy
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…
Nemec, Christopher J.; Watson, Rod A.
The purpose of this research project was to improve the attendance of high school students using teacher initiatives. There were two teachers and about 140 students involved. The interventions used were improving lesson plans, developing better relationships with students and positive incentives. The students at this school had a history of very…
Gee, Thomas C.
In an investigation of the effects of praise, negative comment and no comment on expository compositions of eleventh grade students, author hypothesized that praise might increase motivation more than criticism or no comment. He suggests an experiment to test this phypothesis. (NL)
Gafoor, K. Abdul; Umer Farooque, T. K.
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…
Dekker-Groen, Agaath; Van der Schaaf, Marieke; Stokking, Karel
In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A…
Coddington, Cassandra S.; Guthrie, John T.
The purpose of this study was to compare teacher and student perceptions of motivation for reading. Motivational constructs were theoretically derived from previous work on efficacy and task orientation. First-grade students and teachers were asked to complete parallel reading motivation questionnaires. Results suggest both first-grade teachers…
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…
Hammond, M.; Reynolds, L.; Ingram, J.
This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the…
This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural…
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.
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.
Charles D. Kamilos
Full Text Available At some seminaries the question of who is more effective teaching library research is an open question. There are two camps of thought: (1 that the program faculty member is more effective in providing library research instruction as he or she is intimately engaged in the subject of the course(s, or (2 that the theological librarian is more effective in providing library research instruction as he or she is more familiar with the scope of resources that are available, as well as how to obtain “hard to get” resources. What began as a librarian’s interest in determining the extent to which Doctor of Ministry (DMin students begin their research using Google, resulted in the development of a survey. Given the interesting results returned from the first survey in fall of 2008, the survey was conducted again in the fall of 2011. The results of the comparative data led to the discovery of some useful data that will be used to adjust future instruction sessions for DMin students. The results of the surveys indicated that the instruction provided by the theological librarian was more effective as students were more prepared to obtain and use resources most likely to provide the best information for course projects. Additionally, following the instruction of library research skills by the librarian (2011 survey, DMin students were more likely to begin the search process for information resources using university provided catalogs and databases than what was reported in the 2008 survey. The responses to the two surveys piqued interest regarding both eBook use during the research process and the reduction of research frustration to be addressed in a follow-up survey to be given in 2014, results of which we hope to report in a future article.
Schepens, Annemie; Aelterman, Antonia; Vlerick, Peter
This article focuses on student teachers' professional identity formation inspired by the tension between two layman points of view namely: being born as a teacher (i.e. based on demographics and personality traits) and becoming a teacher (i.e. based on experience). Besides demographics, personality traits and experience, the teacher preparation…
Studied the perceptions of 36 cooperating teachers taking a course in supervision aimed at supervising student teachers. These cooperating teachers seemed to favor a trial-and-error approach or a developmental model of the supervision of a practicum for preservice teachers, in contrast to the reflective approach usually favored by university…
A formação de professores e a capacitação de bibliotecários com limitação visual por meio da EAD em ambiente virtual de aprendizagem / Teachers formation and visual disabled librarians training through e-learning in learning virtual environment
Lizandra Brasil, Estabel; Eliane Lourdes da Silva, Moro; Lucila Maria Costi, Santarosa.
Full Text Available Esta pesquisa aborda o uso e a apropriação das Tecnologias de Informação e de Comunicação (TICs) pelas Pessoas com Necessidades Educacionais Especiais (PNEEs) com limitação visual e os processos de interação e de aprendizagem por esses sujeitos em um ambiente virtual de aprendizagem (AVA). O cenário [...] desta pesquisa é o AVA TelEduc e as suas ferramentas, bem como as ferramentas de comunicação e de interação externas ao ambiente, como o MsChat e o Skype. Fazem parte deste processo quatro sujeitos com limitação visual (SB, AL, NO e AM), professores e bibliotecários dos cursos PROINESP, da Secretaria de Educação Especial do Ministério da Educação (SEESP/MEC), em parceria com a Universidade Federal do Rio Grande do Sul (UFRGS), por meio do Núcleo de Informática na Educação Especial (NIEE) e do BIBLIOTEC II, Curso de Extensão em Bibliotecas Escolares e Acessibilidade, do Departamento de Ciências da Informação da Faculdade de Biblioteconomia e Comunicação (DCI/FABICO), da UFRGS. O problema de pesquisa pretende verificar como ocorre, na formação a distância em Ambientes Virtuais de Aprendizagem, o processo de apropriação e de interação, no uso das Tecnologias de Informação e de Comunicação, de professores e de bibliotecários com limitação visual. Dentre os objetivos, destacam-se os de propiciar a formação e a qualificação a distância de professores e bibliotecários com limitação visual, por meio de AVA e avaliar os processos de apropriação, de interação e a inclusão social, digital e profissional. A epistemologia vygotskyana foi a base desta pesquisa e a linha mestra do processo pedagógico. A partir das análises realizadas dos processos de apropriação e de interação dos sujeitos desta pesquisa, pode-se concluir que SB, AL, NO e AM conseguiram apropriar-se das ferramentas e serem mediadores deste processo de apropriação pelos seus alunos e interagiram entre eles (sujeitos), com os colegas, com os formadores e com os alunos por meio do uso das ferramentas, sendo incluídos em um ambiente virtual de aprendizagem. Abstract in english This research approaches the use and the appropriation of ICTs, by PNEEs with visual disability and their interaction and learning processes in an AVA. The background of this research is AVA TelEduc and their tools, as well as the external tools to the environment: MsChat and Skype. Four visual disa [...] bled people are part of this process (SB, AL, NO and AM), as well as PROINESP courses teachers and librarians. The research main goal is to verify how the appropriation and interaction process in the use of ICTs happens in long distance educational system AVAs -, among teachers and librarians with visual disability. Among the objectives, stand out to provide long distance graduation and qualification through AVA to teachers and librarians with visual disability, and to evaluate appropriation and interaction processes as well as the social, digital and professional inclusion. The Vygotskyan epistemology was the foundation for this research. Starting from the accomplished analyses of the appropriation and interaction processes of the involved people in this research, it can be settled that SB, AL, NO and AM were able to appropriate themselves of the tools and be mediators of the appropriation process to their students .They also interacted among themselves, among friends, teachers and students by using the tools and by being included in a virtual-learning environment.
Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia
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…
Murphy, Colette; Beggs, Jim; Carlisle, Karen
This paper describes findings from the Science Students in Primary School (SSIPS) project in which undergraduate science specialist student teachers were placed in primary schools where they "co-taught" investigative science and technology lessons with primary teachers. Students and teachers planned, taught and evaluated science lessons together.…
Full Text Available This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semi-structured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exemplified with extracts from student teachers’ diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided.
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.
Krkovic, Katarina; Greiff, Samuel; Kupiainen, Sirkku; Vainikainen, Mari-pauliina; Hautama?ki, Jarkko
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...
Full Text Available The research explored the reflective practice of student teachers on efforts to improve how student teachers learn from their experiences of tutorial teaching in school. Tutoring means teachers working with individual students to support their learning. During this project, eight student teachers tried to help underachieving high school students improve their vocabulary confidence, learning skills and their memorising strategies so that the students could remember more vocabulary and use it more appropriately. Meanwhile, their self-confidence in English language learning could be developed. 16 junior high school students in Grade One were tutored once a week for 30 minutes, more than 10 successive weeks on the use of certain English lexical items. The tutorials took place from March to June in 2010 at a high school in an EFL (English as a Foreign Language context. Eight student teachers were the tutors providing instruction, practice in pronunciation and vocabulary usage. The students who received the tuition made significant progress in word recognition. The results indeed showed that the young learners had benefitted from the eight student teachers’ teaching methods. This project was intended to help junior high school students learn more vocabulary through the tuition of student teachers. Its success lies also in the fact that the eight student teachers were able to realise their ideas about effective vocabulary teaching and allowed them to appreciate the value of individual tuition.
Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel
The objective of the study was to access teaching efficacy of Universiti Putra Malaysia Science student teachers. The specific objectives were to determine teaching efficacy of Science student teachers in terms of student engagement; instructional strategies; classroom management and teaching with computers in classroom; their satisfaction with…
McPherson, Mary B.; Liang, Yuhua (Jake)
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…
Teachers have the responsibility to educate a diverse group of students in heterogeneous classes. One way in which teachers meet this challenge is to differentiate the curriculum to meet the needs, interests, and abilities of each student. One particular group of students in need of a differentiated curriculum to maximize learning potential is the…
Willcox, Jacqueline Kay
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.
Carvalho, Carolina; Freire, Sofia; Conboy, Joseph; Baptista, Mo?nica; Freire, Ana; Azevedo, Ma?rio; Oliveira, Teresa
Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, seconda...
Emmer, Edmund T.
To determine whether increased teacher use of student ideas would produce increased verbal initiation, an experiment was conducted with 16 second grade teachers and their classes. First, a series of observations were made under normal class conditions to determine the usual percentages of teacher use of student ideas and student initiation. Then,…
Full Text Available This study aims to find out whether pre-service EFL teachers are satisfied with the way their performance in teaching practice is measured. A questionnaire was developed to elicit student teachers’ views related to the components of the measurement policies employed in the two practicum courses at Anadolu University English Language Teacher Training program. It was given to 117 student teachers after piloting the questionnaire. Then, 12 student teachers were interviewed to support the quantitative findings. The results of the analyses showed that majority of the students were satisfied with their grades in teaching practicum. Furthermore, student teachers found certain criterion measures as effective means for assessing their performance such as planning-preparation, general organization, and assessment by university supervisors while assessment by cooperating teachers, writing observation and reflection reports, and assessment by peer teachers were found to be the least effective ones. The findings are discussed considering the current measurement policies and certain other practices about teaching practicum component of teacher education programs. Some suggestions for university supervisors, cooperating teachers, student teachers, and all other parties related to teaching practicum are also provided.
Full Text Available En este artículo se examina la experiencia de Sue, una mujer blanca, de 22 años, durante su práctica docente en el área de español como lengua extranjera. Se deja al descubierto las tensiones y dilemas que la participante vivió en su búsqueda por una identidad profesional. Los métodos de recolección [...] de datos para este estudio incluyeron (a) dos entrevistas, cada una de aproximadamente 45 minutos; (b) una observación de un día escolar; y (c) una copia del diario de comunicación entre la participante y la profesora cooperadora. El análisis de datos reveló que tan pronto como empezó la práctica docente, la participante se vio en la ambigua posición en que los practicantes s encuentran: no era una educadora con todas las de la ley pero tampoco una estudiante. En su intento por negociar una identidad de educadora, Sue se vio jalonada en diferentes direcciones. La participante pronto adquirió conciencia del poder que ostentaba la profesora cooperadora y de su vulnerable posición en esta relación. La lucha de la participante por mantener su propia identidad, por una parte, y llenar las expectativas de la profesora cooperadora, por otra parte, se constituyeron en la principal fuente de tensión. Al final del artículo se discuten las implicaciones de esta investigación. Abstract in english The contradictory realities of student teaching viewed through the student teachers' eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles & Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.; Parish, D.; Vidaurri, L; Dahlstrom, K.; & Rand, Ch., 1996; Weber & Mitch [...] ell, 1996). Student teachers are "marginally situated in two worlds" they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue's struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers' expectations on the other hand. The implications of the study are discussed.
Muhammad Aamir Hashmi
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.
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.
Fatemeh Kabi Rahnama
Full Text Available Within SDT framework, many investigations have been done in the field of language learning showing teachers’ instructional behaviors can affect students’ perceived self-determination and learning outcomes (Noels, Clément, & Pelletier, 1999. In this paper, not only Iranian English teachers’ instructional behaviors, but also the relationship between students’ perceived instructional behaviors and their perceived self-determination were explored in a sample of 210 university students by means of questionnaires. The results indicated that the students agreed their teachers’ instructional behaviors were autonomy supportive, whereas they agreed that their teachers’ behaviors were controlling. They also indicated a significantly positive relationship between the students’ perceived teachers’ autonomy-supportive instructional behaviors and their perceived self-determination on the one hand, and on the other a non significant correlation between teachers’ controlling behaviors and students’ perceived self-determination. The findings of this study have implications for teachers to develop their autonomy-supportive behaviors to promote students’ autonomy in learning English. Keywords: autonomy, self determination, teacher’s autonomy-supportive behaviors, teachers’ controlling behaviors
Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of science teachers' PCK that helped students' learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers' PCK from students' perspective, in particular whether or not students of different achieving ability had different views of teachers' PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers' PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view `knowledge of concept representation' as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students' reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students' understanding plays a critical role in shaping teachers PCK.
In a 2 1/2-year study of the application of interaction analysis (a method of classroom observation) to preservice teacher education, approximately 40 secondary student teachers were involved in an experiment during each of 3 semesters. A 2 by 2 factorial design made it possible to test the influence of 2 independent variables (student teacher…
Marachi, Roxana; Avi Astor, Ron; Benbenishty, Rami
The present study examines relations between school policy, teacher responses to violence and students' victimization outcomes as reported by teachers in a nationally representative sample of schools in Israel. Data were analysed using Structural Equations Modeling for the full sample of teachers, as well as group comparisons by school level,…
Rudland, Neale; Kemp, Coral
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…
Lopes, Joao A.; Monteiro, Isabel; Sil, Vitor; Rutherford, Robert B.; Quinn, Mary Magee
Learning and behaviorally disordered students place high demands on classroom organization and management. They are time-consuming, since teachers must place much more attention on them than other children and teachers' efforts to cope with their learning and/or behaviors may not work as readily as teachers wish. Since compulsory education was…
Teachers are thought to be the backbone of any high school. Data indicating how students perceive their teachers was gathered from a questionnaire completed by 355 recent Yeshiva high-school graduates. Results show that Yeshiva High School teachers are thought of as open minded and tolerant (51.9%), caring (73.2%), and interested in developing the…
Admiraal, Wilfried; Janssen, Tanja; Huizenga, Jantina; Kranenburg, Frans; Taconis, Ruurd; Corda, Alessandra
In teacher education programmes, text-based portfolios are generally used to assess student-teachers' competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. Multiple assessments should be used to…
González, Gloriana; DeJarnette, Anna F.
Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…
Mahadeo, Jonathan V.; Manthey, Seth R.; Brewe, Eric
High School Modeling Workshops are designed to improve high school physics teachers' understanding of physics and how to teach using the Modeling method. The basic assumption is that the teacher plays a critical role in their students' physics education. This study investigated teacher impacts on students' Force Concept Inventory scores, (FCI), with the hopes of identifying quantitative differences between teachers. This study examined student FCI scores from 18 teachers with at least a year of teaching high school physics. This data was then evaluated using a General Linear Model (GLM), which allowed for a regression equation to be fitted to the data. This regression equation was used to predict student post FCI scores, based on: teacher ID, student pre FCI score, gender, and representation. The results show 12 out of 18 teachers significantly impact their student post FCI scores. The GLM further revealed that of the 12 teachers only five have a positive impact on student post FCI scores. Given these differences among teachers it is our intention to extend our analysis to investigate pedagogical differences between them.
Paulo Charles Pimentel Botas
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...
More Research Needed on Librarian Teaching Anxiety. A Review of: Davis, Kaetrena D. “The Academic Librarian as Instructor: A Study of Teacher Anxiety.” College & Undergraduate Libraries 14.2 (2007):77?101.
Schulte, Stephanie J.
Objective – To identify the types of librarian teaching anxiety and the coping mechanisms that often accompany it and to compare those findings with those described by Showalter in “Teaching Literature”; also, to examine whether perceptions of librarians from both inside and outside the profession influence teaching anxiety.Design – A 35?item online questionnaire created using Zoomerang; a link to the questionnaire was distributed through the Information Literacy Instruction Listser...
Full Text Available The purpose of this research, is assessment of student teachers’ the views on contemporary issues in Turkish. In this study, interviewing method within the framework of qualitative research was used. Research was carried out working group consisting of 72 Turkish student teachers in Faculty of Education Erciyes University. The working group was created having a specified goal and cluster sampling method. Descriptive statistical method was used the data analysis about Personal information of student teachers. The data obtained from the interviewing forms were analyzed through content analysis. The results of this study, According to Turkish student teachers the most important problems as the first three mentioned: “sloppy and incorrect use of Turkish language, (39 %”, “the use of foreign words/foreign language passion or affectation (29 %” and “teacher factor, the problems of teacher training programs, Turkish learning and teaching insufficiency (14%”.
Describes a technique called compliment sandwich that enables students to evaluate their teachers. Explains that students write a letter to the teacher offering praise in the first and last paragraphs and include ideas for improvement in the middle paragraphs. Discusses lessons learned from this experience. (CMK)
Esterhuizen, Hendrik D.; Blignaut, A. Seugnet; Els, Christo J.; Ellis, Suria M.
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…
Witherspoon, Erick E.
Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if…
Teachers frequently encounter students with learned helplessness who are discouraged, turned off, or have given up trying to learn mathematics. Although learned helplessness has a long history in psychology, there has been no reliable means by which mathematics teachers can identify students exhibiting these debilitating yet changeable…
Andes, Laurie; Claggett, Elizabeth
Expressions of delight and anticipation are a direct result of a schoolwide writing program designed by teachers to develop language skills in special education students. These second graders participated in a writing project that made use of wikis to facilitate collaboration among the students, parents, teachers, and university members of their…
Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of…
Martin, Leisa A.; Morehart, Lindsey M.; Lauzon, Glenn P.; Daviso, Alfred W.
This phenomenological study examined special education teachers' views of students' self-determination and citizenship skills. Although the special education teachers in this study maintained that self-determination skills help promote citizenship, only one of them added self-determination goals to her students' individualized educational plans…
SALIHA KHATOON; HUMIERA SULTANA
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...
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 Di...
Parmley, John D.; And Others
A study examined the opinions of agriculture teachers, school administrators, students, and parents concerning females as agriculture students, teachers, and workers in agriculture. A survey instrument to collect respondent demographic data and a questionnaire to measure sex bias were completed by the following groups connected with Kansas…
Corkett, Julie; Hatt, Blaine; Benevides, Tina
Self-efficacy or the belief in one's ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few studies have compared teacher efficacy, student efficacy, and student ability at once. This study examined the relationship between teacher self-efficacy, student…
Vix, Heidi M.; Buckman, Kathie M.
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.…
Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen
There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and…
Mamoon. M. Mubark
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This paper was investigated the teachers rating of the six different aspects of mathematical thinking developed by the researcher: Searching for patterns , Induction, Deduction, symbolism, Logical thinking and Mathematical proof in relation to level of importance, level of difficulty, and time spent in teaching each aspect. This paper was also aimed to examine any possible consistencies and inconsistencies between teacher opinions about the level of importance of mathematical thinking aspects to mathematics achievement, level of difficulty and test data collected. Also, it was examined if the students were familiar with solving specific problems (such as rice problem logical ways like searching for patterns rather than more traditional approaches and if they also applying the fourth step in problem solving according to Polya, (1990 (i.e., looking back (a checking the answer.
Key words: Mathematical thinking; Teacher perceptions; Students performance
Ce document a étudié la notation des six aspects différents de la pensée mathématique des enseignants développé par le chercheur: la recherche de modèles, à induction, déduction, le symbolisme, la pensée logique et mathématique la preuve par rapport au niveau d'importance, le niveau de difficulté et le temps passé dans l'enseignement de chaque aspect. Ce document visait également à examiner toute consistances et des incohérences éventuelles entre les opinions des enseignants sur le niveau d'importance des aspects la pensée mathématique à la réussite en mathématiques, niveau de difficulté et les données recueillies lors des essais. En outre, il a été examiné si les élèves ont été familiarisés avec la résolution de problèmes spécifiques (tels que les problèmes du riz façons logiques, tels que la recherche de modèles plutôt que des approches plus traditionnelles, et si ils ont également l'application de la quatrième étape dans la résolution de problèmes en fonction de Polya, (1990 (à savoir, en regardant en arrière (une vérification de la réponse.
Mots clés: Pensée mathématique; Les perceptions des enseignants et le rendement des étudiants
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?...
The increasing importance attributed to the cultural dimension of foreign language (FL) education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural…
Leslie G. Vandevoort
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.
Marcie Lynne Jacklin; Heather Pfaff
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 ...
McDonald, Eric J.
Learning to teach science well is a complex endeavor and student teaching provides a time for emerging teachers to learn how to reason in this uncertain landscape. Many pre-service teachers have rated student teaching as a very important part of their teacher education program (Koerner, Rust, & Baumgartner, 2002; Levine, 2006) and there is little doubt that this aspect of teacher preparation has a great impact (Wilson, Floden, Ferrinin-Mundy, 2001). It is surprising, therefore, that the interaction between the cooperating teacher and student teacher represents a gap in the literature (Cochran-Smith & Zeichner, 2005). In fact, little effort has been made in science education "to understand the contributions of cooperating teachers and teacher educators" (p. 322). Research is needed into not only how teacher preparation programs can help pre-service teachers make this transition from student teacher to effective teacher but also how the expertise of the cooperating teacher can be a better articulated part of the development of the student teacher. This instrumental case study examines the nature and substance of the cooperating teacher/student teacher conversations and the changes in those conversations over time. Using the theoretical framework of situated learning (Lave & Wenger, 1991; Lave, 1996) the movement of the student teacher from their position on the periphery of practice toward a more central role is examined. Three cooperating teacher/student teacher pairs provided insight into this important time with case data coming from pre and post interviews, baseline surveys, weekly update surveys, and recorded conversations from the pair during their time together. Four major themes emerged from the cases and from cross case comparisons with implications for student teachers regarding how they react to greater responsibility, cooperating teachers regarding how they give access to the community of practice, and the teacher preparation community regarding the role it plays in helping to facilitate this process.
Finnish teacher education has been higher academic education since 1979. Thus, all primary school teachers graduate as Masters and they conduct an MA thesis. For this research 23 teachers were interviewed in order to determine their conceptions of reflection, teacher research and their future research intentions. These teacher students worked…
Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy
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 decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.
More Research Needed on Librarian Teaching Anxiety. A Review of: Davis, Kaetrena D. “The Academic Librarian as Instructor: A Study of Teacher Anxiety.” College & Undergraduate Libraries 14.2 (2007:77?101.
Stephanie J. Schulte
Full Text Available Objective – To identify the types of librarian teaching anxiety and the coping mechanisms that often accompany it and to compare those findings with those described by Showalter in “Teaching Literature”; also, to examine whether perceptions of librarians from both inside and outside the profession influence teaching anxiety.Design – A 35?item online questionnaire created using Zoomerang; a link to the questionnaire was distributed through the Information Literacy Instruction Listserv (ILI?L.Subjects – Subscribers to ILI?L. There were approximately 3,700 subscribers to ILI?L at the time of the study. This electronic mailing list is sponsored by the Instruction Section of the Association of College and Research Libraries and is moderated.Methods – As previously mentioned, a link to the questionnaire was distributed via the ILI?L. Requests for participation were sent to the list three times during the six weeks the survey was open for responses. The questionnaire consisted primarily of multiple choice questions, several with the option to enter a free text “Other” response, as well as four Likert?type questions. After the survey closed, the collected data was analyzed using SPSS. The article did not indicate when the survey was completed.Main Results – 687 responses were collected. Of those, 657 were completed. Surveys were assessed for accuracy, during which 305 responses were eliminated, resulting in 382 “viable” responses (84. Accuracy assessments consisted of throwing out surveys in which respondents answered questions inappropriately, however, an explanation of what constituted an inappropriate response is not included. Nearly three quarters of respondents (74% indicated they enjoyed teaching. This trend did not appear to be related to the number of years of experience as a librarian. The majority of respondents (58% had never taught full semester or quarter courses, whereas “virtually all” (86 had taught one?shot instructional sessions. Sixty?three percent of respondents noted being nervous prior to teaching. Although 40% of respondents noted having no physical symptoms of anxiety, of those who did, the main symptoms included sweating and upset stomach. Sixty?five percent of respondents noted experiencing mental or emotional symptoms, mainly identified as worries about being sufficiently prepared and answering tough questions (40% and fear of public speaking (27%. These mental and emotional symptoms were noted to occur often in the case of 29% of respondents, and at least some of the time in 41% of respondents. Nearly three quarters of the respondents reported using personal strategies for dealing with teaching anxiety, including over?preparation, joining groups where they were able to practice public speaking, and prayer. Most (84% did not have routines or rituals that they followed prior to teaching.Some additional findings were presented regarding librarians’ perceptions of themselves as well as perceptions of librarians by other faculty. Eighty?four percent of respondents agreed or somewhat agreed that there are many differences in the roles and duties of librarians and paraprofessionals, while 78% agreed or somewhat agreed that faculty do not understand the librarian’s teaching role. Thirty?five percent noted defending teaching roles to other librarians.Conclusion – The role of librarians in academic institutions continues to evolve and include more teaching. As an increasing number of librarians regularly teach and move to teaching semester?long credit courses, the subject of teaching anxiety will continue to grow in importance. This small study draws attention to the need for more research in this area.
Wooten, Andrea G.; McCroskey, James C.
States that trust is a necessary component of a student-teacher relationship for maximal learning to occur. Finds that highly assertive teachers did well with assertive students but fared poorly with less assertive students. Concludes that the positive relationship of teacher responsiveness with student trust was not affected by differing levels…
Edith, Kiggundu; Samuel, Nayimuli.
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.
Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara
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
Compton, Louise; Campbell, Marilyn A.; Mergler, Amanda
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.…
VanDeWeghe, Rick, Ed.
According to Columbia University social psychologist Carol Dweck, teachers may find some answers to students' ways of thinking if they consider students' views of "intelligence." In "Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Performance (in Surprising Ways)," Dweck maintains that academic motivation and…
Son, Ji-Won; Sinclair, Nathalie
Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…
Berti, Chiara; Molinari, Luisa; Speltini, Giuseppina
This article presents the results of a study carried out with the aim to: (1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured…
Riney, Summer Sides; Bullock, Lyndal M.
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students…
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…
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!
Albasheer, Akram; Khasawneh, Samer; Nabah, Abdallah Abu; Hailat, Salah
The primary purpose of this study was to determine perceptions of student teachers regarding the effectiveness of university supervisors, school principals and co-operating teachers participating in the teacher education program at the Hashemite University in Jordan. A total of 120 student teachers participated in the study by completing the…
Hendry, Graham D.; Jukic, Katherine
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…
Kerr, Karen; Beggs, Jim; Murphy, Colette
Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children's confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering…
Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics…
Jackson, Jerri C.
The goal of this study was to examine whether the leadership style of principals affects teacher and student performance. The study includes an elementary, middle, and high school principal along with two teachers from each school who worked at schools that were in good standing from 2007-2011. Each school made adequate yearly progress (AYP) each…
Jordan, Rebecca; Duncan, Ravit Golan
Research has shown that practising and pre-service science teachers often hold naive and uninformed views of the nature of science (NOS). In this study we examined the discipline-specific nature of pre-service teachers' views of the NOS. We report on the conceptions of ecology research held by university students as compared to a discipline…
Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen
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…
Hawley, Chandra L.; Duffy, Thomas M.
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…
Thorgersen, Cecilia Ferm; Johansen, Geir
In this article we take the concept of ‘communities of practice’ (Wenger, 1998, 2006) as our way of entry into studying conditions for the formation of student music teachers’ learning trajectories (ibid.): the paths that student music teachers follow, have followed or imagine following, in order to learn something. We regard learning trajectories as, not only constitutive paths for learning within communities of practice (Wenger, 1998), but also between, for instance, institutions for ...
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.
Türkan Argon; Aylin Soysal
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...
Little, Judith Warren; Gearhart, Maryl; Curry, Marnie; Kafka, Judith
Describes several projects that have enabled teachers to leave the isolation of their own classrooms and think together about student work in the broader contexts of school improvement and professional development. (Contains 18 references.) (Author/MLF)
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…
As the mentoring program has currently constituted a central component in the partnership established between primary schools and teacher education institutions, this research aimed to investigate the practice of mentoring from the perspectives of student teachers and class mentors. The data were collected by means of open-ended questionnaires and…
kun huei Wu
Full Text Available This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs. Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with less assignment and test. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students’ passiveness and irresponsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of an unwillingness to participate. The discussion centers on this dilemma and offer some suggestions for English teachers.
Way, John G.
Investigated the relationship of five selected traits of authoritarianism, possessed by both college freshmen and their instructors, to student achievement in freshman English, concluding that student achievement tended to be affected more by teacher traits. (RB)
Kakas, Karen M.
Examines how three different feedback methods and drawing approaches influenced peer interaction among fifth grade students and their communication with the teacher. Suggests that the frequency of different types of talk was influenced by the form of teacher feedback, the drawing approaches used in the lesson, and other contextual factors. (KM)
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…
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.
Brown, Janie; Stevens, John; Kermode, Stephen
This paper reports aspects of the findings from the qualitative component of a mixed methods research study that investigated the role of the Clinical Teacher in student nurse professional socialisation. Graduates and Clinical Teachers were interviewed to identify the domains where the support of a Clinical Teacher was crucial in the students' development of a professional identity. Emergent themes were clustered into seven (7) domains as follows: Professional role concept; Acculturation; Acquisition of Knowledge; Acquisition of Skill; Acquisition of Professional Values; Assimilation into the Organisation; and a seventh domain encompassing the role model attributes of Clinical Teachers. The domains are presented alongside exemplars from the interviews, in order to illustrate the importance of the support of a Clinical Teacher. PMID:21907468
Natesan, Prathiba; Kieftenbeld, Vincent
Understanding urban teachers' beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher…
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.
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…
Owolabi, Olabode Thomas
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.
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, [...
de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico
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…
Cláudia Ribeiro Bellochio
Full Text Available The present paper derives from a research that aimed to investigaterepresentations about student teaching in the academic-professional formation of the undergraduate course in Music offered by the Universidade Federal de Santa Maria (FUSM. Based on studies concerning teacher’s formation, supervised student teaching and musical education, this work aimed to understand and analyze the representations, beliefs, ideas and values of music students in relation to the student teaching model, as well as to understand the processes of genesis and transformation regarding the development of teaching as a whole. The fi ndings indicate that the representations of the supervised student teaching change along the formation and that the central aspect regarding teaching conveys the positive aspiration of being a “good music teacher” in different educational contexts.
Prihadi Kususanto Chin Sook Fui
This study was aimed to investigate the effect of students’ streaming practice in Malaysian secondary on students’ self-esteem through teachers’ expectancy. 17 teachers and 20 students from art and science streams of secondary schools in Penang, Malaysia were participated in this study. Unstructured interviews were used on teachers to collect the qualitative data of teachers’ expectancy. The participatin...
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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
Habash, Samira H.
This quantitative study explores the relationship between student perceptions of teacher nonverbal immediacy and student course retention as well as the relationship between student perceptions of teacher misbehaviors and student course retention within the context of an urban community college. Additionally, this study investigates the mediating…
Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using an original questionnaire developed in a…
Carol Van Vooren
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.
Newton, D. P.; Newton, L. D.
Creativity is generally considered to be something to encourage in young children. It is, however, popularly associated more with the arts than with the sciences. This study used phenomenographic analysis to identify some primary school student teachers' conceptions of creativity in school science lessons (a class of 16 final year students on a…
Hoover, Tracy S.; Bruening, Thomas H.
A 75% response from a survey of 161 agricultural, 131 home economics, 86 auto mechanics, and 70 carpentry teachers identified the best indicator of faculty commitment to vocational student organizations to be membership rate. Faculty in vocational schools to which students must be transported for part of the school day may be less committed. (SK)
Anderson, Barry D.; Kaplan, Judith
Three procedures are examined that educational researchers can use to analyze quantitatively the extent to which modifications of specific teacher behaviors lead to changes in student achievement. The task requires decent descriptions of the behaviors, appropriate statistical tools and measures of student outcomes that are worth while examining.…
Brinkworth, Russell; McCann, Ben; Matthews, Carol; Nordstrom, Karin
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…
Gaskill, Melissa Lynn
This document on apparel marketing contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 16 assignments: (1) introduction to fashion and fashion merchandising; (2) current fashion; (3) careers in fashion; (4) buying; (5) retailing; (6) merchandise basics; (7) merchandise--promotion and…
Akin, Imani; Neumann, Crystal
This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research…
Moon, Tonya R.; Callahan, Carolyn M.; Tomlinson, Carol A.; Miller, Erin M.
Middle school teachers' reported classroom practices, middle school students' perceptions of classroom practice, and the alignment of reported practices and perceptions with the middle school movement's orientation towards student achievement form the foci of this study. As part of a larger study looking at two different interventions for…
Hong, Eunsook; Wan, Min; Peng, Yun
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,…
deJung, John; Duckworth, Kenneth
Student absenteeism was studied in six high schools: three schools in each of two large school districts in the Pacific Northwest. The data source was grade and absence reports collected over a period of nearly two years. Approximately 50 administrators, over 500 teachers, and 10,000 students contributed data to the project. The analysis goal was…
Zhou, Ji; Urhahne, Detlef
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,…
Wilson, Janie H.; Beyer, Denise; Monteiro, Heather
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…
Mertens, D M
The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management. Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience. PMID:2048450
Flores, Maria Assunção; Niklasson, Laila
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…
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'…
Afam C. Ndu
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.
Owen, Patricia L.
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…
Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha
Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…
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.…
Channa Mansoor Ahmed; Yossiri Yossatorn; Varavejbhisis Yossiri
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...
Pompea, S. M.
A professional development program for supporting student and teacher research in Astronomy has been underway at the National Optical Astronomy Observatory in Tucson for over a decade. The research has involved telescopes on Kitt Peak as well as in space, such as the NASA Spitzer Space Telescope. The program has evolved to reflect best practices in professional development as well as to provide long-term support for teachers. The program has evolved to reflect telescope availability as well as the changing needs of students and teachers. Currently we are reevaluating our methods for professional development for teachers and for their long-term support in doing research projects in the classroom. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.
Wang, Yu-mei; Chen, Der-Thanq; Liang, Rose Yee Hing
Teacher presence plays a significant role in supporting student learning in online environments. Research shows that teacher presence corresponds to student satisfaction and perceived learning in online courses. However, the teacher needs to restrain his/her presence in student-centered online discussions to promote student voice. This paper…
Kontos, George; Mizell, Al P.
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…
Wilkerson, David J.; Manatt, Richard P.; Rogers, Mary Ann; Maughan, Ron
Examined the performance of K-12 students on criterion-referenced reading, language arts, and mathematics tests and the relationship of those results to teacher performance measures by principals, students, and teacher self-evaluations using a 360 degree feedback approach. Results for 988 students, 35 teachers, and 4 principals show that student…
The mission of this library media program is to ensure that students are effective users of ideas and information. This makes meaningful, ongoing collaboration with teachers essential. Creating opportunities for teamwork is a challenge for all school librarians. Online research investigations are an example of systematic, districtwide…
This article explores a group of trainee teachers’ conceptions of Creativity in Secondary School English. Data was collected by means of questionnaires and interviews. Whilst there are many promising notions of creativity, the results also reveal some evidence of narrow conceptions, inconsistent thinking and some misconceptions. This suggests that there may be significant implications for teacher trainers in universities and schools if we are to equip our students with the knowledge, unde...
Agaath Dekker- Groen
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 com...
Payne, Diana L.
This concurrent mixed methods research study examined the impact of a Teacher Research Experience (TRE) on science teacher beliefs about science, scientific research, science teaching, and student attitudes toward science. Surveys, interviews, reflective journals, and classroom observations of six teachers involved in a TRE were utilized to examine changes in beliefs as a result of participation in the TRE. Student attitudes were measured with a pre and post survey. An analysis of qualitative data from the teachers' interviews, journals, and pre and post TRE surveys indicated that some change occurred in their beliefs about science and scientists for all six teachers, and that teachers' beliefs about science teaching were affected in a variety of ways after participating in the TRE. The quantitative results of the study using Science Teachers' Beliefs About Science (STBAS) instrument suggest that the change from the beginning to the end of the school year, if any, was minimal. However, interviews with and observations of teachers identified valuable components of the TRE, such as the advanced resources (e.g., DVD, samples), a feeling of rejuvenation in teaching, a new perspective on science and scientific research, and first hand experiences in science. Results from the classroom observations using the Science Classroom Practice Record (SCPR) were mixed. Some differences may be explained, however, as relating to content taught in the pre and post classes observed or simply to inherent differences in student dynamics and behavior from class to class. There were no significant differences from pre to post TRE regarding student attitudes toward science as measured by paired samples t-tests on the modified Attitudes Toward Science (mATSI) instrument. Attitudes and beliefs are not easily changed, and change is more likely to result from direct experience and education rather than an indirect experience. Although the results are generalizable only to the participants in this study, the findings have the potential to inform other types of TRE professional development efforts of different design, duration, and location.
Vandevoort, Leslie G.; Audrey Amrein-Beardsley; Berliner, David C.
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...
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
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.
Nurul Azureen Omar; Sri Ridhwanah Matarsat; Nur Hafizah Azmin; Veronica Chung Ai Wei; Mohd Mu izzuddin Mohd Nasir; Ummi Kalthum Syahirah Sahari; Masitah Shahrill; Lawrence Mundia
We qualitatively explored the notion of the ideal teacher from the context of pre-university Brunei General Certificate of Education Advanced Level (GCE A-Level) psychology students and trainee psychology teachers. Both previous research and our own analyses on this concept revealed that the so-called ideal teacher was neither a perfect nor a super teacher but rather an effective instructor who was firm, fair, and a good communicator. Psychology students of various ability levels (high achiev...
Jones, Eric D.; Krouse, James P.
This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training. Student teachers (N=23) were randomly assigned to…
Knapp, John; Harper, Eddie
This packet, containing a teacher's edition, a student edition, and a student workbook, introduces students to high deposition welding and processes for "shielding" a weld. In addition to general information, the teacher edition consists of introductory pages and teacher pages, as well as unit information that corresponds to the materials in the…
Nizielski, Sophia; Hallum, Suhair; Lopes, Paulo N.; Schutz, Astrid
Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law…
Full Text Available The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003, 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT, particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24 in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14. Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77% and a minority student-centred pedagogy (22%. A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
Caires, Susana; Almeida, Leandro; Vieira, Diana Aguiar
In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of we...
Ruble, Lisa A.; Usher, Ellen L.; Mcgrew, John H.
Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years...
Mandina Shadreck; Mambanda Isaac
The purpose of this study was to examine the perceptions among junior secondary science students from Gweru Urban secondary schools in Zimbabwe towards science teachers' teaching quality and effectiveness. This qualitative study approached and interviewed Form 2 students from 10 different schools in Gweru urban. The results show that three key dimensions of science teacher quality and effectiveness emerged: teacher's scientific knowledge, teacher’s pedagogical skills and teacher's social co...
Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara
The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly expanding technology, genetic engineering, to food production. The results indicated significant difference in understanding of concepts related with genetically engineered food stuffs between teachers and students. The most common ideas about genetically modified food were that cross bred plants and genetically modified plants are not same, GM organisms are produced by inserting a foreign gene into a plant or animal and are high yielding. More teachers thought that genetically engineered food stuffs were unsafe for the environment. Both teachers and students showed number of misconceptions, for example, the pesticidal proteins produced by GM organisms have indirect effects through bioaccumulation, induces production of allergic proteins, genetic engineering is production of new genes, GM plants are leaky sieves and that transgenes are more likely to introgress into wild species than mutated species. In general, more students saw benefits while teachers were cautious about the advantages of genetically engineered food stuffs.
Channa Mansoor Ahmed
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.
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…
Steve Marsden, a teacher in Studio City, California, provides a variety of helpful supplemental chemistry materials for high school chemistry students and teachers. At the Elements link, users can find a periodic table that provides images and descriptions of elements categorized into families. Within the Lecture link, visitors can find assistance in a variety of topics including chemical reactions, stoichiometry, chemical kinetics, and chemical equilibrium. Users will find an extensive number of links to other educational websites within the materials. Although a few visuals are copyrighted and only available to the author's students, all users will be able to obtain an extensive amount of valuable tutorials.
Smallwood, Carol; Fraser, Lisa
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.
Romi, Shlomo; Lewis, Ramon; Roache, Joel; Riley, Philip
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,…
Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A.
This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first…
Hahkioniemi, Markus; Leppaaho, Henry
In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…
Vasconcelos, Erika Franca de Souza
This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? I draw upon my memories of my own teachers and students to address these questions. As I portray my teaching-learning experiences as textual "snapshots," I find that my dearest memories…
Sorensen, Charlene; Dahl, Candice
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.)
Full Text Available Whereas a lot of classroom research conducted in English classes have studied the role of classroom interaction, a considerable number of research has been concerned with the linguistic aspects of classroom interaction, many of which dealt with the type of questions asked in the EFL classes. Previously it was demonstrated that teachers make adjustments in their questioning techniques when communicating with their students. In the same line of inquiry, the present study tried to find out what techniques of questioning teachers use to engage their students in classroom interaction. The present paper, which is based on a case study, investigates classroom interactions in terms of questions being asked by the teacher. To this end, Bloom’s (1956 taxonomy was selected as the framework of analysis. A class of six adolescent students, who were both male and female, participated in the study. For the purpose of this study, three 45-minute sessions of classroom interactions between the teacher and the participant were randomly tape recorded. After analyzing the obtained data, it was found that the inference question, among different question types, was the most frequently posed question in the target classroom with 27% of occurrence. Based on the obtained results, it is claimed that the study is a contribution to the characterization of teacher-student interactions. Moreover, some suggestions for further research are presented.
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 ...
Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress
This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…
Zuckerman, June Trop
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)
Full Text Available ABSTRACT Online learning has infiltrated tertiary learning and teaching applications and offers enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. While all students benefit from online learning components that are supplemental to more traditional modes of teaching, it is the distance education students who are the most significant beneficiaries of these applications. This paper presents a framework developed towards ongoing dynamic evaluations of undergraduate units that are fully online on the WebCT platform in one of Australia's leading early childhood teacher education programs. It also describes a journey in which online learning and teaching experiences harnessed technology to better suit pedagogically-driven innovations and initiatives through unit content, instructional design and the emotionally supportive and empowering 'community spirit' created through online communications for distance education students. These experiences helped shape a platform of social discourse in constructing complex professional identities of pre-service early childhood teachers, and one of their teachers.
Victoria I. Marín
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.
Herring, James E.
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…
Clayton, Otis, Jr.
This causal-comparative research explored how African American students' perceptions of their math teachers affected their academic performance on the Math Tennessee Comprehensive Assessment Program (TCAP) Test during 2009-2010 academic year. When considering possible measures of teacher effectiveness in K-12 education, it can be argued that…
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.
Sadaf Naz, Mohammad Majid Mehmood Bagram And Shahzad Khan
In Education sector the role of teachers is important because they are responsible for the growth and building of students. In certain institutions teacher turnover has been observed. This research is conducted that how teacher turnover influence the performance of the students. For the purpose the private universities of Peshawar Pakistan were targeted to identify the impact of teacher turn over on the student’s performance. Study use randomly two private university and take the previous t...
Interest in math and science increases when the problems and topics are current and socially relevant. A course that integrates various sciences requires a solid foundation in mathematics and an understanding that real life consists of an interaction of the basic sciences. One topical area that requires the understanding of math and science and affects our society is radiation. Although nuclear issues are prevalent in the news, very few secondary science educators receive much formal training in radiation and nuclear science. A strong push for educational programs on this topic by the U.S. Atomic Energy Commission and state departments of education began in the late 1960s and early 1970s. Through this effort, Pennsylvania State University (Penn State) developed the Nuclear Concepts Institute for secondary science teachers and has continued its involvement with educational programs in nuclear science for teachers and students. From discussions with teachers and students along with formal and informal surveys, the programs have had a positive impact on teachers' interest in learning more about nuclear science and on students' choices to enter nuclear engineering or a related field. The paper discusses the Nuclear Concepts Program; formation of the American Nuclear Science Teachers Association (ANSTA); ANSTA projects; other Penn State educational programs; and impact of education programs
Reimer, David; Dorf, Hans
We analyze in this article to what extent beginning teacher education students at the primary school level differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts and occupational motivations. In order to overcome methodological problems of most previous empirical studies on teacher recruitment we draw on data from a recent comparative study on teacher recruitment based on two different samples: In both Denmark and Finland we surveyed a representative group of first year teacher education students as well as last year upper-secondary pupils. The nature of the data collected enables us to characterize teacher education students in contrast to a baseline reference group eligible to apply for teacher education and to compare these differences across countries (difference-in-differences estimation). This analytical strategy allows us to overcome problems of most previous studies that use samples of teacher-education students only in order to characterize teacher education students and to estimate differences between beginning teacher students across countries more reliably. Our results clearly show that Finish and Danish beginning teacher education students for the primary school level differ markedly with respect to previous academic pathways, academic self-concepts as well as occupational motivations.
Attending to student ideas is critical for supporting students' science learning (Driver, Guesne, & Tiberghien, 1985; National Research Council, 1996). But, paying attention to student ideas in science class is difficult and does not happen often (Davis, 2001; Feldman, 2002; Levin, 2008; Levitt, 2001; Simmons, et al, 1999). Researchers have looked at how institutional expectations, curricular materials, and a teacher's cognition influence how that teacher picks up on and makes sense of student ideas (Ainley & Luntley, 2007; Levin, 2008; Rop, 2002; Tabak & Reiser, 1999; Wallach & Even, 2005). I argue that we do not yet have adequate ways of characterizing and understanding teachers' attention at the level of the interaction. I have evidence that suggests that when we look in such a fine-grained way, many of our current explanations for what teachers do and pay attention to are not sufficient. The aim of this dissertation is to build on the burgeoning body of work on teacher attention by looking at how to characterize a teacher's attention as that teacher interacts with students in the classroom and studying how a teacher's attention is situated in the teacher's framing of his or her interaction with students. In short, a person's frame or framing of the situation is his or her definition of what is going on in the interaction (Tannen, 1993). I discuss the implications for how we can support teachers' attention to student ideas and some areas for future research motivated by the findings of this study.
Agaath Dekker- Groen
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.
Few curricular programmes recognize officially the study trips and only occasionally some schools make efforts to realize some particular ones. Even so, they aren’t considered as a basic educational strategy, fundamental to seduce students about the landscape architecture and to explore the power of the landscape. The study trips can no more be seen as leisure time for students and teachers. As real opportunity of experiment the space - the object of work of the landscape architect - the...
Husen, Torsten; Saha, Lawrence J.; Noonan, Richard
Part 1 of this paper reviews major research findings on the relationship of teacher characteristics to student achievement. Of the 16 teacher variables analyzed, those identified as important to student performance are teacher certification, ability and achievement, experience, inservice training, expectations for students, and methods. Policy…
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…
Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George
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…
Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Jarvinen, Liisa
Background: Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age…
Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with…
Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora
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…
Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark
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…
Sullivan, Anna M.; Johnson, Bruce; Owens, Larry; Conway, Robert
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…
NITINKUMAR DADASAHEB MALI
The Present study has been conducted to study the student teacher's participation in related is related to teaching, learning and evaluation of planning ,organization, communication ,co-ordination and evaluation process. The sample consisted 960 and selected randomly. In order to collect the data self made Questionnaire was used. Mean, S.D. and't' value are calculated to get result on basis of collected data. The analysis shows that student teacher's participation in Quality management in rel...
Henry, Janice Schoen
A study of perceptions of 562 Illinois secondary students and 45 business teachers regarding secretarial office occupations found students more negative than teachers and male students and teachers more negative than female students and teachers. Significant differences were found in student attitudes by mothers' educational level. (SK)
Full Text Available The goal of this research is identifying the type of control for student-teacher interaction in the classroom, using a preliminary investigation based on a role-play. This research is used as a start phase in the building of a mathematical model for the student module in a future computer-assisted virtual Affective Tutoring System (ATS. An ATS is a software environment that can understand student emotions, behaviour, skills and needs, and adapt its teaching strategy for an optimal guidance of training. The control of the interaction is considered at any time on the side which is launching the questions. This controlling side is either the teacher or the student, whoever asks the other side questions about the lesson. Our research has a start point in the “Control-Value Theory” of psycho-pedagogy and aims to build statistical models of the control based on statistical regression – for guidance of the student based on pre-lesson and post-lesson tests and for guidance of the student based on teacher actions (using techniques of conversation control. For all these kinds of control, this paper aims to propose a mathematical model based on hidden Markov models (HMM having, as a statistical base, volunteer role-play scenarios of classroom activities.
Full Text Available The purpose of this study is to identify teacher and student views regarding the Placement Test (SBS. The research was undertaken with primary school teachers from Bolu central district (n=100 and students who were given the test during (n=100 2009-2010 educational year. The study employing the survey model utilizes qualitative research methods. Data was collected by using interview forms which were later analyzed by content analysis. At the end of the study it was found that SBS creates feelings such as stress, fear, anxiety and curiosity and has an important effect on the identification of the future educational lives and professions of the students. SBS prevents students from socializing. Differences have been detected between the courses SBS covers and the courses studied at school. Students engage in activities such as answering test questions, taking trial tests, answering preparatory courses, receiving counseling, going to the courses and private tutoring. School administrators take the exam results very seriously. Implementations that are based on student-teacher-parent collaboration and that use selection based on ability and interests have been suggested.
Ernest Lim Kok Seng
Full Text Available Conventional learning is based on low levels of students’ participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL approach, putting students as the centre of the learning process. This mode of presentation has been implemented in the Malaysian classroom context. However, the shift in focus on learning from the conventional to the SCL has presented Malaysian educators with some challenges especially to move away from the ‘chalk and talk’ method of teaching used for decades in most classrooms in secondary schools. This study explores teachers’ views of SCL approach through individual in-depth interviews. Various themes emerged from the interviews. The findings provides evidence that teachers who exposed students to some elements of SCL, saw students actively engaged in the learning process, aware of their own responsibilities, sense of autonomy inlearning and learned from their experiences. However, there were some challenges and constraints faced by teachers in implementing SCL approach.
Power, Thomas G.; Bindler, Ruth C.; Goetz, Summer; Daratha, Kenneth B.
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…
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.
Bruce, Mary Alice
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…
Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara
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…
Johnson, Estrella M. S.; Larsen, Sean P.
In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students' mathematical struggles in the moment. After describing each episode we will examine the…
This packet contains teacher and student editions on the topic of equipment systems, intended for the preparation of power product equipment technicians. This publication contains seven units: (1) principles of power transmission; (2) mechanical drive systems; (3) principles of fluid power; (4) hydraulic and pneumatic drive systems; (5) wheel and…
This paper recounts the experiences of eighteen student teachers who used graphics calculators to teach mathematics in secondary schools. As part of their formal assessment, they submitted twenty accounts, listing the problems and benefits they had encountered in the course of using this technology. These accounts are analysed in terms of the…
This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking.
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…
Paakkari, L.; Tynjala, P.; Kannas, L.
The aim of this phenomenographic study was to discover the educationally critical aspects of learning conceptions among health education student teachers (N = 20). The qualitative data consisted of written essays and semi-structured interviews. Six qualitatively distinctive conceptions of learning could be discerned, namely learning as 1) the…
Paakkari, Leena; Tynjala, Paivi; Kannas, Lasse
The aim of this phenomenographic study was to identify student teachers' ways of experiencing the teaching of health education, and to determine the aspects that are educationally critical in gaining a deeper understanding of the teaching. Qualitative data (written essays, semi-structured interviews) were gathered twice during health education…
Singer, Elaine; Houtz, John C.
An inservice consultation program between teachers and a school psychologist was designed to establish classroom conditions to improve 7th- and 8th-grade students' (N=233) thinking skills. Inservice training conducted by the psychologist emphasized encouragement of ideas, modeling thinking skills, opportunities for practice, and support of diverse…
James, Linda E.; Laatsch, Shawn; Bosse, Michael J. Boss; Rider, Robin; Lee, Tammy; Anderson, Cynthia J.
A university, medical school, and science center along with numerous K-12 public schools, university departments, local businesses, funded grant projects, and federal, state and private grants all work in concert to produce a unique partnership focusing on outreach to public school teachers and students. This article shares the history, work,…
McKee, Bronagh E.; Dillenburger, Karola
Increasing awareness of child abuse and neglect (CAN) raises questions about how well teachers are prepared for their role in child protection. This paper assesses and differentiates training needs of first-year students (n = 216) in Northern Ireland. Multiple-choice tests were used to assess knowledge of CAN statistics; recognising and reporting;…
Laughing with students can help them connect on a deeper level with the teacher and the learning. This article offers the following four strategies to incorporate humor into teaching: (1) Integrate humorous bits to boost engagement; (2) Choose humorous materials; (3) Create interest with humorous web tools and apps; and (4) Teach with silly…
Nurul Azureen Omar
Full Text Available We qualitatively explored the notion of the ideal teacher from the context of pre-university Brunei General Certificate of Education Advanced Level (GCE A-Level psychology students and trainee psychology teachers. Both previous research and our own analyses on this concept revealed that the so-called ideal teacher was neither a perfect nor a super teacher but rather an effective instructor who was firm, fair, and a good communicator. Psychology students of various ability levels (high achievers, average students, and low scorers gave slightly different descriptive characteristics for the ideal teacher. More-able students preferred a cognitive-oriented teacher while less-able students emphasized the affective-oriented instructor. Students in the middle range of the ability scale endorsed both cognitive and affective traits in the ideal teacher traits. Trainee psychology teachers closely resembled the higher achieving GCE A-Level psychology students in their descriptions of the ideal teacher. The findings have implications for teaching and assessing psychology students that we discuss. Further mixed-methods research was recommended to generate more insightful outcomes.
Caldwell, Barbara A.
Excessive student absenteeism among ninth graders was a major problem within a metropolitan Georgia high school. In order to solve the attendance problem and several other academic concerns, the school administration implemented a smaller learning community for ninth grade students. The Ninth Grade Academy concept implemented at the beginning of…
Tural Dincer, Guner; Akdeniz, Ali Riza
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.…
Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.
The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation.
Thompson, Aaron M.; Webber, Kristina C.
This article describes a data-informed intervention to close the gap between student and teacher perceptions of school rules and improve student behavior. The student and teacher agreement realignment strategy was pilot tested over 36 weeks with 10 middle school students receiving services for special education in the eligibility category of…
When recently asked by an administrator for some realistic questions and "recommended" responses to expect while interviewing candidates for school library positions, the author grouped the questions into three categories: library management, information skills and teaching skills. In this article are the questions she suggested, along with topics…
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.
Assuah, Charles K.
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…
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)…
Rees, Alun L. W.
This handbook, based on the author's experience of supervising the English practice-classes of trainee teachers, was originally compiled for the specific use of students at the National University of Trujillo, Peru, and consists of a list of pointers embracing the most prevalent of trainees' shortcomings observed over a period of years at all…
Kuisma, Marja; Sandberg, Anette
This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for…
Orso, Charlotte Lindsey
The purpose of the study was to examine the ELL and non-ELL students', guardians', and the English as a second language (ESL) teachers' perceptions of student-led conferences. Specifically, the study examined if ELL students' and guardians' preferences were similar to non-ELL students' and guardians' preferences…
Lagerstrom, Jill; Grothkopf, Uta
"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of 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...
Sha, Vianne Tang
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 visitorï¿½s 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.
Goehring, L.; Kelsey, K.; Carlson, J.
Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the challenges of working in the deep-sea environment. Also, fostering authentic student investigations (i.e., working through preparatory materials, developing proposals, analyzing data and writing summary reports) is challenging to fit within the academic year. Nonetheless, teacher feedback highlights that the excitement generated by participation in real research is highly motivating. Further, students experience a ``paradigm shift'' in understanding evidence-based reasoning and the process of scientific discovery.
Harper, Eddie; Knapp, John
This packet of instructional materials for a gas tungsten arc welding (GTAW) and plasma arc cutting course is comprised of a teacher edition, student edition, and student workbook. The teacher edition consists of introductory pages and teacher pages. Introductory pages include training and competency profile, state duty/task crosswalk,…
Florin Sandu; Aurel Cornel Stanca; Hora?iu Moga; Octavian Mihai Machidon
The goal of this research is identifying the type of control for student-teacher interaction in the classroom, using a preliminary investigation based on a role-play. This research is used as a start phase in the building of a mathematical model for the student module in a future computer-assisted virtual Affective Tutoring System (ATS). An ATS is a software environment that can understand student emotions, behaviour, skills and needs, and adapt its teaching strategy for an optimal guidance o...
Erik Andre Pires
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.
Noureen Asghar Chaudhry
Full Text Available The observational study was conducted to see the impact of teachers’ nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers’ both male and female working in English medium Federal Government Cantt Garrison schools, Army Public schools and Private schools and to find out the relationship between teachers’ nonverbal behavior and academic achievement of students. 90 science teachers were randomly chosen through cluster sampling technique. An observation form with seven-point rating scale (semantic differential based on Galloways’ categories of nonverbal communication was developed. The rating scale complemented verbal dimension of Flanders’ interaction categories through nonverbal dimension. Design of research was descriptive cum observational. The statistical techniques of frequency distribution, mean, standard deviation, and ANNOVA and t-test were used for analysis. The results were generalized to the population by means of appropriate inferential statistics. It was found that the nonverbal behavior of the teachers was found to be consistent with their verbal behavior.
Yilmazel-Sahin, Yesim; Oxford, Rebecca L.
This mixed-methods study used interviews and a questionnaire to investigate the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators' computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also…
Glazek, S D
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.
This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken...
This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher’s grammatical feedback, the students were required to revise their work again based on the teacher's suggested revisions. In addition, oral conferencing was conducted in or...
Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip
In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.
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…
Knapp, John; Harper, Eddie
This Oklahoma curriculum guide, which includes a teacher edition, a student edition, and a student workbook, provides three units for a course on oxyacetylene welding, oxyfuel cutting, and cutting done with alternative fuels such as MAPP, propane, and natural gas. The three units are: "Oxyacetylene Welding"; "Oxyfuel Cutting"; and "Oxyacetylene…
Full Text Available The purpose of this study is to determine representations used by mathematics student teachers in steps of mathematical modeling process based on their solutions of problems formed in the context of different classification of modeling. The study was conducted with fifteen secondary mathematics student teachers given a Mathematical Modeling course. The participants were separated into five collaboration groups of three students. Data were collected with the detailed written papers given by the groups for the problems and GeoGebra solution files. The groups benefited from verbal, algebraic, figural, tabular and dynamic representations while they were solving the problems. Considering all steps of the process, groups at most used verbal and algebraic representations. While they used only verbal representation in analyzing the problem, they benefited from at most verbal representation and then figural representation in establishing the systematic structure. The most used is algebraic and then verbal representations in the steps of mathematization, meta-mathematization, and mathematical analysis. In the steps of interpretation/evaluation and the model verification, the groups mainly benefited from verbal and then algebraic representations. Further researches towards why representations are preferred in the specific steps of the mathematical modeling process are suggested.Key Words: Mathematical modeling, modeling problems, mathematics student teachers, representations.
Yucel, A. Seda; Kocak, Canan; Cula, Serpil
This study analyzed the proactive and reactive personality traits in teachers and students. These traits were interpreted with the help of the ideas and images revealed through metaphors. With the help of these metaphors, the certain imaginative categories and statements of student teachers about the teacher, the student and teacher-student…
The aim of the present study was to investigate knowledge about the voice and voice care in teacher-training students. A voice care questionnaire was administered to teacher-training students (N = 184) and students of other professions (N = 143). Discriminant analysis demonstrated that the teacher-training students' knowledge was significantly…
MacCallum, Judith A.
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…
den Brok, Perry; Fisher, Darrell; Koul, Rekha
This study focuses on the relationship between teacher-student interpersonal behaviour and students' attitudes toward science. To investigate this relationship, student perception data have been gathered with 1021 secondary science students, located in 31 classes in Kashmir, India. Teacher interpersonal behaviour was conceptualised in terms of two…
Russo, Michael F
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.
Moskowitz, Jay, Ed.; Stephens, Maria, Ed.
This is the final report of Phase 2 of a study on teacher training and professional development in the nation members of Asia Pacific Economic Cooperation (APEC). Phase 2 examined policy and practices of teacher induction in 11 participating APEC members. This report provides responses to a survey and three case studies. The survey asked Education…
Cundell, Diana; Pierce, John D., Jr.
A survey was conducted with undergraduate students, ranging from freshmen to seniors, who are currently enrolled at Philadelphia University to identify variables affecting classroom interactions. Data were examined using a commercially available statistical package (Minitab for Windows) and comparisons were made using unpaired t-tests. This paper…
Although they may have heard the term many times, students often have difficulty conceptualizing the process of nuclear fission. The kinesthetic simulation, as wellas the two suggested applets, are worthwhile activities for clarifying the process of nuclearfission. This free selection includes the Table of Contents, A Note from Joy Hakim, Resources for Integration and Implementation, the corresponding National Science Education Standards, and the Index.
Full Text Available Studies have shown that many training programs are relatively ineffective in preparing prospective teachers for classroom teaching. Such findings suggest that teacher training programs might require improvement and that prospective teachers should be more thoroughly assessed during the training period. This study examined the learning process of a group of EFL teachers during their practicum at elementary schools. Our findings indicate that prior language learning experience and peer student teachers play a critical role in this period. Overall, the results suggested that student teachers would benefit from greater integration between field experiences, practicum, and lecture courses, which would enable the students to link teaching theory and practice more effectively.
Banerjee, Ritwik; King, Elizabeth
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.
Macura-Milovanovic, Suncica; Pecek, Mojca
The task of initial teacher education is to prepare student teachers (ST) to accept responsibility for improving the education of all pupils, including Roma pupils. Thus, knowledge of ST's attitudes regarding such pupils at the onset of initial teacher education is a key for the creation of teacher education programmes that challenge implicit…
Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.
Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…
Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana
Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student…
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…
This study examines English as a foreign language (EFL) teachers' professional identity construction through an examination of the relationship between teachers' emerging knowledge and emerging identity. The participants in this study were four EFL student teachers enrolled in the fourth and final year of an EFL teacher education program…
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…
Harris, Frances Jacobson
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.
Full Text Available In order to create a new teacher-student relationship and raise students’ politeness awareness and pragmatic competence in cross-cultural communication, this paper investigated and analyzed students’ face wants and English teachers’ awareness of students’ face want in their classroom feedback. The main data-gathering instruments are MP3-recording, non-participant observation, follow-up structured-interviews and closed- questionnaires. The results reveal that 60.6% of the teacher participants are frequently aware of their students’ face wants, and 27.2% of them are sometimes, while the other teachers seldom or never consider the students’ face want. Because of being influenced by the Chinese traditional culture in which teachers are superiors, not thoroughly understanding English Curriculum Standard which calls for human concern, and knowing a little about pragmatic theories, some Chinese English teachers ignore students’ face want. Suggestions on how to save students’ face want are put forward.
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Praetorius, Anna-Katharina; Berner, Valerie-Danielle; Zeinz, Horst; Scheunpflug, Annette; Dresel, Markus
Accurate teacher judgments of student characteristics are considered to be important prerequisites for adaptive instruction. A theoretically important condition for putting these judgments into operation is judgment confidence. Using a German sample of 96 teachers and 1,388 students, the authors examined how confident teachers are in their…
Saglam-Arslan, Aysegul; Devecioglu, Yasemin
This study was conducted to determine the level of student teachers' understandings of Newton's laws of motion and relating these levels to identify student teachers' models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first part…
Rowan, Brian; Chiang, Fang-Shen; Miller, Robert J.
Reports on a study that used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics. Suggests that the effects of teachers on students' achievement can be explained by three classes of variables: teachers' ability, motivation, and work situation. (MJP)
Lisi, Peter Waterman
A study examined (1) whether students whose teachers possess a higher level of professional development exhibit greater time-on-task in reading than students whose teachers exhibit a lower level of professional development, and (2) if any specific aspects of teachers' professional development were related to a significantly greater amount of…
The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers…
Banerjee, Ritwik; King, Elizabeth M.; Orazem, Peter F.; Paterno, Elizabeth M.
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…
Bumgarner, Barri L.
This case study investigated how preservice teachers taught digital storytelling to students who often possessed more technology skills than the teachers. During the spring semester of 2011, two secondary-level language arts teaching interns and their cooperating teachers taught a digital storytelling project. The participants and their students…
Shepherd, Michael A.
Recent research highlights the paradoxical importance of students' being able to check their understanding with teachers and of teachers' constraining student participation. Using quantitative discourse analysis, this paper examines third graders' discursive strategies in initiating such checks and teachers' strategies in constraining them. The…
Graham, E.; Headlam, C.; Sharp, J.; Watson, B.
This research examines students' use of graphics calculators and investigates the extent to which the students' use meets their teachers aim when using graphics calculators in the classroom. The teacher's use of her graphics calculator was analysed over a week using Key Record software. The teacher was questioned about her aims and expectations…
Baz, Fatih Çagatay; Tekdal, Mehmet
The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…
Lane, Holly B.; Hudson, Roxanne F.; Leite, Walter L.; Kosanovich, Marcia L.; Strout, Meridith Taylor; Fenty, Nicole S.; Wright, Tyran L.
This study examines the role of teacher knowledge about reading fluency in students' fluency growth. Specifically, the effects of teacher knowledge on fluency with nonsense word reading and oral passage reading were examined. Students' vocabulary was also considered as a predictor of fluency development. Results demonstrated that teacher knowledge…
...opportunities for students and teachers to learn about, experience...opportunities for K-12 children and teachers to build the skills and knowledge...estimate outcomes for students and teachers involved in a sample of projects...to be used while conducting site visit interviews, a list...
Wei, Michael; den Brok, Perry; Zhou, Yalun
We examined the relationship between English as a Foreign Language (EFL) teachers' interpersonal behaviour and students' fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers' interpersonal behaviour using the Questionnaire on Teacher…
Giannakoulias, Eusthathios; Mastorides, Eleutherios; Potari, Despina; Zachariades, Theodossios
This study investigates teachers' argumentation aiming to convince students about the invalidity of their mathematical claims in the context of calculus. 18 secondary school mathematics teachers were given three hypothetical scenarios of a student's proof that included an invalid algebraic claim. The teachers were asked to identify possible…
Yack, Dennis R.; Shaw, Eugene R.
Teacher instructional efficacy is an essential part of the mathematics learning process. When a mathematics teacher possesses a high level of instructional efficacy they can effectively influence a mathematics student's skill acquisition. This researcher examined what extent 5th-grade mathematics students perceive teacher instructional efficacy to…
Novick, Rona Milch; Isaacs, Jenny
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…
Van de Vanter, Gordon L.
Intended for teachers and students, this agricultural chemical safety package of instructional materials pertaining to the safe handling of pesticides was developed by Vocational Education Productions of California State Polytechnic College. Included are a teachers' handbook, a student manual, and 20 transparency masters. The teachers' handbook is…
Claudia J. Dold
Full Text Available Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skills are integral to academic success. In conjunction with research and teaching faculty, librarians create a framework for knowledge acquisition in the evolving university education.
The Gulf of Mexico (GOM) oil spill website, hosted by the four GOM Sea Grant programs, provides visitors with access to a wealth of data concerning the Deepwater Horizon oil spill. Resources listed on this page were compiled by the Office of Environmental Education (OEE) of the Florida Department of Environmental Protection for formal and non-formal educators. Included are curriculum, student blogs and volunteer opportunities.
Lagerstrom, Jill; Grothkopf, Uta
"You don't look like a librarian" is a phrase we often hear in the astronomy department or observatory library. Astronomy librarians are a breed apart, and are taking on new and non-traditional roles as information technology evolves. This talk will explore the future of librarians and librarianship through the lens of some of the recent talks given at the sixth "Libraries and Information Services in Astronomy" conference held in Pune, India in February 2010. We will explore the librarian's universe, illustrating how librarians use new technologies to perform such tasks as bibliometrics, how we are re-fashioning our library spaces in an increasingly digital world and how we are confronting the brave new world of Open Access, to name but a few topics.
Gao, Zan; Xiang, Ping; Chen, Senlin; McBride, Ron
This study was designed to determine the impact of 12-week student teaching semesters on student teachers' self-efficacy and outcome expectancy beliefs in teaching physical education classes. A pre-post design was used to examine changes in beliefs of 107 physical education student teachers. Self-efficacy (instructional strategies, class…
Knight, Valerie R.; Loftis, Charissa
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,…
This study investigates the importance of gender and ethnic interactions among teachers and students for school performance in Swedish, English and Mathematics. School leaving certificates assigned by the teacher is compared with results on comprehensive national tests. The analysis is based on data on grade 9 students (age 16) from Sweden. I find that a student is likely to obtain better test scores in Mathematics, when the share of teachers of the same gender as the student increases. Corre...
Kjetil L. Nielsen
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.
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.
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,…
Mark Hirschkorn; Kirk Anderson
This article is primarily focused on a recent group (tale 2) experiencing a seriesof embedded and interactive field based experiences (field learning); thediscussion is benchmarked to a previous study (tale 1) of student teachershaving had a more traditional semester practicum as part of their field-basedexperience. It is within this context that the authors’ show support for rarelynoted findings (knowledge) supporting the efficacy of university campus programs:novice teachers linking their...
Khalid, Md Saifuddin
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,...
This innovative grammar text is an ideal resource for writers, language students, and current and future classroom teachers who need an accessible ""refresher"" in a step-by-step guide to essential grammar. Rather than becoming mired in overly detailed linguistic definitions, Nancy Sullivan helps writers and students understand and apply grammatical concepts and develop the skills they need to enhance their own writing. Along with engaging discussions of both contemporary and traditional terminology, Sullivan's text provides clear explanations of the basics of English grammar and a highly pra
Landsman, Julie, Ed.; Lewis, Chance W., Ed.
This DVD contains interviews with Black students, White and Black teachers, educational experts and school administrators that poignantly bring to life the issues, strategies and competencies that teachers need to engage with--if they are to create the conditions that will enable their students of color to succeed and excel. From these candid,…
Margarita Pino Juste
Full Text Available The Technologies of Information and Communication (ICT become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail. They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.
Maheux, Jean-Francois; Roth, Wolff-Michael
In mathematics education, student-teacher communication is recognized to constitute an important dimension in/of mathematical learning. Significant effort has been made in recent decades to depart from a focus on the individual in which teachers and student simply use communication to express, to and for others, their private knowledge or thinking. In this paper, we continue this departure taking as a starting point the observation that (mathematical) communication is possible only when there is a relation with others: Communication is the relation with others. That is, we present a way of thinking about student-teacher communication in which geometrical being-in-the-know is conversationally produced. Using fragments of elementary classroom conversations involving three-dimensional geometry as a tool to flesh out this theoretical study, we illustrate (a) how being-in-the-know-with can be recognized in asking and responding to questions involving mathematical concepts and (b) how conversations are then the fine-tuning of being-in-the-know relations in which mathematical ideas can come forth even in those instances where not-being-in-the-know is asserted.
Carolyn Pope Edwards
Full Text Available Study groups and learning circles can offer a systematic way for early childhood teachers to interact about their work and create a culture of professional development. This paper describes how faculty systematically followed a collaborative co-inquiry process in order to improve a new early childhood interdisciplinary teacher preparation program. The team met on a regular basis throughout one academic year, with the stated objective of infusing observation/documentation knowledge and skills in a coherent and systematic way throughout the students’ program of studies. The group created a template of the cycle of inquiry, which could apply to all courses, and analyzed the documentation process along a series of skill dimensions: (1 level that students are expected to achieve (awareness, application, refinement/integration; (2 focus of the students’ observations (who, what, where, when, how; (3 width of the lens of observation (e.g., focused narrowly on one dimension of behavior or widely on a whole classroom environment; (4 intended audience of the completed documentation (e.g., children, parents, professional colleagues; and (5 finished product of documentation (e.g., project panel, memory book, slide presentation. The co-inquiry process allowed the faculty to improve the ways that the program helps students move from an awareness level toward a practitioner level in using observation and documentation. The students’ reflections and finished work suggest how they learned to promote children’s learning, partner with parents, and come to think of themselves as “professionals” in their field.
Zhunissova N. A.
Full Text Available Organization of training in teaching students of art and crafts of future teachers through improvement of the forms, methods and programs for the active development of thought processes and skills by students, their application in practice and in the organization of the development of students of folk arts and crafts creation creativity through creative research students, in the course of development of art and crafts ability to set goals for working with different types of applied art, the ability to receive and use information, the ability to use modern technology to determine the quality of the work, make plans, prepare materials, organize and carry out technological problems determine the policies, monitor, analyze, and give real self-esteem.
Spilt, Jantine L.; Koomen, Helma M. Y.; Jak, Suzanne
Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182…
de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo
Background: Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. Aims: The purpose of this study was to…
McCall, Madelon J.
This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement, motivation, and success in support of the chosen career.
Strati, Anna D.
Using data collected through classroom videotaping, student surveys, and the Experience Sampling Method (ESM), the present study explored associations between teacher-provided intellectual challenge, two types of support (instrumental and emotional), and students' momentary academic engagement in high school science classrooms. Results of 3-level Hierarchical Linear Models indicate that researchers' assessments of teacher-provided challenge positively predicted students' momentary reports of engagement in science learning activities. Teachers' provision of instrumental support was also positively associated with student engagement. Contrary to expectations, teacher provision of emotional support was not consistently related to students' reports of engagement. Both instrumental and emotional support interacted with challenge such that teachers' simultaneous provision of challenge and support was associated with additional gains in student engagement. Consistent with these findings, overtly obstructive (non-supportive) teacher behaviors were associated with decreases in student engagement when instruction was challenging. Results are discussed in terms of implications for theory and instructional practice.
Marshall, Jeffery H.; Sorto, M. Alejandra
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.
Land, M. L.; Smith, L. R.
Research on the effects of teacher clarity on student achievement levels suggests that teacher trainees should concentrate on reducing their use of "vagueness terms" and ambiguous word phraseology in a classroom situation. (LH)
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 [...
Twemlow, S. W.; Fonagy, P.
Objective: This study looked for a relationship between the prevalence of teachers who bully students and school behavioral problems reflected in suspensions from school.Method: A convenience sample of 214 teachers answered an anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at schools with low, medium, or high rates of suspensions. Analyses of variance were used to analyze continuous variabl...
The importance of the English teacher for the development of interest by students in the learning of English is discussed. In the Chinese context, the teacher is regarded traditionally as knowledgeable and the source of learning by students. Commonly, learners have no idea why English language is important to them and their interest in English relies on their teacher. A few perspectives are discussed regarding teachers as motivators of the successful learning of English.
Fisanick, Laura M.
This descriptive study explores three aspects of teacher behavior related to student participation in science fair competitions: teacher attitudes, teacher preference for different student-learning modes, and teacher motives for required student participation. Teacher motives for required student participation may stem from curriculum and standardized test requirements, school administrators' expectations, teacher preference for a competitive student-learning mode, and teacher attitudes towards science fair competitions. Survey data collected for this study included teacher attitudes about science fair competitions, teacher preference for different student-learning modes, and demographic data about middle school teachers who sponsor students in PJAS science fair competitions. The theoretical framework in this study is the theory of planned behavior proposed by Ajzen. The results from the analysis of data in this study showed that the majority of the teachers in this sample held positive attitudes towards science fair competitions and required their students to conduct science fair projects but did not require their students to participate in science fair competitions. The middle school science teachers in the sample would involve their students in PJAS competitions even if their districts did not require them to participate. The teachers in this study preferred the cooperative and individualistic student-learning modes. Teacher gender did not influence a preference for a particular student-learning mode. Using the theoretical framework from this study revealed teachers who required their students to participate in science fair competitions also required their students to conduct science fair projects.
Research about the relationship between teachers' scientific epistemological views (SEVs) and science instruction is often an important issue for many science educators. This study, by collecting research data from four Taiwanese science teachers, their students, and classroom observations, was carried out to examine the coherences between teachers' SEVs and their (1) teaching beliefs, (2) instructional practices, (3) students' SEVs, and (4) students' perceptions toward actual science learning environments. The findings suggested adequate coherences between teachers' SEVs and their teaching beliefs as well as instructional practices. The teachers with relatively positivist-aligned SEVs tended to draw attention to students' science scores in tests and allocate more instructional time on teacher-directed lectures, tutorial problem practices, or in-class examinations, implying a more passive or rote perspective about learning science. In contrast, teachers with constructivist-oriented SEVs tended to focus on student understanding and application of scientific concepts and they adopted more time on student inquiry activities or interactive discussion. These findings are quite consistent with the results about the coherence between teachers' SEVs and students' perceptions toward science learning environments, suggesting that the constructivist-oriented SEVs appeared to foster the creation of more constructivist-oriented science learning environments. Finally, although this study provided some evidence that teachers' SEVs were likely related to their students' SEVs, the teachers' SEVs and those of their students were not obviously coherent.
Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja
One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession. PMID:24219999
While some educators argue that teacher-student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher-student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science…
Policies on the inclusion of students with special educational needs in mainstream classrooms have focused attention on how general education teachers perceive these students. Furthermore with specific learning disabilities forming a large group of diverse students, and teachers' attitudes often not changing over the career span, preparing…
Stiller, Jerome D.; Ryan, Richard M.
Findings of a study that examined the relationship of students' perceptions of parents' and teachers' involvement and autonomy support to student motivation are presented in this paper. Based on a larger process model of academic achievement (Ryan and Stiller 1991), students' perceptions of parent and teacher autonomy support and involvement were…
Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert-Jan; Van Tartwijk, Jan; Wijngaards, Guus
Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing students' reflective writings in teacher…
This study explores 16 novice, urban-trained teachers' evaluations of their current schools. Findings suggest that teachers used the perceived behaviors, values, and beliefs of students to measure how urban a student was and, therefore, to guide their expectations and satisfaction of their placements. The less urban the students were perceived to…
Bangert-Drowns, Robert L.; Pyke, Curtis
Discusses students' learning engagement and describes a study that investigated whether teachers could accurately judge elementary school students' learning engagement with educational software. Explains teacher's use of a seven-level taxonomy to rate the frequency of different forms of engagement among 42 students interacting with different types…
New York State Education Dept., Albany. Office for Planning, Research, and Support Services.
The impact of student and teacher mobility on New York City (NYC) public school outcomes was examined in the context of other variables known to affect school performance. Performance data on various state mandated tests and New York State Regents' examinations for the 1990-91 academic year, selected student and teacher demographics, and student…
Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N = 33) and students (N = 669) in 33 classrooms across five…
Azencot, Moshe; Blum, Abraham
Compared the performance of teachers and students on the Field Experiences Achievement Test with results obtained from seventh-grade students who took the FEAT during its development and validation. Results indicate that tests developed for student use may also be used in inservice teacher education programs. (JN)
Full Text Available This article explores a group of trainee teachers’ conceptions of Creativity in Secondary School English. Data was collected by means of questionnaires and interviews. Whilst there are many promising notions of creativity, the results also reveal some evidence of narrow conceptions, inconsistent thinking and some misconceptions. This suggests that there may be significant implications for teacher trainers in universities and schools if we are to equip our students with the knowledge, understanding and skills to teach, support and facilitate creativity in their new careers. Romantic notions of original and innate genius, and a progressive emphasis on boundless, directionless play are two possible sources of misconceived ideas for training teachers of English. Creativity can be supported and developed within pedagogical frameworks and settings. This article, therefore, offers a consideration of how Sternberg’s 21 suggested strategies for “Developing creativity as a decision” might be adapted and implemented in the Secondary English classroom. Practical teaching methods and competencies are presented which could be developed and incorporated into graduate trainee teacher programmes.
Karen Bobkoff Katz
Full Text Available This investigation was designed to examine the features of teacher-student interactions in a ubiquitous computing environment. The study focused on the learning context created by the teacher when interacting with students as they used technology to support their learning. Data obtained from quantitative and qualitative analyses of the teacher-student discourse were examined. Interpretation reflected the context of existing research documenting specific teacher linguistic and communicative behaviors that tend to facilitate students’ use of problem solving and higher order thinking skills. A primary finding of this investigation is the suggestion that when technology is part of the classroom interaction context, the teacher-student dyad may expand to a “triad”, comprised of teacher-student-technology.
Dry, M. D.; Patterson, G. L.
Lecture Demonstrations on Earthquakes for K-12 Teachers and Students Since 1975, the Center for Earthquake Research and Information, (CERI), at The University of Memphis, has strived to satisfy its information transfer directives through diverse education and outreach efforts, providing technical and non-technical earthquake information to the general public, K-16 teachers and students, professional organizations, and state and federal organizations via all forms of written and electronic communication. Through these education and outreach efforts, CERI tries to increase earthquake hazard awareness to help limit future losses. In the past three years, education programs have reached over 20,000 K-16 students and teachers through in-service training workshops for teachers and earthquake/earth science lecture demonstrations for students. The presentations include an hour-long lecture demonstration featuring graphics and an informal question and answer format. Graphics used include seismic hazard maps, damage photos, plate tectonic maps, layers of the Earth, and more, all adapted for the audience. Throughout this presentation, manipulatives such as a Slinky, Silly Putty, a foam Earth with depth and temperature features, and Popsicle sticks are used to demonstrate seismic waves, the elasticity of the Earth, the Earth's layers and their features, and the brittleness of the crust. Toward the end, a demonstration featuring a portable shake table with a dollhouse mounted on it is used to illustrate earthquake-shaking effects. This presentation is also taken to schools when they are unable to visit CERI. Following this presentation, groups are then taken to the Public Earthquake Resource Center at CERI, a space featuring nine displays, seven of which are interactive. The interactive displays include a shake table and building blocks, a trench with paleoliquefaction features, computers with web access to seismology sites, a liquefaction model, an oscilloscope and attached geophone, a touch-screen monitor, and various manipulatives. CERI is also developing suitcase kits and activities for teachers to borrow and use in their classrooms. The suitcase kits include activities based on state learning standards, such as layers of the Earth and plate tectonics. Items included in the suitcase modules include a shake table and dollhouse, an oscilloscope and geophone, a resonance model, a Slinky, Silly putty, Popsicle sticks, and other items. Almost all of the activities feature a lecture demonstration component. These projects would not be possible without leveraged funding from the Mid-America Earthquake Center (MAEC) and the Center for Earthquake Research and Information, with additional funding from the National Earthquake Hazards Reduction Program (NEHRP).
Full text: Besides renewable energy forms, the nuclear energy seems to be of the greatest importance now. Recently the nuclear technology has developed almost in all domains of human activity. Unfortunately, common knowledge about physical processes involved in the nuclear energetics and furthermore, about the specific, nuclear radiation effects on the living tissues, is still very poor among the secondary and university students. We can find proofs for this statement in everyday situations and in literature. Thus, we should take every opportunity to speak about the complex nuclear problems, and that much more of the school time should be spend on teaching radioactivity phenomenon. We should acquaint students both with benefits and risks of the nuclear energy applications. Knowledge is certainly the cheapest way to prevent any nuclear danger. Taking this into account we designed the proposition of projects aimed at increase of nuclear issue knowledge and awareness among teachers and students: Project RADONET; Computer aided investigations of radioactivity with the use of GM detector; Competition 'Radioactive World'; Distance lecture on 'Radioactivity Around Us'. The main objective of project RADONET (RADON + NET) was concentrated on answering the question: Radon in our homes - is the risk acceptable? It was based on the concentration of radon investigations in indoor air, ground and drinking water and in the vicinity of TV and computer screens, made by the science tea computer screens, made by the science teachers from Torun. In our opinion, the knowledge about radon and its health risk should be implemented to the interdisciplinary science education as early as possible. Thus, inspiring by English and Hungarian researchers we propose the method of environmental education related to the radon issue. In collaboration with 35 science teachers from different regions of Poland educational research project RADONET for students was performed. The concentration of radon was measured by the use of passive method (TASTRAK detectors). For communication of researchers, teachers and students as well for discussion of the obtained results e-mail, WWW pages, etc. were used. As the result we created the preliminary map of radon concentration in Poland made by students and we got the evidence that the increasing number of teacher and pupils wish to take a part in this kind of educational investigations. Since the phenomenon of radioactivity was discovered by Henry Becquerel, Marie Curie- Sklodowska and Pierre Curie we know, that the 'ionizing radiation' is around us. It can be the stream of particles of the distinct kind - alpha, beta, protons, ions, neutrons and stream of high energy - X or gamma rays. But, naturally some problems arise: where does this radiation come from, how long does it live, is it dangerous to the human body, can we measure its amount and behaviour? In this paper we report our attempt to answer mainly the last question. For this purpose we designed and constructed computer controlled Geiger-Mueller counter with the dedicated software to measure ionising radiation intensity. The menu of the software contains the following options: characteristic of detector, intensity of the ionising radiation and its dependence on distance and type of absorbing material as well as statistical distribution of ionising radiation . Last year, tribute to the 100th anniversary of Maria Curie-Sklodowska Nobel Prize, we organised the competition for educational projects under the general title Radioactive World. The competition was addressed to Polish teachers and their pupils. The Award Committee received 44 projects from upper and lower secondary schools. Knowledge and methodical level of all projects was very high. Most of them engaged not only the science subjects teachers but also specialists of literature, history and art. The committee awarded 15 projects which were the most original and their results were presented to the wide local community by press, radio and TV. The results of the best projects: original lessons plans, pos
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 .
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
Full Text Available Abstract Science, Technology, Engineering, and Math (STEM disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE offer an example of how academic research can enhance K-12 student learning. In this commentary, we illustrate how ASPIRE teacher–scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.
Students respond to personal connections. When K-12 science teachers are able to participate as field assistants on research projects, their students can benefit greatly from the stories, pictures, and video transmitted or brought back from the field. Teachers can translate and tailor their learning while in the field to the level of their students. Students are ';hooked' into science content by seeing their own teacher out there actually ';doing' science. The teacher is able to provide a direct content connection for the student, an avenue for understanding why ';learning this' is relevant and important. This presentation provides a case for why science teachers and researchers should collaborate as much as possible. The NSF funded PolarTREC program (Teachers and Researchers Exploring and Collaborating) is an excellent example of how to make this collaboration work. The presentation will also provide a look into how teachers can make an effective connection for their students between field science and classroom learning. Alaskan secondary science teacher Carol Scott spent a month at the Kevo Research Station in northern Finland in May/June 2013 as a PolarTREC teacher, and is translating this experience for students. She has also worked on an NSF Research Experience for Teachers grant in Prince William Sound, AK, and has successfully used this work to engage students in the classroom.
Full Text Available The purpose of this study was to examine students’ perceptions of their teachers’ teaching practices and how it impact on their learning experiences. The sample of the study involved 358 students from 12 Junior High Schools (12-14years who were randomly selected to complete a semi-structured questionnaire. The study revealed that students’ perceptions of their teachers’ teaching varies as the results established that both teacher-centred and student-centred teaching approaches were used by mathematics teachers. The study also established that teachers’ actions and inactions impact positively or negatively on students learning experiences as majority of the respondents reported that their learning experiences are to a larger extent controlled by that teacher. Majority of the respondents indicated that their teachers normally tell them which questions to solve and which methods to use. Although the study was limited only to 12 schools, the findings provide a conceptual framework for further research into how students’ views could be used by both teachers and educational authorities in improving the teaching and learning of mathematics as students’ are in a better position to provide useful information regarding their teachers teaching and how it impacts on their learning. Among others, it is recommended that students’ ratings or evaluation of their teaachers’ teaching should be considered in evaluating teachers’ teaching and effectiveness.© 2012 IOJES. All rights reserved
Rahim Mosahab; Osman Mahamad; Ramayah, T.
Using an internal marketing (IM) approach, this study aims to compare the quality gap of educational servicesamong students (service customers) and teachers (service providers) at the district 6 public high schools ofTehran, Iran. In a cross-sectional study, the survey questionnaire was completed by two distinct groups ofrespondents, 230 teachers and 384 students. Findings indicate that there is negative gap in each of the fivedimensions among both groups of teachers and students. Quality gap...
This study explores politeness strategies used by teacher and students in two 90-minute English lessons in a senior high school. The data were video-recorded from two different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that teacher and students basically employed positive, negative, and bald on- record strategies. Teacher and students’ perception on socia...
The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in ...
Kyriacou, Chris; Avramidis, Elias; Hoie, Harald; Stephens, Paul; Hultgren, Age
A group of postgraduate (secondary school) student teachers attending a teacher training course in York (England) and Stavanger (Norway) completed a questionnaire at the start (N = 174) and at the end (N = 128) of their course which explored their views regarding the factors accounting for pupil misbehavior, the frequency of pupil misbehavior, the…
Hogg, Linda; Yates, Anne
This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials,…
Wang, Li; Du, Xiangyun
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…
Zuelke, Laurie Ann
Research has shown that teacher effectiveness is a key to student achievement. Indicators of teacher effectiveness also referred to as teacher quality, have been described as years of experience and subject matter certification. As national and state mandates continue the practice of high stakes testing and place pressure upon schools to increase the rate of student achievement, few studies explored the relationships between achievement and teacher quality. The purpose of this study was to determine if there was a relationship between teacher qualities (experience, certification type, and science coursework) and student achievement on the eighth grade Science FCAT. Eighth grade Science FCAT scores of over 13,000 students and the data from 127 teachers regarding their experience, certification status (temporary or professional), and subject certification was collected from two Central Florida counties. Student and teacher data was separated into two groups based upon each school's student socioeconomic (SES) data. High SES schools were designated as those that had 24% to 50% of their students on free and reduce priced lunch, whereas low SES schools had 55% to 85% of their students on free and reduce priced lunch. Data from each SES group was analyzed independently. A one-way ANOVA was performed to compare the means of eighth grade student Science FCAT scores among teachers with 0 to 5 years of experience, 6 to 15 years of experience, and over 15 years of experience. Also compared were the eighth grade student mean Science FCAT scores among teachers with regular certification and temporary certification, and teachers with science subject certification or without science subject certification. Four eighth grade science teachers with varying years of experience, certification type, and science college coursework were interviewed and classroom instructional practices observed. Results of this study showed that there was a significant difference at the low SES level in the eighth grade student mean Science FCAT scores among teachers with professional certification compared to teachers with temporary certification. There was no significant difference between professionally certified teachers and temporary certified teachers at the high SES level. No significant difference in eighth grade student mean Science FCAT scores was shown at either SES level among teachers with different years of experience or with science subject certification or without science subject certification. The findings suggest that when compared to high SES students, teachers without professional certification do not assist low SES students in realizing achievement in science. The differential impact of certification type on high and low SES students may be indicative of how achievement gaps are sustained in middle schools.
The aim of this literature review is to investigate the roles and activities of the library systems specialist or system librarian, an entirely new breed of library professional developed during the library automation process all over the world.
Full Text Available Nonverbal communication refers to a form of communication without using the words to repress oneself. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. For attaining the goal of teaching, and improving teaching quality and efficiency in the foreign language classroom, the improvement of teaching method is a very important factor. Briefly introducing the definition and types of nonverbal communication, this paper discusses the functions and principles of using nonverbal communication in English teaching classroom and it explains some ways of using the nonverbal behaviors to improve the foreign language teaching. Therefore, the significance of nonverbal communication should be fully acknowledged by both teacher and students.
Full Text Available Teachers’ self-efficacy is of critical significance for both female and male teachers, and it can affect their job life. In spite of the fact that some scholars have investigated self-efficacy, there are no studies regarding teachers’ gender and their subscales of self-efficacy (i.e. student engagement, instructional strategies, and classroom management. Therefore, this study aimed at investigating the relationship between gender and subscales of self-efficacy of Iranian EFL teachers. So, 34 EFL teachers who were teaching in private English language institutes in Karaj were asked to complete Teachers’ Sense of Efficacy Scale (TSES questionnaire. After analyzing the data, it was revealed that males and females did not differ as far as classroom management was considered. However, they differed in terms of student engagement and instructional strategies; male teachers were better at student engagement, while female teachers were better at instructional strategies.
Full Text Available This study examines a group of prospective teachers’ reflections upon the way they were taught (Set 1 and the way they want to teach (Set 2 through drawings which respectively describe their past learning experiences as students and their future plans as teachers. The purpose of this study is to identify: (a the emerging themes that appear in each set of drawing data, (b the possible factors that influence prospective teachers’ drawings, and (c the implications for mathematics teacher educators. Overall, prospective teachers showed predominantly negative or mixed feelings about their past experiences as mathematics students. In response to their own past negative experiences and struggles, the prospective teachers tended to highlight emotionally supportive classroom environment and versatile instructional teaching strategies in their future plans. This study suggests that this activity of reflecting past experience and planning future teaching assimilates prospective teachers’ identities as math students and math teachers and provides a window into the thinking of others.
Sahar Tabatabaee Farani
Full Text Available This study, conducted in two quantitative and qualitative phases, was designed to investigate the possible impact of teacher’s self-disclosure on students’ attitude towards English language learning. The participants were 48 female EFL learners of intermediate level who were randomly assigned to experimental (23 and control (25 groups. In the quantitative phase, to check the effect of teacher’s self-disclosure on students’ attitude, the questionnaire of Attitudes towards English Language was administered in both groups as a pre-test at the beginning and a post-test at the end of the term. During the term, the experimental group received teacher’s self-disclosure as treatment. The data were analyzed by means of Independent sample-t-test and matched pair t-test. The results showed significant differences between groups. For the qualitative phase, the experimental group received the questionnaire of the Approval of teacher’s self-disclosure. Subjects’ responses to the questionnaire and the analysis of teacher’s observations confirmed the results of the first phase.
Full Text Available This paper analyses the impact of teacher gender towards students’ test results in a blinded Math test administered to students in Catalonia (Spain. The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the “Mathematical Kangaroo” in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the “Kangaroo” test (in this case, the effect being more marked among male students.
Ben-Chaim, David; Zoller, Uri
This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended.
Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments. According to students, compared to structure academic learning, technology is a better environment to make good use of their time, to satisfy their curiosity about certain subjects, to establish communication with others and to play games.
Canan Perkan, Zeki; Ahmet, Güneyli.
Full Text Available SciELO South Africa | Language: English Abstract in english There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this resea [...] rch is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE) course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.
van Diggele, Christie; Burgess, Annette; Mellis, Craig
Introduction Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT) program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception. Methods The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61%) of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91%) of students, and 6/23 (26%) of students participated in a focus group. Results Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools. Conclusion The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.
A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, mainstreaming'' -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.
A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, ``mainstreaming`` -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.
Prickett, Hugh T.; Prickett, Jeanne Glidden
This survey of 82 institutions and 490 teachers serving deaf students found that significant numbers of deaf students also have vision problems and that teachers do not receive adequate training and information to meet the needs of this population. (Author/JDD)
Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent
There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…
Harper, Eddie; Knapp, John
This document contains the teacher and student texts and student workbook for a secondary-level course in shielded metal arc welding (SMAW) and carbon arc cutting that consists of units on the following topics: SMAW safety; SMAW equipment, applications, and techniques; hardfacing; and carbon arc cutting--air. The teacher edition includes the…
Herrin, Roberta T., Ed.; Davis, Sarah K., Ed.
Chronicling a year-long project to study fantasy literature, this book presents essays, teaching units, student writing models, and "jack tales." The project chronicled in the book consisted of a 4-week intensive study program for librarians and teachers of grades 2 through 7 throughout the Appalachian region, followed up by two more meetings…
Herrin, Roberta T., Ed.; Davis, Sarah K., Ed.
Chronicling a year-long project to study fantasy literature, this book presents essays, teaching units, student writing, and "jack tales." The project chronicled in the book consisted of a 3-week intensive study program for librarians and teachers of grades 2 through 7 throughout the Appalachian region, followed up by two more meetings during the…
Berkman Center for Internet and Society
"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.
It is well documented in the literature that the project method is the most effective among other active methods of teaching science. In this paper we described our experience, which we got during planning and execution of four projects aimed at the increase of nuclear issue knowledge and awareness among students and teachers: Computer aided investigations of radioactivity with the use of GM detector; Project RADONET - radon in our homes - is the risk acceptable?; Competition on interdisciplinary educational project 'Radioactive World'; Distance lecture on 'Radioactivity Around Us'. We hope that they may serve as an inspiration for others planning similar projects in their countries. (author)
Scope and method of study: The purpose of this study was to describe the views student teachers in agricultural education at Oklahoma State University had regarding their 12-week student teaching experience. Twenty-eight student teachers participated in the study. Q-methodology was employed to analyze the views of the student teachers. Modes of…
Full Text Available Background and Objective: Scientific and personal characteristics of teachers are important factors in StudentTeacher relationship. In this study the objective to determine the Factors that influence the relationship between teachers and students regarding the opinion of the students of Ahvaz University of Medical Sciences. Subjects and Methods: This study is descriptive-analytic. The population of the research Includes all students of Ahvaz University of medical sciences. The data was gathered by questionnaire. The criteria for assessment of questions were Likert scale. Results: In this study, The effect of personal, ethical and professional characters of teachers was assessed as high by 63.8 percent of students and very high by 23.4 percent.. In between Of all these characters, “ethic” and “h umility” and also, “heartiness” of teachers have been the most effects regarding the students’ views. The effect of professional and scientific factors was assessed as inefctive by 18.8 percent, as low by 1.8, high by 48.7, and very high by 30.7 percent of the students. The effect of physical environment was considered as ineffective by 42.4 percent, very low by 4.7, low by 13.8, high by 25.3 and very high by 13.8 percent of the students.. Conclusion: This study and other researches show that of different factors, ethical and personal characters of teacher are more effective in student- teacher Relationship.
Ahnert, Lieselotte; Harwardt-Heinecke, Elena; Kappler, Gregor; Eckstein-Madry, Tina; Milatz, Anne
The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student-teacher relationships were explored on both classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers' support and classroom organization. Teachers reported on the relationships with their students regarding closeness, conflict, and dependency, which determined four specific patterns of student-teacher relationships. Furthermore, saliva samples were taken on a Monday and a Friday of the same week (four times each day) to display diurnal cortisol profiles. These profiles were later evaluated by means of slopes and intercepts, reflecting students' daily stress regulation. Comparisons between Monday and Friday profiles of the same student served as an estimate for the stress regulation throughout the week. Finally, associations between the profiles and the specific relationship patterns provided information on significant environmental conditions for students' stress. Students in non-supportive, as compared to supportive, classrooms had flatter cortisol profiles, suggesting that classrooms of low quality hindered sufficient down-regulation of cortisol levels at both the beginning and the end of the week. Moreover, students with conflict-loaded relationships with their teachers were less able to appropriately down-regulate stress (especially on Fridays) than students with proximal-balanced relationships, showing the most optimal cortisol profiles. PMID:22537523
Full Text Available The aim of this research was to describe reading environments of elementary school students when taken account of students’, parents’, and classroom teachers’ views. This research also gave some recommendations on what elementary school students’ reading environments should be in the light of literature. For this aim, the data was collected from classroom teachers, parents, and students studying in fourth-grade and fifth-grade by semi-structured questionnaire forms. The descriptive analysis was carried out to analyze the data obtained from the participants. The results of this research revealed that teachers and parents could not become models to support students’ readings. Instead, they orally directed children about their readings. This research also showed that the activities for reading done at homes and at schools do not improve children’s positive motivation toward reading. In addition, the children stated that they would love to get involved in reading activities since these enjoyable activities can increase their interests in reading.© 2012 IOJES. All rights reserved
Bond, Nathan; Sterrett, William
Policymakers, researchers, and educators are calling for practicing teachers to assume leadership positions in schools. The goal is for these teacher leaders to work with administrators and bring about school improvements. To prepare teachers for this role, universities are encouraged to provide leadership opportunities for students aspiring to…
Page, Tara; Adams, Jeff; Hyde, Wendy
The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on…
Ringstaff, Cathy; And Others
Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms…
Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi
This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…
Johnson, Matthew T.; Lipscomb, Stephen; Gill, Brian
Teacher value-added models (VAMs) must isolate teachers' contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. We examine the sensitivity of teacher value-added estimates under different models based on whether…
Albrecht, Susan Fread; Johns, Beverley H.; Mounsteven, Joyce; Olorunda, Olufunmilola
This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and…
Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.
This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn…
Sang, Guoyuan; Valcke, Martin; Tondeur, Jo; Zhu, Chang; van Braak, Johan
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)--developed in a Western context (Woolley et al. in "Educational and Psychological…
Memisevic, Haris; Hodzic, Saudin
The aim of this study is to examine the attitudes of teachers in Bosnia and Herzegovina (BiH) towards educational inclusion of students with intellectual disability into regular classes. The sample for this study consisted of 194 elementary school teachers from eight schools in BiH. The attitudes of the teachers were measured by "The Attitudes…
Yan, Chunmei; He, Chuanjun
This paper reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The paper points out…
Maher, Carolyn A.; Palius, Marjory F.; Maher, James A.; Hmelo-Silver, Cindy E.; Sigley, Robert
There is a need for research in STEM (science, technology, engineering, and mathematics) teacher education that addresses the challenge of building teachers' pedagogical skills in fostering the development of mathematical reasoning in students. The Common Core State Standards for Mathematics provide teachers with guidance on how to promote…
Strambler, Michael J.; McKown, Clark
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic…
Bloom, Lynn Z.
Addresses interrelated sets of ethical considerations: the ethical principles for representing students and student writing in the teacher's own publications of two types--in textbooks designed for student use, and in research publications and conference presentations designed for the author's peers. Lists 10 points to make clear to students whose…
This paper provides some initial considerations into the design and function of the Data Librarian. The first part (Liscouski, J., 1997, Journal of Automatic Chemistry, 19, 193-197) described the need for the Librarian.
Chapman, Susan; Lindbo, David; Robinson, Clay
The Soil Science Society of America has invested heavily in a significant outreach effort to reach teachers and students in the primary/secondary grades (K-12 grades in US/Canada) to raise awareness of soil as a critical resource. The SSSA K-12 committee has been charged with increasing interest and awareness of soil science as a scientific pursuit and career choice, and providing resources that integrate more information on soil science into biology, chemistry, physics, and earth science areas taught at multiple grade levels. Activities center around five main areas: assessment and standards, learning modules/lesson plans, website development, and books and materials, and partnership activities. Members (professionals and students) of SSSA are involved through committee participation, local events, materials review, and project development.
Russell, J G; Smithurst, B A
A plea is made for a significant input on AIDS to the dental undergraduate curriculum by medical teachers. The suspicion is that in some schools the teaching of medicine to dental students is not treated seriously. Figures are quoted depicting the worldwide spread of AIDS. The risk of dentists acquiring HIV in the health care setting is discussed. Mention is made of infection control in the dental environment. The objectives are given of a medical curriculum for dental students. Some of the oral manifestations of AIDS are named. Symptoms and signs (which a dentist should be able to recognize) are given for pulmonary, neurological, gastrointestinal or neoplastic complications that may be found in HIV infection. The role of the dentist is stressed in continuing surveillance of patients with HIV infection. PMID:2593885
Smart, Julie Brockman
This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student interactions during the quantitative phase described the most instances of teacher cooperative behaviors, such as teacher helpfulness and understanding. Conversely, students reporting low motivation and low perceptions of teacher-student interactions described the most instances of teacher oppositional behavior, such as harsh and impatient behaviors. An in-depth description of categories and subcategories is also provided. This study concludes with an interpretive analysis of quantitative and qualitative results considered both separately and together. Implications for middle grades science education are discussed, including recommendations for behavior management, scaffolding students' transition to middle school, making explicit connections to science careers, and providing opportunities for small successes within the science classroom. Implications for science teacher education, limitations of the study, and future research directions are also discussed.
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
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.
Radiotherapy, also referred to as radiation therapy, radiation oncology or therapeutic radiology, is one of the three principal modalities used in the treatment of malignant disease (cancer), the other two being surgery and chemotherapy. In contrast to other medical specialties that rely mainly on the clinical knowledge and experience of medical specialists, radiotherapy, with its use of ionizing radiation in the treatment of cancer, relies heavily on modern technology and the collaborative efforts of several professionals whose coordinated team approach greatly influences the outcome of the treatment. The radiotherapy team consists of radiation oncologists, medical physicists, dosimetrists and radiation therapy technologists: all professionals characterized by widely differing educational backgrounds and one common link - the need to understand the basic elements of radiation physics, and the interaction of ionizing radiation with human tissue in particular. This specialized area of physics is referred to as radiation oncology physics, and proficiency in this branch of physics is an absolute necessity for anyone who aspires to achieve excellence in any of the four professions constituting the radiotherapy team. Current advances in radiation oncology are driven mainly by technological development of equipment for radiotherapy procedures and imaging; however, as in the past, these advances rely heavily on the underlying physics. This book is dedicated to students and t. This book is dedicated to students and teachers involved in programmes that train professionals for work in radiation oncology. It provides a compilation of facts on the physics as applied to radiation oncology and as such will be useful to graduate students and residents in medical physics programmes, to residents in radiation oncology, and to students in dosimetry and radiotherapy technology programmes. The level of understanding of the material covered will, of course, be different for the various student groups; however, the basic language and knowledge for all student groups will be the same. The text will also be of use to candidates preparing for professional certification examinations, whether in radiation oncology, medical physics, dosimetry or radiotherapy technology. The intent of the text is to serve as a factual supplement to the various textbooks on medical physics and to provide basic radiation oncology physics knowledge in the form of a syllabus covering all modern aspects of radiation oncology physics. While the text is mainly aimed at radiation oncology professionals, certain parts of it may also be of interest in other branches of medicine that use ionizing radiation not for the treatment of disease but for the diagnosis of disease (diagnostic radiology and nuclear medicine). The content may also be useful for physicists who are involved in studies of radiation hazards and radiation protection (health physics). This book represents a collaborative effort by professionals from many different countries who share a common goal of disseminating their radiation oncology physics knowledge and experience to a broad international audience of teachers and students. This publication is aimed at students and teachers involved in programmes that train professionals for work in radiation oncology. It provides a comprehensive overview of the basic medical physics knowledge required in the form of a syllabus for modern radiation oncology. It will be particularly useful to graduate students and residents in medical physics programmes, to residents in radiation oncology, as well as to students in dosimetry and radiotherapy technology programmes. It will assist those preparing for their professional certification examinations in radiation oncology, medical physics, dosimetry or radiotherapy technology. It has been endorsed by several international and national organizations and the material presented has already been used to define the level of knowledge expected of medical physicists worldwide
Troop-Gordon, Wendy; Ladd, Gary W
Although teachers are often called upon to reduce children's bullying and aggression, little is known regarding teachers' responses to students' harassment of peers or the beliefs which may inform their response strategies. To address this limitation, data were collected from 170 6th- and 7th-grade teachers (33 men; 137 women) and 2,938 (1,413 girls; 1,525 boys) of their students. Teachers beliefs regarding peer victimization were predictive of their efforts to advice victims how to cope with peer harassment. In particular, teachers who held more normative views of peer victimization were less likely to report reprimanding aggressive students and were more likely to utilize passive response strategies. Specific links emerged between teachers' beliefs and strategies and classroom-levels of aggression and peer victimization in the fall and in the spring, as well as changes in students' aggressive behavior and victimization over the course of the school year. Implications for intervention are discussed. PMID:24362767
This study attempted to find out the disciplinary practices, employed by elementary school teachers Arsanjan in City. Especially, it sought to answer the following questions: a.) What are the disciplinary practices employed by elementary school teachers to help prevent and control the behavioral problems of students on physical aggression, peer affinity, attention seeking, as perceived by teachers themselves? b.) Is there any difference between the perceptions of male and female teachers?The ...
Donahue, David M.
In the vein of action research, the author examines his practice of matching lesbian and gay student teachers with a lesbian or gay cooperating teacher for field placement. This article addresses several questions. In what ways, if any, do lesbian and gay teachers help new teachers cope with and interrupt homophobia? How do they help student…
Clark, Sarah K.; Byrnes, Deborah; Sudweeks, Richard R.
This study investigates how the culminating teacher preparation program (TPP) experience (either student teaching assignment or internship) influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test (N = 502) was conducted to compare perceptions of student teachers…
Butler, Yuko Goto
This study investigates how teachers observe and assess elementary school students' foreign language performance in class and how such assessments vary among teachers. Twenty-six elementary school teachers and 23 English teachers at secondary schools in South Korea watched videotapes of 6th-grade students' group activities in English and were…
Cohan, Sali Lee
The purpose of this study was to design a performance-based module to instruct student teachers in aspects of critical thinking and the teacher behaviors which promote critical thinking in pupils and to conduct a field test of that module. The two hypotheses tested were: student teachers who have experienced a training module which is designed to…
Evans, Robert J.; Bickel, Robert; Pendarvis, Edwina D.
A survey of 125 musically gifted adolescents, 123 parents, and 88 teachers found students believed their success was due to inborn ability and hard work, parents attributed their children's musical accomplishments to encouragement provided by family and friends, and teachers attributed students' musical development to innate talent, hard work, and…
The primary aim of this article is to identify and interrogate the lay theories of contemporary student teachers and to indicate and illustrate the manner in which these "theories" manifest both continuity and change when contrasted with teaching archetypes and previously articulated lay theories of student teachers in the setting. It is in five…
Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem
The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected…
Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida
This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…
Gay Lesbian Straight Education Network, 2005
This report is based on online surveys completed by a nationally representative sample of 3450 students aged 13-18 and 1011 secondary school teachers. The survey is intended to explore teens' and secondary school teachers' experiences with and attitudes towards school harassment. Two-thirds of the students surveyed report that they have been…
The purpose of this study is to reveal the primary student teachers' basic knowledge and misconceptions about atoms and molecules by use of a drawing method. Data collected from drawings of 92 primary student teachers at the second term of 2007-2008 educational period in Faculty of Education in Adiyaman University. The analysis of their drawings…
The purpose of this study is to find out the demographic characteristics and cognitive styles of student teachers in various subject areas in Turkey. Under this general purpose, the following research questions were used to conduct the study: (1) Does the gender of the student teacher influence cognitive style?; (2) Does the educational level of…
Mullola, Sari; Hintsanen, Mirka; Jokela, Markus; Lipsanen, Jari; Alatupa, Saija; Ravaja, Niklas; Keltikangas-Järvinen, Liisa
This study examined whether teacher-rated versus self-rated student temperaments are different in relation to the school grades in Maths and Mother language (ML) instruction in a nationally representative sample of Finnish Secondary School students (n?=?1,063, mean age 15.1 years). The results indicated that teacher-rated temperament was more…
Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's…
Al-Musawi, Nu'man; Karam, Ebraheem M.
The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…
Johansson, K. E.
Stockholm House of Science, focusing on astronomy, biotechnology and physics for students and teachers at school, is based on the proven concept of Stockholm Science Laboratory, which was mainly devoted to physics. The House of Science has become a popular and important resource and meeting place for teachers and students, stimulating interest in…
Adeogun, A. A.; Olisaemeka, Blessing U.
The study covers ten secondary schools in Lagos State of Nigeria. The purpose is to ascertain the relationship between school climate and student achievements and teachers' productivity for sustainable development. A total sample of 150 respondents was taken. Ten principals, seven teachers and seven students were randomly picked per school. This…
In the context of the critical role of self-efficacy in educational achievement, this present research examined students' and teachers' efficacy in use of learning strategies in mathematics, and the relationship with achievement. The second phase of a multi-method doctoral study, ninety-two students and ten teachers from a diverse secondary school…
Agiro, Christa Preston
This article discusses the comparative application of critical discourse analysis to student and teacher editions of the two most widely used high school American literature textbooks by Christian publishers, examining them through the lens of critical theory. The study examined all parts of the student and teacher editions, excepting literary…
Kong, Siu Cheung; Shroff, Ronnie H.; Hung, Hing Keung
To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self…
Gillies, Robyn M.
Background: Teachers play a critical role in promoting interactions between students and engaging them in the learning process. This study builds on a study by Hertz-Lazarowitz and Shachar (1990) who found that during cooperative learning teachers' verbal behaviours were more helpful to and encouraging of their students' efforts while during…
Park, Soonhye; Oliver, J. Steve
This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and…
Esjeholm, Bjørn-Tore; Bungum, Berit
The teacher plays an important role in the Technology and Design (T&D) classroom in terms of guiding students in their design process. By using concepts developed within engineering philosophy along with a framework for teacher-student interactions the design process in a T&D classroom is classified. The material shows that four of six…
Bang, Hee Jin
This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework…
Wright, Kim McGee
According to Simplico (2005), critics who were led by parents have argued, "Children are spending too much time doing homework, which has no impact on their learning" (p. 138). This research study is significant for students, parents, teachers, educators, and administrators who wish to compare beliefs of families, students, and teachers regarding…
Ihmeideh, Fathi M.; Al-Omari, Aieman Ahmad; Al-Dababneh, Kholoud A.
The present study was carried out to determine the positive and negative attitudes among 289 students of class teachers and childhood teachers' disciplines using the communication skills attitude scale (CSAS) in Jordanian public universities. GPA, year level of students were recorded. Overall results of study revealed that the mean of positive…
Yang, Ju Yin; Teng, Ya Wen
Interactive whiteboards (IWBs) have been widely used in elementary schools in Taiwan. Hence, the purpose of this study was to investigate the perceptions of elementary school teachers and students using IWBs in English teaching and learning. Six public school English teachers and 614 students of 5th and 6th-grades in Yangmei Township, Taoyuan…
Warren, Chezare A.; Lessner, Susan
The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature,…
Wong, Kung-Teck; Russo, Sharon; McDowall, Janet
Purpose: The purpose of this paper is to understand early childhood student teachers' self-reported acceptance and use of interactive whiteboard (IWB), by employing the Unified Theory of Acceptance and Use of Technology (UTAUT) as the research framework. Design/methodology/approach: A total of 112 student teachers enrolled in science-related…
The aims of this study are to find out (1) how student teachers' attitudes toward Internet affect their attitudes toward democracy, (2) how student teachers' attitudes toward democracy are in terms of their purpose of using Internet and (3) benefits provided by the Internet. The research is carried out in Ziya Gokalp Education Faculty at Dicle…
Vrieling, E. M.; Bastiaens, T. J.; Stijnen, S.
This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with…
Studies in the field of economics education indicate that teachers prefer content and a subject-oriented curriculum, while students favor a more personal relationship with the teacher and recognition as unique individuals. Mastery of subject matter is not as important to economics students. As a result, the following problems may occur in the…
This article reports on the use of portfolios to develop ELT major student-teachers' autonomy. The research was carried out for 14 weeks with twenty-one 3rd grade student-teachers in the English Language Teaching Department of Cukurova University, Adana, Turkey. To evaluate the impact of portfolios on fostering the participants'…
The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural…
Hockings, Christine; Cooke, Sandra; Yamashita, Hiromi; McGinty, Samantha; Bowl, Marion
This paper focuses on the ways in which lecturers in two universities negotiated their identities as teachers of students from diverse backgrounds within the context of the changing nature of higher education. This research forms part of a two-year project which explored, among other things, the influence of student and teacher identities on…