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1

Kindergarten Teachers' Knowledge of Emergent Literacy Concepts.  

Science.gov (United States)

Assesses kindergarten teachers' familiarity with and attitudes toward several emergent literacy concepts. Finds that less experienced teachers indicated greater familiarity with target concepts, as did teachers holding master's degrees. Finds that subjects least familiar with the concepts were more likely to serve as training teachers for…

Troyer, Sandra J.; Yopp, Hallie Kay

1990-01-01

2

Phenomenological Study of Special Education Teachers Using an Emergency License  

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The shortage of special education teachers is critical. One means used to increase the supply of available teachers is to issue an emergency license to teachers not fully certified in special education. This is a phenomenological study of four general education teachers practicing special education using an emergency license. Their experience is…

Alborn-Yilek, Susan

2010-01-01

3

Pathways to Teacher Leadership among English-as-a-Second-Language Teachers: Professional Development by and for Emerging Teacher Leaders  

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While the scope of activities that constitute teacher leadership has become better defined, the professional development of emerging teacher leaders is just beginning to be discussed. In this study, the teacher leadership activities of beginning English-as-a-second-language teachers in a wide variety of settings in New York City public schools…

Baecher, Laura

2012-01-01

4

Passionate Utterance and Moral Education  

Science.gov (United States)

This paper explores Stanley Cavell's notion of "passionate utterance", which acts as an extension of/departure from (we might read it as both) J. L. Austin's theory of the performative. Cavell argues that Austin having made the revolutionary discovery that truth claims in language are bound up with how words perform, then gets bogged by convention…

Munday, Ian

2009-01-01

5

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

Science.gov (United States)

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

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

2010-01-01

6

THE JOURNALISTIC UTTERANCE ON TWITTER  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article aims to discuss the impact of the characteristics of the Twitter platform on the application of standard journalistic technique (TRAQUINA, 2008) during the creation and production of news releases as tweets and, at the same time, it seeks to identify their specifications regarding traditional journalistic utterances. Through the analysis of 134 tweets collected from newspaper profiles of Folha de S. Paulo, Zero Hora and Diário Popular, we have obtained indic...

Mabel Oliveira Teixeira

2012-01-01

7

Exploring a Two-Dimensional Model of Mentor Teacher Roles in Mentoring Dialogues  

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In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged. Correlations…

Crasborn, Frank; Hennissen, Paul; Brouwer, Niels; Korthagen, Fred; Bergen, Theo

2011-01-01

8

Utterance and Text in Freshman English.  

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Analyzes the distinction between utterance and writing to determine why students have difficulty using specific details to explore their generalizations. Describes successful strategies and assignments to encourage student awareness of text and concrete expression. (KEH)

Lotto, Edward

1989-01-01

9

Emerging from the Echo Chamber: An Activity Theory Perspective on L2 Teachers of Adult Emergent Readers  

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The surge in second language adult emergent readers and the push for professionalization in the field of adult education has shifted conversations among language teacher educators, program administrators, teachers and researchers alike in the direction of mutual understanding and collaboration in an effort to target the needs of both teachers and…

Farrelly, Rachel Elizabeth

2012-01-01

10

Differences of Articulation Rate and Utterance Length in Fluent and Disfluent Utterances of Preschool Children Who Stutter  

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Purpose: The purpose of this study was to investigate characteristics of four types of utterances in preschool children who stutter: perceptually fluent, containing normal disfluencies (OD utterance), containing stuttering-like disfluencies (SLD utterance), and containing both normal and stuttering-like disfluencies (SLD+OD utterance).…

Chon, HeeCheong; Sawyer, Jean; Ambrose, Nicoline G.

2012-01-01

11

Exploring the Influence of Emerging Media Technologies on Public High School Teachers  

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The purpose of this research is to better understand the influence emerging media technologies such as MP3 players, cell phones, and social networking sites are having on teachers in public high schools. Through the experiences teachers and staff members shared with us, the reader will gain a better understanding of how teachers and staff members…

Eldridge, John A.

2010-01-01

12

Organizational Socialization Applied to Teacher Induction: An Emerging Conceptual Framework  

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This paper discusses the issues inherent in the teacher induction stage based on a literature review. Literature on organizational socialization is utilized as the theoretical framework and for informing the teacher education literature. A conceptual framework of teacher development is proposed to illustrate the stages from teacher preparation to…

Fletcher, Edward C., Jr.; Chang, Joohee; Kong, Younghee

2008-01-01

13

BAKHTIN'S THEORY OF UTTERANCE AND DIALOGISM  

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Full Text Available Mikhail Mikhailovich Bakhtin was a Russian philosopher, literary critic, semiotician and scholar. He worked on literary theory, ethics and the philosophy of language. His writings, on a variety of subjects, inspired scholars working in a number of different traditions. According to Bhakti's, an expression in a living context of exchange is termed as “word" or "utterance". It is the main unit of meaning and is formed through a speaker's relation to otherness i.e. other people, others' words and expressions and the lived cultural world in time and place. Bakhtin termed it as "Addressivity" and "Answerability”. It is always addressed to someone and anticipates, can generate a response and anticipates an answer. Discourse/ strings of utterances aretherefore fundamentally dialogic and historically positioned within and inseparable from, a community, a history, a place.

Elizabeth Prakash Christian

2014-04-01

14

A Machine Learning Approach to the Classification of Dialogue Utterances  

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The purpose of this paper is to present a method for automatic classification of dialogue utterances and the results of applying that method to a corpus. Superficial features of a set of training utterances (which we will call cues) are taken as the basis for finding relevant utterance classes and for extracting rules for assigning these classes to new utterances. Each cue is assumed to partially contribute to the communicative function of an utterance. Instead of relying on subjective judgments for the tasks of finding classes and rules, we opt for using machine learning techniques to guarantee objectivity.

Andernach, T

1996-01-01

15

EMERGING CONCERNS AND PROBLEMS OF ST TEACHER EDUCATION IN 21 CENTUARY  

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Full Text Available The success of any nation depends on education system. The strength and quality of any educational system depends largely upon a sound programme of teacher education. Educational programme are bound to fail if the quality of teachers are compromised. Hence, the teacher education programme is of utmost importance. The teacher educators have to shoulder a great responsibility of educating the teacher trainees. But now these days there is a growing feeling that teacher training courses are not effective in turning out trained and competent teachers. There are so many reasons are behind this st problem. This article highlights emerging concerns and problems of teacher education in the 21 century and suggestion to improve teacher education programme

Puneet Walia

2014-03-01

16

Teacher Educator Identity Emerging through Positioning Self and Others  

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Research exploring the process of becoming a teacher educator always reveals the difficult balancing act that developing an identity as a teacher educator involves and the articles in this issue do just that. The Rice and McNeil studies of teacher educator identity in this issue are very revealing; they were conducted from the perspective of…

Pinnegar, Stefinee; Murphy, M. Shaun

2011-01-01

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Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback  

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Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of…

McCollum, Jeanette A.; Hemmeter, Mary Louise; Hsieh, Wu-Ying

2013-01-01

18

The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers  

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Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to develop emergent scholarship and practice in teacher education. Six former students in the seminar, all now assistant professors, joined Dinkelman in an open-ended, far-ranging, month-long conversation captured in a threaded, online…

Dinkelman, Todd; Cuenca, Alexandar; Butler, Brandon; Elfer, Charles; Ritter, Jason; Powell, Dave; Hawley, Todd

2012-01-01

19

Knowledge of physical education teachers about emergency management of tooth avulsion  

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Full Text Available A great number of traumatic dental injuries occur at school, during sports-related activities. However, physical education teachers are often not prepared to provide emergency management of dental trauma in general and of tooth avulsion in particular. The aim of this study was to assess the knowledge of emergency management of tooth avulsion among physical education teachers at public and private schools of a city in southern Brazil. A questionnaire covering personal and professional information and eight multiple-choice questions to assess knowledge of emergency management of tooth avulsion was sent to 217 physical education teachers. Of a total of 217 questionnaires distributed, 102 returned. Only 23.5% of the teachers had received prior information on dental trauma. When asked about the fi rst action to be taken if faced with an avulsed tooth, only 12.7% informed they would attempt to replant the tooth. Fifty two teachers (51% were not aware of the optimum extraoral time. Signifi cant differences were found between teachers who had and who had not received prior information with regard to adequate transport medium and adequate time for replantation (chi-square, p = 0.03 and p = 0.02, respectively. There is a general lack of knowledge of emergency management of avulsed teeth among physical education teachers, pointing to an urgent need to implement regular, continuing education so as to increase the level of knowledge and improve prognosis of this important traumatic dental injury.

Claudia Londero Pagliarin

2011-01-01

20

Patterns of participation: a framework for understanding the role of the teacher for emerging classroom practices  

DEFF Research Database (Denmark)

Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

Larsen, Dorthe M.; Østergaard, Camilla H.

 
 
 
 
21

Primary School Teachers’ Knowledge Regarding Emergency Management of Avulsed Permanent Incisors  

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Full Text Available Objective: The goal of this study was to evaluate primary school teachers' knowledge regarding emergency management of avulsed permanent incisors.Materials and Methods: The study was conducted in fifty randomly chosen primary schools from Casablanca, Morocco. All teachers of the selected schools were included in the study. The data were collected by self administered questionnaires. The questions focusedon the teachers' general characteristics, experience of avulsed teeth and the importance of emergency management. The data were analyzed using chi square test.Results: A total of 501 teachers, of which 23.6% were male and 75.4% were female, answered the questionnaire. The results showed that 44.5 % of the teachers had an experience of avulsed tooth at school, 82.82% of them knew the importance of emergency managementand 32.6% would look for a dentist for treatment of the cases. Only 15.8% would reimplant the tooth themselves. Regarding the storage media, 21.95% would keep the avulsed tooth in milk. There was no significant difference between gender and education level (p>0.05.Conclusion: This study shows school teachers' lack of knowledge regarding dental trauma and especially tooth avulsion. Therefore, the results indicated that educational programs are necessary for improvement in their level of knowledge.

B. Touré

2011-09-01

22

Utterance selection model of language change.  

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We present a mathematical formulation of a theory of language change. The theory is evolutionary in nature and has close analogies with theories of population genetics. The mathematical structure we construct similarly has correspondences with the Fisher-Wright model of population genetics, but there are significant differences. The continuous time formulation of the model is expressed in terms of a Fokker-Planck equation. This equation is exactly soluble in the case of a single speaker and can be investigated analytically in the case of multiple speakers who communicate equally with all other speakers and give their utterances equal weight. Whilst the stationary properties of this system have much in common with the single-speaker case, time-dependent properties are richer. In the particular case where linguistic forms can become extinct, we find that the presence of many speakers causes a two-stage relaxation, the first being a common marginal distribution that persists for a long time as a consequence of ultimate extinction being due to rare fluctuations. PMID:16711889

Baxter, G J; Blythe, R A; Croft, W; McKane, A J

2006-04-01

23

TPACK: An Emerging Research and Development Tool for Teacher Educators  

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TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using…

Baran, Evrim; Chuang, Hsueh-Hua; Thompson, Ann

2011-01-01

24

A cognitive architecture for the coordination of utterances  

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Full Text Available Dialogue partners coordinate with each other to reach a common goal. The analogy with other joint activities has sparked interesting observations (e.g., about the norms governing turn taking and has informed studies of linguistic alignment in dialogue. However, the parallels between language and action have not been fully explored, especially with regard to the mechanisms that support moment-by-moment coordination during language use in conversation. We review the literature on joint actions to show (i what sorts of mechanisms allow coordination and (ii which types of experimental paradigms can be informative of the nature of such mechanisms. Regarding (i, there is converging evidence that the actions of others can be represented in the same format as one’s own actions. Furthermore, the predicted actions of others are taken into account in the planning of one’s own actions. Similarly, we propose that interlocutors find it easy to coordinate their acts of production because they can represent their partner’s utterances, they can use these representations to build predictions, which are taken into account in the planning of self-generated utterances. Regarding (ii, we propose a new methodology to study interactive language that combines joint tasks with traditional psycholinguistic methods. In one class of paradigms, two participants are involved in simultaneous production and we manipulate the relationship between their utterances to investigate whether representations of other-generated utterances are built automatically. In a second class of paradigms, the production of an utterance is distributed between two speakers (i.e., they complete each other’s utterances. The timing of their contributions is varied; we are interested in the extent to which predictions about other-generated utterances are integrated in the planning of one’s own utterances. Finally, we argue that our account of joint language use leads to a new view on isolated comprehension.

ChiaraGambi

2011-11-01

25

Utterance independent bimodal emotion recognition in spontaneous communication  

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Emotion expressions sometimes are mixed with the utterance expression in spontaneous face-to-face communication, which makes difficulties for emotion recognition. This article introduces the methods of reducing the utterance influences in visual parameters for the audio-visual-based emotion recognition. The audio and visual channels are first combined under a Multistream Hidden Markov Model (MHMM). Then, the utterance reduction is finished by finding the residual between the real visual parameters and the outputs of the utterance related visual parameters. This article introduces the Fused Hidden Markov Model Inversion method which is trained in the neutral expressed audio-visual corpus to solve the problem. To reduce the computing complexity the inversion model is further simplified to a Gaussian Mixture Model (GMM) mapping. Compared with traditional bimodal emotion recognition methods (e.g., SVM, CART, Boosting), the utterance reduction method can give better results of emotion recognition. The experiments also show the effectiveness of our emotion recognition system when it was used in a live environment.

Tao, Jianhua; Pan, Shifeng; Yang, Minghao; Li, Ya; Mu, Kaihui; Che, Jianfeng

2011-12-01

26

Utterance independent bimodal emotion recognition in spontaneous communication  

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Full Text Available Abstract Emotion expressions sometimes are mixed with the utterance expression in spontaneous face-to-face communication, which makes difficulties for emotion recognition. This article introduces the methods of reducing the utterance influences in visual parameters for the audio-visual-based emotion recognition. The audio and visual channels are first combined under a Multistream Hidden Markov Model (MHMM. Then, the utterance reduction is finished by finding the residual between the real visual parameters and the outputs of the utterance related visual parameters. This article introduces the Fused Hidden Markov Model Inversion method which is trained in the neutral expressed audio-visual corpus to solve the problem. To reduce the computing complexity the inversion model is further simplified to a Gaussian Mixture Model (GMM mapping. Compared with traditional bimodal emotion recognition methods (e.g., SVM, CART, Boosting, the utterance reduction method can give better results of emotion recognition. The experiments also show the effectiveness of our emotion recognition system when it was used in a live environment.

Tao Jianhua

2011-01-01

27

Semiotic diversity in utterance production and the concept of 'language'.  

Science.gov (United States)

Sign language descriptions that use an analytic model borrowed from spoken language structural linguistics have proved to be not fully appropriate. Pictorial and action-like modes of expression are integral to how signed utterances are constructed and to how they work. However, observation shows that speakers likewise use kinesic and vocal expressions that are not accommodated by spoken language structural linguistic models, including pictorial and action-like modes of expression. These, also, are integral to how speaker utterances in face-to-face interaction are constructed and to how they work. Accordingly, the object of linguistic inquiry should be revised, so that it comprises not only an account of the formal abstract systems that utterances make use of, but also an account of how the semiotically diverse resources that all languaging individuals use are organized in relation to one another. Both language as an abstract system and languaging should be the concern of linguistics. PMID:25092661

Kendon, Adam

2014-09-19

28

MIKHAIL BAKHTIN, LANGSTON HUGHES AND THE POETIC UTTERANCE  

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Full Text Available A critical pragmatics finds good grounding in Bakhtin and Voloshinov’s theory of the Utterance in Marxism and the Philosophy of Language (1929. In this essay I explore and extend the notion of ‘reaccenting’ with that of ‘retexting’ and call attention to the role of textualities in the performance and deformance of written language. Critical pragmatic moves beyond stylistics and proposes a more critical linguistic approach to literary texts. I use critical pragmatics informed by Bakhtin’s theory of the utterance to read Langston Hughes’s dialogic lyrics in Montage of a Dream Deferred (1951 and poetic retexting as a literate and critical practice.

Mark Eugene Amsler

2012-12-01

29

Preservice Teachers' Emerging TPACK in a Technology-Rich Methods Class  

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Full Text Available There is a dearth of research on the mechanisms for preservice teachers' development of the pedagogical knowledge necessary for effective use of such technologies. We explored the emergent Technological Pedagogical and Content Knowledge (TPACK (Niess 2005, 2006, 2007 of a group of secondary mathematics preservice teachers in a methods course as they designed and implemented technology-rich teaching materials in field settings. Participant surveys and collected assignments were analyzed through the lens of the TPACK framework. The data were also analyzed to examine the trajectory of the participants’ beliefs about the appropriate role of advanced digital technologies in mathematics. The results indicate that the participants’ understanding of technology shifted from viewing technology as a tool for reinforcement into viewing technology as a tool for developing student understanding. Collected data supports the notion that preservice teacher TPACK development is closely related to a shift in identity from learners of mathematics to teachers of mathematics. In a class where advanced digital technologies were used extensively as a catalyst for promoting inquiry-based learning, preservice teachers retained a great deal of skepticism about the appropriateness of using technology in concept development roles, despite their confidence that they can incorporate technology into their future teaching.

S. Asli Özgün-Koca

2009-01-01

30

Interrogative Utterances as Discursive Strategy in Legislative Interactional Discourse  

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Full Text Available This paper examines the discourse function of interrogative utterances in legislative interactional discourse (LID. Texts of legislative sessions of the Lagos and Ogun State Houses of Assembly in Nigeria were purposively sampled and analysed using insights from speech acts, conversation analysis and systemic functional linguistics. The analysis reveals that interrogatives in legislative interactional discourse serve two broad discursive purposes of elicitation and directive which enhance propositional development and coherence. Categories of interrogative utterances with elicitation function include elicit-inform, elicit-clarify, elicit-confirm, elicit-agree and elicit-permit. Interrogative directive utterances deployed almost exclusively by the Speaker serve as a turn allocation cue prompting other legislators’ verbal or action response. It is further revealed that, structurally, these directives are expressed as one of the forms May + request, wh-clauses and subject-operator invertednominal phrases. When skilfully deployed by legislators, these interrogative utterances enhance interactional success and improve the process and product of law making and governance in Nigeria.

Lekan Oyeleye

2012-08-01

31

Revisiting Speech Rate and Utterance Length Manipulations in Stuttering Speakers  

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The goal of this study was to evaluate stuttering frequency across a multidimensional (2 x 2) hierarchy of speech performance tasks. Specifically, this study examined the interaction between changes in length of utterance and levels of speech rate stability. Forty-four adult male speakers participated in the study (22 stuttering speakers and 22…

Blomgren, Michael; Goberman, Alexander M.

2008-01-01

32

A computational neural model of goal-directed utterance selection.  

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It is generally agreed that much of human communication is motivated by extra-linguistic goals: we often make utterances in order to get others to do something, or to make them support our cause, or adopt our point of view, etc. However, thus far a computational foundation for this view on language use has been lacking. In this paper we propose such a foundation using Markov Decision Processes. We borrow computational components from the field of action selection and motor control, where a neurobiological basis of these components has been established. In particular, we make use of internal models (i.e., next-state transition functions defined on current state action pairs). The internal model is coupled with reinforcement learning of a value function that is used to assess the desirability of any state that utterances (as well as certain non-verbal actions) can bring about. This cognitive architecture is tested in a number of multi-agent game simulations. In these computational experiments an agent learns to predict the context-dependent effects of utterances by interacting with other agents that are already competent speakers. We show that the cognitive architecture can account for acquiring the capability of deciding when to speak in order to achieve a certain goal (instead of performing a non-verbal action or simply doing nothing), whom to address and what to say. PMID:20116973

Klein, Michael; Kamp, Hans; Palm, Guenther; Doya, Kenji

2010-06-01

33

Conversation and Control: Emergent Progressive Pedagogy in the Last of Nebraska?s One-Teacher Schools  

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Full Text Available This article describes the teaching practices at Upper Rill School, a 1-teacher school in rural Nebraska. With its 8 students, grades 1 through 8, the teacher considers the school?s size and continuity of student enrollment flexible and generative. Subject matter and grade levels are regularly integrated though common curricula. Instruction is carried out in conversations with individual students and in same- and mixed-grade groups. The pedagogy at Upper Rill has emergent qualities of progressive instruction, reflecting the ambitious teaching reformers call for. Small-scale schooling arguably enables a teacher to enact this kind of pedagogy.

Swidler, S. A.

2005-04-01

34

Acoustic Model Adaptation for Indonesian Language Utterance Training System  

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Full Text Available Problem statement: In order to build an utterance training system for Indonesian language, a speech recognition system designed for Indonesian is necessary. However, the system hardly works well due to the pronunciation variants of non-native utterances may lead to substitution/deletion error. This research investigated the pronunciation variant and proposes acoustic model adaptation to improve performance of the system. Approach: The proposed acoustic model adaptation worked in three steps: to analyze pronunciation variant with knowledge-based and data-derived methods; to align knowledge-based and data-derived results in order to list frequently mispronounced phones with their variants; to perform a state-clustering procedure with the list obtained from the second step. Further, three Speaker Adaptation (SA techniques were used in combination with the acoustic model adaptation and they are compared each other. In order to evaluate and tune the adaptation techniques, perceptual-based evaluation by three human raters is performed to obtain the "true"recognition results. Results: The proposed method achieved an average gain in Hit + Rejection (the percentage of correctly accepted and correctly rejected utterances by the system as the human raters do of 2.9 points and 2 points for native and non-native subjects, respectively, when compared with the system without adaptation. Average gains of 12.7 and 6.2 points for native and non-native students in Hit + Rejection were obtained by combining SA to the acoustic model adaptation. Conclusion/Recommendations: Performance evaluation of the adapted system demonstrated that the proposed acoustic model adaptation can improve Hit even though there is a slight increase of False Alarm (FA, the percentage of incorrectly accepted utterances by the system of which the human raters reject. The performance of the proposed acoustic model adaptation depends strongly on the effectiveness of state-clustering procedure to recover only in-vocabulary words. For future research, a confidence measure to discriminate between in-vocabulary and out-vocabulary words will be investigated.

Linda Indrayanti

2010-01-01

35

Classroom Academic and Social Context: Relationships among Emergent Literacy, Behavioural Functioning and Teacher Curriculum Goals in Kindergarten  

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The teaching beliefs and classroom practices of 54 kindergarten teachers were assessed using a Q-sort measure. Cluster analysis of the Q-sort responses revealed four instructional approaches that differed in their focus on literacy skills, social development and self-esteem. In addition, measures of emergent literacy skills, classroom behaviour…

Massetti, Greta M.; Bracken, Stacey Storch

2010-01-01

36

Religious Foundations of Statements and Attitudes that Signify Ecstatic Utterances  

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Full Text Available Statements and attitudes called ecstatic utterance in mystical language and happened unconsciously in overflowing from the dab of Sufism have been the matter of a lot debates until today. It is difficult to know the true meanings and purposes of such statements, which are not possible both proving and refutation them, for someone else from who tell it. It is believed that these statements have been said in recovery, ecstasy, lost and supremacy; such that since they have outwardly been seemed contrary to religious rules, wherefore these aspects many of the Sufis have been accused of unbelief, furthermore, they have been given fatwas to be murdered. For all that, the dab of Sufism has been developed some solutions in order to get rid of these imputations and to defend the aforesaid statements. One of these solutions is the effort of attributing the statements and attitudes that signify ecstatic utterances to verses and hadith, and of approving to them by verses and hadith. But verses and hadith they have used, except for spot of them, had no concern with aforesaid statements.

Necmettin ?eker

2012-04-01

37

External signs of internal representations: developments in processing utterances and beliefs  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Three factors in Referential Communication are worthy of special consideration: the utterance, the speaker's internal representation, and reality. These relationships form the 'referential triangle' of communication. This thesis explores how children and adults evaluate utterances when all three elements of the referential triangle need to be considered. The main aim was to investigate why utterances might be more difficult to understand than other externalisations of internal representations...

Parsons, Sarah

2000-01-01

38

Pedagogical perspectives and implicit theories of teaching: First year science teachers emerging from a constructivist science education program  

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Traditional, teacher-centered pedagogies dominate current teaching practice in science education despite numerous research-based assertions that promote more progressive, student-centered teaching methods. Best-practice research emerging from science education reform efforts promotes experiential, collaborative learning environments in line with the constructivist referent. Thus there is a need to identify specific teacher education program designs that will promote the utilization of constructivist theory among new teachers. This study explored the learning-to-teach process of four first-year high school teachers, all graduates of a constructivist-based science education program known as Teacher Education Environments in Mathematics and Science (TEEMS). Pedagogical perspectives and implicit theories were explored to identify common themes and their relation to the pre-service program and the teaching context. Qualitative methods were employed to gather and analyze the data. In depth, semi-structured interviews (Seidman, 1998) formed the primary data for probing the context and details of the teachers' experience as well as the personal meaning derived from first year practice. Teacher journals and teaching artifacts were utilized to validate and challenge the primary data. Through an open-coding technique (Strauss & Corbin, 1990) codes, and themes were generated from which assertions were made. The pedagogical perspectives apparent among the participants in this study emerged as six patterns in teaching method: (1) utilization of grouping strategies, (2) utilization of techniques that allow the students to help teach, (3) similar format of daily instructional strategy, (4) utilization of techniques intended to promote engagement, (5) utilization of review strategies, (6) assessment by daily monitoring and traditional tests, (7) restructuring content knowledge. Assertions from implicit theory data include: (1) Time constraints and lack of teaching experience made inquiry teaching difficult to implement for the first year teachers in this study. (2) Commitment to teaching and supportive relationships at the school helped the first year teachers negotiate a satisfying role. (3) A congruence existed between the first-year teachers' implicit theories and the social/experiential design of TEEMS. This congruence represented a narrowing of the gap between educational theory and practice. Implications for science-teacher education highlight the potential for experiential program designs to narrow the gap between educational theory and practice.

Dias, Michael James

39

The Emerging of Teachers' Conceptions of New Subjects Inserted in Mathematics Programs: The Case of Informatics.  

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Investigates teachers' roles and conceptions by analyzing choices taken by mathematics teachers when faced with curriculum reform induced by introducing informatics, educational technology, in secondary school courses. (Author/MKR)

Bottino, Rosa Maria; Furinghetti, Fulvia

1996-01-01

40

Engaging Stakeholders in Teacher Pay Reform. Emerging Issues. Report No. 1  

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A growing number of states and school districts are experimenting with new approaches to paying teachers. These efforts to reform teacher pay can involve a range of state and local actors, including governors, state education officials, superintendents, local school boards, teacher unions, private foundations, community organizations, and local…

Max, Jeffrey; Koppich, Julia E.

2009-01-01

 
 
 
 
41

"Butterfly under a Pin": An Emergent Teacher Image amid Mandated Curriculum Reform  

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The author examines 1 experienced teacher's image of teaching and how it was purposely changed--through external intervention and against the individual's will--from the view of teacher as curriculum maker to the view of teacher as curriculum implementer. Laura's account of the "butterfly under a pin" image, a version of the…

Craig, Cheryl J.

2012-01-01

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Teachers &  

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43

Perception of a Phonetic Contrast in Multisyllabic Utterances by Two-Month Old Infants.  

Science.gov (United States)

This study explored three aspects of the 2-month-old's perception of multisyllabic utterances. Questions addressed were: (1) Do infants perceive phonetic contrasts occurring either in the initial (Bada-Gada) or medial (Daba-Daga) positions of multisyllabic utterances; (2) Are infants more likely to perceive these contrasts in stressed as opposed…

Jusczyk, Peter W.; Thompson, Elizabeth

44

Utterance Complexity and Stuttering on Function Words in Preschool-Age Children Who Stutter  

Science.gov (United States)

The purpose of the present investigation was to examine the relation between utterance complexity and utterance position and the tendency to stutter on function words in preschool-age children who stutter (CWS). Two separate studies involving two different groups of participants (Study 1, n = 30; Study 2, n = 30) were conducted. Participants were…

Richels, Corrin; Buhr, Anthony; Conture, Edward; Ntourou, Katerina

2010-01-01

45

Emerging Innovative Teacher Education from Situated Cognition in a Web-Based Environment  

Science.gov (United States)

In this paper, the authors first discuss the main rationales of situated cognition and its connections with innovation in teacher education. The challenges that might occur in applying situated cognition in teacher education programs, including insufficient opportunities for cognition apprenticeship, limited social interactions, and constraints in…

Lin, Tzu-Chiang; Hsu, Ying-Shao; Cheng, Yeong-Jing

2011-01-01

46

New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers  

Science.gov (United States)

This study focuses on middle grades teachers from the United States and China, the two countries with the highest Internet use, in an attempt to understand both groups' perspectives on integrating new literacies and technologies into their teaching. Survey and focus group results indicate that, although U.S. and Chinese teachers are operating…

Spires, Hiller A.; Morris, Gwynn; Zhang, Junzheng

2012-01-01

47

Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers  

Directory of Open Access Journals (Sweden)

Full Text Available This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.

Willy Mwakapenda

2011-07-01

48

Space Travel is Utter Bilge: Early Ideas on Interplanetary Exploration  

Science.gov (United States)

Until a few decades ago, interplanetary travel was the stuff of dreams but the dreamers often turned out to be farsighted while the predictions of some eminent scientists were far too conservative. The prescient dreamers include the Russian schoolteacher, Konstanin Tsiolkovsky who, in 1883, was the first to note that only rockets could serve the needs of space travel. In 1923, Herman Oberth published a treatise discussing various aspects of interplanetary travel including the impulse necessary to escape the Earth's gravitational pull. In his spare time, a German civil engineer, Walter Hohmann, established in 1925 that the optimal energy transfer orbit between planets is an ellipse that is tangent to the orbits of both bodies. Four year later, an Austrian army officer, Hermann Potocnik outlined the benefits of space stations including those in geosynchronous orbits. Whereas Tsiolkovsky, Oberth, Hohmann, and Potocnik provided ideas and theories, the American, Robert H. Goddard, was testing liquid fueled rockets by as early as 1925. By the time he was finished in 1941, Goddard flew liquid fueled rockets that reached speeds of 700 mph and altitudes above 8,000 feet. In direct contrast to the advances by these mostly amateur engineers, many respected authorities scoffed at space travel because of the insurmountable technological difficulties. One year prior to the launch of Sputnik, the British Astronomer Royal, Sir Richard Wooley, declared, "space travel is utter bilge." While the theories of space travel were well developed by the late 1920's, space travel technology was still a poorly funded, mostly amateur, endeavor until the German army hired Oberth's student, Werner von Braun, and others to develop long range rockets for military purposes. In the early 1940's, Von Braun's team developed the rocket propulsion and guidance systems that would one day form the basis of the American space program.

Yeomans, D. K.

2003-12-01

49

Understanding the role of the teacher in emerging classroom practices : searching for patterns of participation  

DEFF Research Database (Denmark)

The relationship between acquisitionism and participationism is a challenge in research on and with teachers. This study uses a patterns-of-participation framework (PoP), which aims to develop coherent and dynamic understandings of teaching as well as to meet the conceptual and methodological problems of other approaches. The paper presents PoP theoretically, but also illustrates its empirical use. It presents a novice teacher, Anna, who often engages with mathematics and with aspects of ‘the reform’ in ways that link well with how she builds relationships with her students and positions herself in her team of teachers. However, in other situations her engagement with mathematics is overshadowed by her involvement in other practices. The study suggests that there is some potential in PoP in spite of methodological difficulties.

Skott, Jeppe

2013-01-01

50

Race, Class, and Emerging Sexuality: Teacher Perceptions and Sexual Harassment in Schools  

Science.gov (United States)

Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and…

Rahimi, Regina; Liston, Delores

2011-01-01

51

Teachers' Emerging Stances and Repertoires towards Reconciliation: Potential and Challenges in Greek-Cypriot Education  

Science.gov (United States)

In this paper we examine Greek-Cypriot teachers' positions towards the--largely unfamiliar--concept of reconciliation within the Greek-Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between…

Zembylas, Michalinos; Charalambous, Panayiota; Charalambous, Constadina

2011-01-01

52

Effect Evaluation of Utterance Length on Speech Dysfluency in Stuttering and Nonstuttering Persian-Speaker Children  

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Full Text Available Background and Aim: The correlation of stuttering and different linguistic factors is assessed in many studies. The obtained results can pave the way to reach a better understanding of stuttering, as well as finding more appropriate treatments. This study investigates the effect of utterance length on speech dysfluency comparing stuttering Persian(Farsi -speaking children and nonstuttering ones.Methods: Ten stuttering and ten nonstuttering Persian-speaking children between 4 and 6 years of age, matched by age and gender where included in this cross-sectional study. All individuals were investigated by ten sets of simple and complex sentences. Morphemes were added one by one to sentences in each set in order to assess the impact of utterance length on dysfluency. Data analysis was performed using SPSS software. Results: In practicing ten sets of sentences, the speech dysfluency shows significant enhance with increase of utterance length in both stuttering and nonstuttering children (p=0.001. Furthermore, while comparing two groups of simple and complex sentences, significant increase of speech dysfluency was observed by length enhance of utterance, in both stuttering and nonstuttering children (p<0.05. The comparison of stuttering and nonstuttering children showed significant difference between the two groups as well (p=0.001. Conclusions: The results of this study show that increase in utterance length in both simple and complex sentences lead to increase in dysfluency in stuttering and nonstuttering children. Stuttering children indicated more dysfluency than nonstuttering ones.

Fateme Haresabadi

2011-06-01

53

Parental reactions to the morphologically correct and incorrect utterances of children  

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Full Text Available The acquisition of the first language is a long and complicated process. Besides incorrect pronunciation, one can observe various morphonological, grammatical, and lexical errors in the speech of young children. The goal of the present research was to analyse the parental reactions both to the correct and incorrect utterances of children and to discuss the dependence of parental reactions on the errors of the child’s speech. The analysis is based on longitudinal data from the conversations between a Lithuanian girl (from the age of twenty months to thirty-two months and her mother. The results of the study indicate that parents rather tend to react to the form than to the content of the incorrect utterances of children. On the other hand, the responses to the correct utterances are related more often to the content.

Ingrida Bal?i?nien?

2007-05-01

54

Sensitizing questions: a method to facilitate analyzing the meaning of an utterance.  

Science.gov (United States)

Much social science research entails interpreting the meaning of utterances, that is, phrases spoken, written or gestured. But how should researchers interpret the meaning of such utterances? A recent surge of research, informed by dialogism, emphasizes the contextual, social and unfinished nature of meaning. The present article operationalizes dialogism theory into six 'sensitizing questions' which can guide analysis. The questions are: (1) What is the context? (2) What is the speaker doing? (3) Who is being addressed? (4) Who is doing the talking? (5) What future is constituted? (6) What are the responses? Each question (and 16 sub-questions) is illustrated by analyzing the potential meanings of a single utterance. The article is a contribution to the development of new forms of 'method' for interpretative qualitative research. These methods aid the 'human instrument' to become a sensitive, theoretically-informed, and accountable analyst. PMID:24763935

Gillespie, Alex; Cornish, Flora

2014-12-01

55

An Analysis of the Quality and Quantity of Parent/Child Reading Utterances while Reading Different Genres  

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The purpose of this study was to investigate how different genres affect the quality and quantity of parent/child reading utterances. I analyzed the reading utterances of parent/child dyads with preschool aged child while reading informational and narrative books contributing to this line of research by systematically selecting books based on…

Becker, Cynthia A.

2010-01-01

56

Teacher Education, Book-Reading Practices, and Children's Language Growth across One Year of Head Start  

Science.gov (United States)

Research Findings: An observational study of 60 Head Start teachers and 341 children (177 boys, 164 girls) enrolled in their classrooms found teachers' book-reading practices to predict growth in children's receptive vocabulary. Multilevel growth analyses indicated that children in classrooms where teachers used more book-focused utterances made…

Gerde, Hope K.; Powell, Douglas R.

2009-01-01

57

The Phonological Mean Length of Utterance: Methodological Challenges from a Crosslinguistic Perspective  

Science.gov (United States)

The present study assesses the phonological development of 17 children acquiring Finnish at the developmental point of 25 words (ages 1;2-2;0). The analysis is made using the "PHONOLOGICAL MEAN LENGTH OF UTTERANCE" (PMLU) method (Ingram & Ingram, 2001; Ingram, 2002), which focuses on the children's whole-word productions. Two separate analyses are…

Saaristo-Helin, Katri; Savinainen-Makkonen, Tuula; Kunnari, Sari

2006-01-01

58

The Relationship between Children's Spontaneous Utterances during Joint Bookreading and Their Retellings  

Science.gov (United States)

This study examined relationships between the spontaneous utterances of pre-kindergarteners (mean age = 5 years and 1 month) from low-income families during joint bookreading and their story retelling skills. Parent-child joint bookreading sessions (N = 62 dyads) and child story retelling sessions (N = 46) were videotaped. Results showed that…

Kim, Young-Suk; Kang, Jennifer Y.; Pan, Barbara Alexander

2011-01-01

59

The Effect of Nonverbal Cues on the Interpretation of Utterances by People with Visual Impairments  

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Introduction: The purpose of this article is to explore the effect of nonverbal information (gestures and facial expressions) provided in real time on the interpretation of utterances by people with total blindness. Methods: The article reports on an exploratory study performed on two groups of participants with visual impairments who were tested…

Sak-Wernicka, Jolanta

2014-01-01

60

"Very Good" as a Teacher Response  

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Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers' use of explicit positive assessments such as "very good". Based on examples from an ESL classroom, we show that utterances such as "very good" may have the…

Wong, Jean; Waring, Hansun Zhang

2009-01-01

 
 
 
 
61

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification  

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The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

Friedrich, Daniel

2014-01-01

62

Hierarchy of conversational rule violations involving utterance-based augmentative and alternative communication systems.  

Science.gov (United States)

This study examined the effects of using messages with conversational rule violations on attitudes toward people who used utterance-based augmentative and alternative communication (AAC) systems in transactional interactions. Specifically, the ratings were compared across messages with relevance, informativeness, and brevity violations, when latency remained constant (i.e., short). The 96 participating sales clerks viewed scripted, videotaped bookstore conversations and completed an attitude questionnaire. Results indicated that the prestored message with repeated words/phrases was rated the highest, followed by the message with excessive information; next was the message with inadequate information, followed by the message with partly relevant information. The findings may be useful to those using utterance-based systems when making message choices during interactions with service providers. Technological implications point to the development of schema/script-based systems and intelligent editing. PMID:18465368

Hoag, Linda A; Bedrosian, Jan L; McCoy, Kathleen F; Johnson, Dallas E

2008-01-01

63

The SolemnAddress Uttered by Vasile Goldi? in Alba-Iulia on 1 December, 1918  

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Full Text Available In the report he presented before the Great National Assembly of Alba-Iulia, Vasile Goldi?underlined some of the ideals for which humankind had fought and continued to fight in the postwarperiod: national freedom, social equality. The solemn address he uttered is an expression of hishumanism and confidence in human civilization, of the conviction that the organization of ademocratic state and the achievement of equality of rights for all citizens are and must be a “workof civilization”.

Eugen GAGEA

2011-01-01

64

Unique signs for plural utterances. Alleviating doubt in the language learner  

Digital Repository Infrastructure Vision for European Research (DRIVER)

[Abstract] This paper demonstrates the application of the pragmatics of signification and pragmatics of communication to the analysis of the interplay between the speakers of two highly dissimilar languages engaged in meaning negotiation by means of semantic maps. When a language learner's first language and target language have profoundly different systems for encoding meaning, the interpretation and formation of complex second language utterance are at times impeded by the learner's lack of...

Hunter, Lawrie

2012-01-01

65

Effects of disfluencies, predictability, and utterance position on word form variation in English conversation  

Science.gov (United States)

Function words, especially frequently occurring ones such as (the, that, and, and of ), vary widely in pronunciation. Understanding this variation is essential both for cognitive modeling of lexical production and for computer speech recognition and synthesis. This study investigates which factors affect the forms of function words, especially whether they have a fuller pronunciation (e.g., edh,eye, edh,æ,tee, æ,en,&dee, vee) or a more reduced or lenited pronunciation (e.g., edh,schwa, edh,bari;t, n, schwa). It is based on over 8000 occurrences of the ten most frequent English function words in a 4-h sample from conversations from the Switchboard corpus. Ordinary linear and logistic regression models were used to examine variation in the length of the words, in the form of their vowel (basic, full, or reduced), and whether final obstruents were present or not. For all these measures, after controlling for segmental context, rate of speech, and other important factors, there are strong independent effects that made high-frequency monosyllabic function words more likely to be longer or have a fuller form (1) when neighboring disfluencies (such as filled pauses uh and um) indicate that the speaker was encountering problems in planning the utterance; (2) when the word is unexpected, i.e., less predictable in context; (3) when the word is either utterance initial or utterance final. Looking at the phenomenon in a different way, frequent function words are more likely to be shorter and to have less-full forms in fluent speech, in predictable positions or multiword collocations, and utterance internally. Also considered are other factors such as sex (women are more likely to use fuller forms, even after controlling for rate of speech, for example), and some of the differences among the ten function words in their response to the factors.

Bell, Alan; Jurafsky, Daniel; Fosler-Lussier, Eric; Girand, Cynthia; Gregory, Michelle; Gildea, Daniel

2003-02-01

66

Chinese Secondary School Science Teachers' Understanding of the Nature of Science--Emerging from Their Views of Nature  

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The findings reported in this paper report on an investigation of Chinese people's understanding of the nature of science in relation to their conceptualisations of Nature. As an exploratory and interpretive study, it uses semi-structured interviews with 25 Chinese secondary school science teachers. The paper first presents these teachers'…

Ma, Hongming

2009-01-01

67

Personalization: An emerging direction for tackling the web searching barriers faced by teachers when searching for educational resources  

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Full Text Available This paper reviews the efficiency of web searching by teachers in the 21st century. The aim of this paper is to highlight web personalization as a perceived solution to the many barriers faced by web users and in particular the teachers in their educational web searching. Hence, research on searching requirements and problems of web users as well as the practical use of some educational search engines will be discussed. To make web searching easier for all teachers and in particular those in the UK, researchers are recommended to explore future information requirements and the search behaviors of teachers. This should enable individual teachers to personalize their search for finding online teaching resources and also the researchers, to design and develop a model of a relevant educational software design.

Faezeh Seyedarabi

2011-12-01

68

On the Systemic Meaning of Meaningless Utterances: The Place of Language in Hegel's Speculative Philosophy  

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Full Text Available The aim of our paper is to offer a reading of the systemic significance of Hegel’s inclusion of the concept of the sign in the ‘Psychology’ of his Philosophy of Mind. We hope to explain why it is that the Hegelian system positions a specific form of sign, the meaningless utterance, at the point of Mind’s transition from ‘mechanical memory’ to ‘Thinking’. Rather than analyse the subtle advancements in the unfolding of the self-determining activity of ‘Theoretical Mind’, our strategy will be to focus attention on what we take to be some central aspects of the philosophical system’s wider developmental logic and of the general treatment of language in speculative philosophy. We do this by arguing that, according to Hegel’s Logic, language provides the element in which persons are drawn together out of their independent subjectivity into a unity that gives expression to their universal nature as in process and, ultimately, as a project to be realized. This argument is supplemented by a reading of the general nature of the movement of Spirit within Hegel’s system that draws attention to the significance of what we call ‘the absolute potentiality’ of Spirit. We argue that the transition from Mechanical Memory to ‘Thinking’ relies upon the activity of producing the meaningless utterance because this product of Mind reveals its universal nature to be its essential unity with its object. This transition allows us to show how Mind must be understood to return to itself out of its self-loss in Mechanical Memory. Finally we argue that the production of the meaningless utterance fulfils the requirement of reformulating the elementary idea of Spirit through an incorporation of the naturalness of the natural.

George Vassilacopoulos

2005-08-01

69

A Two-Level Classification Scheme for CDHMM-Based Discrete-Utterance Recognition  

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Full Text Available In the paper a method of speeding up the response of a CDHMM based speech recognition system is introduced. The method, applicable for the recognition of discrete utterances, uses a two-level classification scheme. It consists in a fast match done with simplified models, followed by a final accurate match with a limited number of selected standard models. In this way the recognition time can be reduced by great deal without any significant loss of recognition accuracy. The method has been successfully applied in the design of real-time speech recognition systems operating with small and middle-size vocabularies.

J. Nouza

1996-04-01

70

Custodial Teacher Social Types.  

Science.gov (United States)

Two types of teacher behavior were elicited from student responses to the Pupil Control Behavior Form (PCB). Two custodial teacher types emerged from the data: the "screamer" type, described as a teacher who controlled pupil behavior with verbal methods that expressed anger or frustration; and the "cold fish" type, depicted as a teacher who…

Licata, Joseph W.

71

I speak fast when I move fast: The speed of illusory self-motion (vection modulates the speed of utterance  

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consisting of optic flows in a large visual field that induced participants’ illusory self-motion perception (vection. The speed of vection corresponded to the speed of the optic flows. Using this method, we investigated whether vection speed affects utterance speed. We presented fast- and slow-moving optic flow stimuli while dynamically swapping random dots presented to participants, during which time the participants were asked to talk for two minutes. Results revealed that the utterance speed was significantly faster in the fast optic flow condition.

TakeharuSeno

2013-08-01

72

Thin slices of creativity: using single-word utterances to assess creative cognition.  

Science.gov (United States)

We investigated the hypothesis that individual differences in creative cognition can be manifest even in brief responses, such as single-word utterances. Participants (n = 193) were instructed to say a verb upon seeing a noun displayed on a computer screen and were cued to respond creatively to half of the nouns. For every noun-verb pair (72 pairs per subject), we assessed the semantic distance between the noun and the verb, using latent semantic analysis (LSA). Semantic distance was higher in the cued ("creative") condition than the uncued condition, within subjects. Critically, between subjects, semantic distance in the cued condition had a strong relationship to a creativity factor derived from a battery of verbal, nonverbal, and achievement-based creativity measures (?= .50), and this relation remained when controlling for intelligence and personality. The data show that creative cognition can be assessed reliably and validly from such thin slices of behavior. PMID:24163211

Prabhakaran, Ranjani; Green, Adam E; Gray, Jeremy R

2014-09-01

73

Japanese mothers' utterances about agents and actions during joint picture-book reading.  

Science.gov (United States)

This study extended the research on the scaffolding provided by mothers while reading picture books with their children from a focus on conversational styles related to labeling to a focus on those related to agents and actions to clarify the process by which language develops from the one-word to the syntactic stage. We clarified whether mothers decreased the degree of scaffolding in their initiation of conversations, in the responses to their children's utterances, and in the choice of referential ranges of their utterances. We also investigated whether maternal conversational styles contributed to the development of their children's vocabularies. Eighteen pairs of Japanese mothers and their children were longitudinally observed when the children were 20 and 27 months of age. The pairs were given a picture book depicting 24 animals engaged in everyday behavior. The mothers shifted their approach in the initiation of conversation from providing to requesting information as a function of their children's age. The proportion of maternal elaborative information-seeking responses was positively correlated with the size of their children's productive vocabulary. In terms of referential choices, mothers broadened the range of their references as their children aged. In terms of the contribution of maternal conversational styles to children's vocabulary development, the use of a maternal elaborative information-seeking style when the children were 20 months of age predicted the size of the children's productive vocabulary at 27 months. These results indicate that mothers decrease the degree of scaffolding by introducing more complex information into the conversations and transferring the role of actively producing information to their children by requesting information as their children develop. The results also indicate that these conversational styles promote the development of children's vocabularies during the transition from the one-word to the syntactic stage. PMID:24847288

Murase, Toshiki

2014-01-01

74

Japanese mothers’ utterances about agents and actions during joint picture-book reading  

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Full Text Available This study extended the research on the scaffolding provided by mothers while reading picture books with their children from a focus on conversational styles related to labeling to a focus on those related to agents and actions to clarify the process by which language develops from the one-word to the syntactic stage. We clarified whether mothers decreased the degree of scaffolding in their initiation of conversations, in the responses to their children’s utterances, and in the choice of referential ranges of their utterances. We also investigated whether maternal conversational styles contributed to the development of their children’s vocabularies. Eighteen pairs of Japanese mothers and their children were longitudinally observed when the children were 20 and 27 months of age. The pairs were given a picture book depicting 24 animals engaged in everyday behavior. The mothers shifted their approach in the initiation of conversation from providing to requesting information as a function of their children’s age. The proportion of maternal elaborative information-seeking responses was positively correlated with the size of their children’s productive vocabulary. In terms of referential choices, mothers broadened the range of their references as their children aged. In terms of the contribution of maternal conversational styles to children’s vocabulary development, the use of a maternal elaborative information-seeking style when the children were 20 months of age predicted the size of the children’s productive vocabulary at 27 months. These results indicate that mothers decrease the degree of scaffolding by introducing more complex information into the conversations and transferring the role of actively producing information to their children by requesting information as their children develop. The results also indicate that these conversational styles promote the development of children’s vocabularies during the transition from the one-word to the syntactic stage.

ToshikiMURASE

2014-05-01

75

Lexical and Acoustic Features of Maternal Utterances Addressing Preverbal Infants in Picture Book Reading Link to 5-Year-Old Children's Language Development  

Science.gov (United States)

Research Findings: I examined the long-term association between the lexical and acoustic features of maternal utterances during book reading and the language skills of infants and children. Maternal utterances were collected from 22 mother-child dyads in picture book-reading episodes when children were ages 6-12 months and 5 years. Two aspects of…

Liu, Huei-Mei

2014-01-01

76

Phonological Mean Length of Utterance in Specific Language Impairment: A Multi-Case Study of Children Acquiring Finnish  

Science.gov (United States)

This study assesses the phonological development of four Finnish-speaking children (ages 4;8, 4;9, 4;9 and 5;5) with specific language impairment (SLI) and dyspractic features in speech. The analysis is performed using the phonological mean length of utterance (pMLU) method. Moreover, the children's phonological abilities are evaluated…

Kunnari, Sari; Saaristo-Helin, Katri; Savinainen-Makkonen, Tuula

2012-01-01

77

Identification of Noisy Utterance Speech Signal using GA-Based Optimized 2D-MFCC Method and a Bispectrum Analysis  

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Full Text Available One-dimensional Mel-Frequency Cepstrum Coefficients (1D-MFCC in conjunction with a power spectrum analysis method is usually used as a feature extraction in a speaker identification system. However, as this one dimensional feature extraction subsystem shows low recognition rate for identifying an utterance speech signal under harsh noise conditions, we have developed a speaker identification system based on two-dimensional Bispectrum data that was theoretically more robust to the addition of Gaussian noise. As the processing sequence of ID-MFCC method could not be directly used for processing the two-dimensional Bispectrum data, in this paper we proposed a 2D-MFCC method as an extension of the 1D-MFCC method and the optimization of the 2D filter design using Genetic Algorithms. By using the 2D-MFCC method with the Bispectrum analysis method as the feature extraction technique, we then used Hidden Markov Model as the pattern classifier. In this paper, we have experimentally shows our developed methods for identifying an utterance speech signal buried with various levels of noise. Experimental result shows that the 2D-MFCC method without GA optimization has a comparable high recognition rate with that of 1D-MFCC method for utterance signal without noise addition. However, when the utterance signal is buried with Gaussian noises, the developed 2D-MFCC shows higher recognition capability, especially, when the 2D-MFCC optimized by Genetics Algorithms is utilized.

2013-01-01

78

Emergent Curriculum.  

Science.gov (United States)

Emergent curriculum in early childhood education refers to the process of using the spontaneity generated in the daily life of the children and adults in the program, along with teacher planning, to develop the curriculum. This book presents a story about a year in the life of a fictional child care center as a context for the discussion of…

Jones, Elizabeth; Nimmo, John

79

Semi-Supervised learning of utterances using hidden vector state language model  

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Full Text Available Spoken dialogue system has an uncertain parameter during the speech recognition which controls its performance that vary for the different users as well as for the same user during multiple repetitions of even the same dialogue. This paper discusses how recognition errors in the users utterances can be handled by making use of semi-supervised learning techniques over the hidden vector state (HVS model. The HVS Model is an extension of basic Markov model in which the context is encoded in each state as a vector. The state transitions in the HVS are factored into a stack shift operation similar to the push-down automaton. HVS-Model being a statistical model requires lot of labeled training data which is practically difficult. In this paper we present how classification and expectation-maximization semi-supervised learning approaches can be trained on both labeled and unlabelled corpora for handling the uncertainty by the user as well as the recognition errors by speech recognition system. The experimental results show that the proposed framework using the HVS model can improve the performance of the dialogue management of the spoken dialogue system when compared with the baseline model.

Manzoor Ahmad Chachoo

2012-07-01

80

Interdito e silêncio: análise de alguns enunciados / Interdiction and silence: analysis of some utterances  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O presente trabalho - situado no campo da Análise do Discurso de Pêcheux (AD), numa interface com a psicanálise - trata o interdito e o silêncio como constitutivos e fundadores do discurso. A lógica subjacente é a lógica lacaniana segundo a qual o excluído ou a contradição funda o possível. Para tal [...] tarefa usamos as quatro modalidades da lógica alética aristotélica e tratamos o quadrado lógico. Propomos e construímos um quadrado do dito e da enunciação. As análises de alguns enunciados indicam a presença do impossível na linguagem, e atestam a importância, bem como a pertinência, de um tratamento modal da linguagem. Abstract in english Within the field of Discourse Analysis (Pêcheux) and psychoanalysis, this work states interdiction and silence as constituents and founders of the discourse. In short, we claim that what makes it possible to say anything is that it is not possible to say it all, so something must remain unsaid. The [...] logic principle here is that the contradiction, the excluded founds the possible. For such task we use the logic square. We also propose and build a square of the saying or of the utterances. The analysis made here points toward the existence of the impossible in language, and also indicates how important a modal approach of language can be.

Fabio Elias Verdiani, Tfouni.

 
 
 
 
81

Proceedings of the eleventh national convention of chemistry teachers and national seminar on emerging trends in green chemistry  

International Nuclear Information System (INIS)

Protection to ecology and biodiversities is a challenge before us. Environment friendly chemistry is a need of the time, which will certainly reduce or eliminate hazardous elements of the environment. The seminar on emerging trends in green chemistry will pave a way that will lead to extensive use of green chemistry concept. The brain storming session of the seminar shall have a impact on research and development in this area. The souvenir certainly reflects the novel ideas in the area. Papers relevant to INIS are indexed separately

82

Schizophrenia, Aberrant Utterance and Delusions of Control: The Disconnection of Speech and Thought, and the Connection of Experience and Belief  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Uttered language does not necessarily reflect the planned communications of schizophrenia patients, nor do their delusions necessarily reflect basic failures of inferential reasoning. The role of inhibitory failure in the production of speech and the role of primary experiences of discrepancy between intention and action, and between experience-based expectations and perceived realities account for many of the clinical phenomena that have led to the conclusion that these patients have a 'thou...

Maher, Brendan

2003-01-01

83

Engaging teachers, interpreters and emergency management educators in disaster preparedness and EarthScope science through joint professional development workshops (Invited)  

Science.gov (United States)

The same geological forces that form the spectacular beaches and headlands of the Pacific Northwest also threaten lives and infrastructure with earthquakes and tsunamis. A new project called the Cascadia EarthScope, Earthquake, and Tsunami Education Program (CEETEP), is helping to mitigate the effects of these potential disasters through collaboration building and professional development for K-12 teachers, park and museum interpreters, and emergency management outreach educators in communities along the Oregon and Washington coast. Tens of thousands of Oregon and Washington residents live within severe earthquake-shaking and tsunami-inundation zones, and millions of tourists visit state and federal parks in these same areas each year. Teachers in the K-12 school systems convey some basics about geological hazards to their students, and park rangers and museum educators likewise engage visitors at their sites. Emergency management educators make regular presentations to local residents about disaster preparedness. CEETEP is strengthening these efforts by providing community-based workshops that bring together all of these professionals to review the basic science of earthquakes and tsunamis, learn about EarthScope and other research efforts that monitor the dynamic Earth in the region, and develop ways to collectively engage students and the general public on the mitigation of coastal geologic hazards. As part of a nationwide effort, the NSF EarthScope Program has been deploying hundreds of seismic, GPS, and other geophysical instruments to measure movement of the Earth's crust and detect earthquakes along the Cascadia Subduction Zone. These instruments provide detail for ongoing research showing that coastal regions are storing energy that will be released in the next great Cascadia earthquake, with the resulting tsunami arriving onshore in 30 minutes or less. CEETEP is helping to convey these cutting-edge findings to coastal educators and fulfill EarthScope's intended broader impact of contributing 'to the mitigation of risks from geological hazards ... and the public's understanding of the dynamic Earth.' Preliminary results from CEETEP's 2013 August and October workshops will be presented.

Pratt-Sitaula, B. A.; Lillie, R. J.; Butler, R. F.; Hunter, N.; Magura, B.; Groom, R.; Hedeen, C. D.; Johnson, J. A.; Ault, C.; Olds, S. E.

2013-12-01

84

Using naturalistic utterances to investigate vocal communication processing and development in human and non-human primates.  

Science.gov (United States)

Humans and several non-human primates possess cortical regions that are most sensitive to vocalizations produced by their own kind (conspecifics). However, the use of speech and other broadly defined categories of behaviorally relevant natural sounds has led to many discrepancies regarding where voice-sensitivity occurs, and more generally the identification of cortical networks, "proto-networks" or protolanguage networks, and pathways that may be sensitive or selective for certain aspects of vocalization processing. In this prospective review we examine different approaches for exploring vocal communication processing, including pathways that may be, or become, specialized for conspecific utterances. In particular, we address the use of naturally produced non-stereotypical vocalizations (mimicry of other animal calls) as another category of vocalization for use with human and non-human primate auditory systems. We focus this review on two main themes, including progress and future ideas for studying vocalization processing in great apes (chimpanzees) and in very early stages of human development, including infants and fetuses. Advancing our understanding of the fundamental principles that govern the evolution and early development of cortical pathways for processing non-verbal communication utterances is expected to lead to better diagnoses and early intervention strategies in children with communication disorders, improve rehabilitation of communication disorders resulting from brain injury, and develop new strategies for intelligent hearing aid and implant design that can better enhance speech signals in noisy environments. This article is part of a Special Issue entitled "Communication Sounds and the Brain: New Directions and Perspectives". PMID:23994296

Talkington, William J; Taglialatela, Jared P; Lewis, James W

2013-11-01

85

Partnership out of Conflict: The Emerging Relationship of Teacher Learning Representatives and Local Authority Continuing Professional Development Quality Improvement Officers in Scotland  

Science.gov (United States)

Union learning representatives have become significant in the Scottish educational system--particularly in response to the McCrone Report, which dealt with the future of continuing professional development (CPD) of Scottish teachers and made significant recommendations in this area. The Educational Institute of Scotland, the teacher union that…

Alexandrou, Alex; O'Brien, Jim

2008-01-01

86

Já jako u?itelka: profesní sebepojetí studentky u?itelství v posledním ro?níku pregraduální p?ípravy. / My teacher self: Professional self-concept of a student teacher in the last year of undergraduate training.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The study describes the professional self-concept of a student teacher in the last year of undergraduate training. The study reflects overview studies dealing with the issue of self-concept and the professional self-concept of the teacher. The importance of positive professional self-concept at the onset of professionaldevelopment is documented and terms are conceptualized to suit needs of qualitative research. Content analysis of a free utterance and an in-depth interview concentrates on the...

Pravdova?, B.

2013-01-01

87

Teacher Resources  

...ResourcesPrimary ResourcesPost Primary ResourcesTeacher ResourcesFactsheetsNanotechnologyLooking for HelpTeacher...Teacher ResourcesFactsheetsNanotechnologyLooking for HelpTeacher ResourcesLast updated: 15 May 2014TeachersWoodland...

88

The Codification of Distinctive Mouth Shapes and the Expression Method of Data Concerning Changes in Mouth Shape when Uttering Japanese  

Science.gov (United States)

In this paper, we propose a lip-reading method based on lip-reading skill holders. When they do lip-reading, they pay attention to the changes in mouth shape of a speaker. In recent years, some research into lip-reading using information technology has been pursued. There are some research based on the changes in mouth shape. The researchers analyze all data of the size of mouth shapes during utterance, whereas lip-reading skill holders look at the distinctive mouth shapes. We discovered that it is able to do lip-reading using the distinctive mouth shapes. To build the technique into a lip-reading system, we propose an expression method of the distinctive mouth shapes which can be processed with computer. And, we acquire knowledge about the relation between Japanese articulation and mouth shapes. We also define the method to express the order of the distinctive mouth shapes which are formed by a speaker.

Miyazaki, Tsuyoshi; Nakashima, Toyoshiro

89

Dimensão verbo-visual de enunciados de Scientific American Brasil / Verbo-Visual Dimension in Utterances from Scientifc American Brasil  

Directory of Open Access Journals (Sweden)

Full Text Available RESUMO: Os enunciados de divulgação científica caracterizam-se pelo diálogo de saberes da esfera científica com os de outras esferas. Entre as diferentes dimensões pertinentes à abordagem da divulgação científica, serão investigadas as relações entre as imagens e o texto, materializadas na parceria entre as ilustrações e o material verbal. O corpus da pesquisa é constituído por artigos da revista Scientific American Brasil no período entre 2002 e 2007. A análise focará os sentidos produzidos pela “ilustração síntese” de uma capa. ABSTRACT: The utterances of the scientific diffusion are characterized by the dialogue between the knowledge from the scientific sphere with the others spheres. It will be investigated the relationships between the images and the text, materialized in the partnership between illustrations and verbal material. The corpus of the research is formed by articles from the magazine Scientific American Brasil published from 2002 to 2007. The analyses willfocus the senses produced by the “synthetic illustration” in a cover.

Sheila Vieira de Camargo Grillo

2009-12-01

90

Efeitos metafóricos e graus de presença da enunciação no enunciado / Utterance's metaphorical effects and presence degrees in a sentence  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo assume como referencial teórico os postulados da Semiótica Discursiva, mormente na sua versão Tensiva (FONTANILLE; ZILBERBERG, 2001; FONTANILLE, 1998), que concebe o discurso como um campo de presença dotado de um centro sensível e de horizontes a partir dos quais as grandezas semióticas [...] são moduladas em termos de presença e ausência, ou seja, um campo no qual as grandezas se tonificam ou se atonizam em relação a uma instância de natureza proprioceptiva. Nosso objetivo é analisar três notas jornalísticas com o propósito de acompanhar as modulações da presença da enunciação no enunciado. Supomos inicialmente que estas modulações promovem a tensão entre isotopias concorrentes, repercutem no grau de sua profundidade e, nestas notas, especificamente, geram um efeito metafórico graduável em termos de modo de existência semiótica. Os exemplos analisados mostram a necessidade de adotar um tratamento mais complexo para as relações entre enunciação e enunciado, sobretudo se quisermos levar em consideração a tensão entre estas duas instâncias, sempre regulada pelos modos de existência semiótica. Abstract in english This paper's theoretical framework concerns the Discourse Semiotics' assumptions, primarily its Tensive version (FONTANILLE; ZILBERBERG, 2001; FONTANILLE, 1998), which conceives the discourse as a field of presence, endowed with a sensitive core and horizons from which semiotic magnitudes are modula [...] ted in terms of presence and absence, i.e. a field in which magnitudes become tonic or atony regarding a proprioceptive nature instance. Our goal is to analyze three newspaper notes in order to monitor utterance presence modulations in a sentence. This study initially assumes that those modulations promote tension between co-occurring isotopies, impact their degree of depth, and specifically in these notes, they cause a gradable metaphoric effect in terms of semiotic existence mode. Examples analyzed here show the need for adopting a more complex treatment for relationships between utterance and sentence, mainly if one desires to consider the tension between both instances - always governed by semiotic existence modes.

José Américo Bezerra, Saraiva; Ricardo Lopes, Leite.

91

Maestras madres solteras: Impacto en la praxis pedagógica socio-cultural emergente. Estudio de casos / Single-mothers teachers: Their impact on the emerging Socio-cult ural pedagogical praxis. Case study  

Scientific Electronic Library Online (English)

Full Text Available SciELO Venezuela | Language: Spanish Abstract in spanish Ante los múltiples contextos emergen campos de investigación que han permitido reconocer las diferencias en lo que a género se refiere. Esta investigación se realizó con el objeto de estudiar la condición humana de las maestras madres solteras desde la perspectiva psicológica, sociológica y axiológi [...] ca, y su visión de la praxis pedagógica ante una cultura emergente. El método utilizado fue el de historia de vida; se entrevistaron dos madres solteras, docentes en ejercicio, con edades comprendidas entre 25 y 30 años. Se establecieron tres dimensiones: 1) la condición familiar, 2) posición ante la maternidad 3) la vivencia: madre soltera. Aquí se develó la necesidad de reencuadrar el sistema educativo en dos pilares fundamentales, el axiológico y el emocional. Abstract in english Before multiple contexts research fields emerge that allow to acknowledge the differences in gender. This research was done aiming to study the human condition of single-mothers teachers from the psychological, sociological and axiological perspective and their vision of the pedagogical praxis befor [...] e an emerging culture. The method used was life history. Tow single mothers were interviewed, active teachers, with ages between 25 and 30 years old. Three dimensions were established: 1) family condition, 2) position towards motherhood, 3) experience: single mother. Here, we revealed the need of reframing the educational system in two main pillars, the axiological and the emotional.

Yudith Josefina, Mata Urbina; Yusmilys, Gallardo Villarroel.

2009-03-01

92

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories  

Science.gov (United States)

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

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

2014-01-01

93

Social Responsibility of Management Teacher – Beyond Teaching -  

Directory of Open Access Journals (Sweden)

Full Text Available In the emerging world, responsibilities of a teacher have increased many folds. From being a person that just imparts bookish knowledge, a teacher now has the power to shape a better world. So, perhaps it’s time to understand the emerging teacher’s roles in irrespective of the subjects and levels of education. This article critically posits the responsibility of management teacher and also highlights on role beyond class room in Indian context of management education. The authors urge that the management educators should not forget the general responsibilities of teachers and should follow the frame of responsibility matrix for every walk of teaching profession.

Arup BARMAN

2012-06-01

94

Teachers Helping Teachers  

Science.gov (United States)

This website called Teachers Helping Teachers has been in operation since 1995 and is maintained by Dr. Scott Mandel, who is also Director of the a musical theater group and an author. The resources provided here are posted by teachers and available at no cost. During the school year the website is updated weekly. As of this report, they were soliciting contributions that relate a teachers favorite lessons from the year or lesson ideas for the end-of-the-year, Fathers' Day or graduation time. The teacher-created lesson plans are organized by subject area, such as math, science, social studies, language arts, special education and the arts. Separate sections discuss classroom management and provide book reviews. Each week a new lesson topic is highlighted and a teacher's suggested stress reduction strategy is posted. The Educational Resources Page provides links to a variety of other resources online.

Mandel, Scott M.

95

Professiogram teacher distance learning course in postgraduate teacher education  

Directory of Open Access Journals (Sweden)

Full Text Available Assignment of training teachers to establish a correspondence between increasing social demands of professional roles and the lack of its willingness to perform these functions. Implementation of training of teachers in remote form accompanied by the emergence of new actors of the educational process, which possess specific functions. In the process of creating a regional model of training teachers in remote form defines the basic knowledge and skills that allow teachers to provide a high level of continuing education of teachers.

Vasil'chenko L.V.

2010-02-01

96

FERTILIZER RECOMMENDATION BASED ON SOIL TESTING FOR THE TARGETED YIELD OF RICE IN EASTERN PLAIN ZONE OF UTTER PRADESH  

Directory of Open Access Journals (Sweden)

Full Text Available A field experiment was conducted on rice crop under soil test crop response correlation studies in Varanasi region of Utter Pradesh during kharif 2011. Multiple regressions have been calibrated for predicting rice yield through soil and fertilizer nutrients and their interactions. The models were found to have a high and significant predictability value. Using the data, fertilizer adjustment equations have also been developed for prescribing optimum fertilizer doses for attaining different yield targets. The nutrient requirements (kg q•1 of N, P2 O5 and K2 O for producing one quintal of rice yield in Inceptisol were found to be 2.56, 0.56 and 2.21, respectively. The per cent contributions of nutrient from soil, fertilizers and FYM were 26.35, 51.17 and 26.14; 54.03, 36.35 and 75.68; and 18.59, 3.10 and 8.56 of N, P and K nutrients, respectively. The fertilizer adjustment equations and a ready reckoner of optimum fertilizer doses at varying soil test values for attaining yield target of 40 and 50 q ha-1 of rice yield have been calibrated based on the targeted yield concept.

KANHAIYA LAL REGAR

2014-06-01

97

Normal Gaze Cueing in Children with Autism Is Disrupted by Simultaneous Speech Utterances in "Live" Face-to-Face Interactions.  

Science.gov (United States)

Gaze cueing was assessed in children with autism and in typically developing children, using a computer-controlled "live" face-to-face procedure. Sensitivity to gaze direction was assessed using a Posner cuing paradigm. Both static and dynamic directional gaze cues were used. Consistent with many previous studies, using photographic and cartoon faces, gaze cueing was present in children with autism and was not developmentally delayed. However, in the same children, gaze cueing was abolished when a mouth movement occurred at the same time as the gaze cue. In contrast, typical children were able to use gaze cues in all conditions. The findings indicate that gaze cueing develops successfully in some children with autism but that their attention is disrupted by speech utterances. Their ability to learn to read nonverbal emotional and intentional signals provided by the eyes may therefore be significantly impaired. This may indicate a problem with cross-modal attention control or an abnormal sensitivity to peripheral motion in general or the mouth region in particular. PMID:22937251

Potter, Douglas D; Webster, Simon

2011-01-01

98

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder  

Science.gov (United States)

This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language. PMID:24658867

Yoder, Paul J.; Hochman, Julia M.; Watson, Linda R.

2014-01-01

99

Contributos para uma análise semântico-pragmática das causais de enunciação no Português Europeu contemporâneo / Utterance causal clauses in contemporary European Portuguese: some contributions  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O objetivo deste trabalho é caracterizar as orações causais de enunciação num quadro teórico que postula a existência, no discurso, de distintos domínios da significação - domínio do conteúdo, domínio epistémico e domínio ilocutório-, na convicção de que uma análise semântica destas construções pode [...] rá contribuir para iluminar o seu comportamento sintático peculiar, que tanta controvérsia tem gerado. Defende-se, neste estudo, que as orações causais de enunciação expressam a relação discursiva de Justificação, que envolve sempre a articulação de dois atos ilocutórios, um deles com o estatuto de ato principal, o outro com o estatuto de ato subordinado. Num primeiro momento, analisa-se a articulação entre causais de enunciação e asserções e argumenta-se a favor da inseparabilidade entre os domínios epistémico e ilocutório neste tipo de construções, contrariamente ao que defende Sweetser (1999). Num segundo momento, analisa-se a articulação entre causais de enunciação e outras classes de atos ilocutórios, nomeadamente atos diretivos, compromissivos e expressivos. Abstract in english The main purpose of this paper is to characterize utterance causal clauses within a theoretical framework that assumes different domains of discourse meaning - content, epistemic and speech-act domain. The assumption is that a semantic analysis may provide some explanation for the syntactic behaviou [...] r of the construction under scrutiny. It is argued in this paper that utterance causal clauses illustrate the discourse relation of Justification, which involves the connection between two illocutionary acts, with different hierarchical status. It is also argued, contrary to Sweetser's 1999 account, that utterance causal clauses combined with assertions give rise to an elementary argumentative text, where the epistemic and the illocutionary domain are closely intertwined. The paper also contemplates the connection between utterance causal clauses and other classes of speech acts, namely directive, compromissive and expressive ones.

Ana Cristina Macário, Lopes.

2012-12-01

100

Alternative Teacher Compensation: A Primer  

Science.gov (United States)

This policy primer is designed to provide base-line information about new forms of teacher pay that are emerging around the country, to support the local conversations and negotiations that will lead to the development of innovative compensation systems. It identifies reasons why teacher compensation is high on local, state, and federal policy…

Koppich, Julia E.; Rigby, Jessica

2009-01-01

 
 
 
 
101

Teacher Perceptions of Teacher Bullying  

Science.gov (United States)

This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…

Zerillo, Christine; Osterman, Karen F

2011-01-01

102

Teacher Induction: Does Scotland's Approach Stand Comparison?  

Science.gov (United States)

The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and…

O'Brien, Jim

2009-01-01

103

Competency Assessment of Teachers.  

Science.gov (United States)

The number of states mandating competency testing of teachers grew from three in 1977 to 30 in 1982, and 12 states are in the planning stages. An emerging trend is the requirement of a year of internship prior to issuance of a teaching certificate. (MT)

Sandefur, J. T.

1985-01-01

104

Distributed but Undefined: New Teacher Leader Roles to Change Schools  

Science.gov (United States)

This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2…

Margolis, Jason; Huggins, Kristin Shawn

2012-01-01

105

Emergency Contraception  

Science.gov (United States)

... device (IUD) . What are the types of emergency contraceptive pills? There are three types of emergency contraceptive ... are available? • What are the types of emergency contraceptive pills? • How are progestin-only emergency contraception pills ...

106

Narratives, choices, alienation, and identity: learning from an elementary science teacher  

Science.gov (United States)

As we contemplate on teacher identity research, there is a need to place a teacher's narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy's narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers).

Upadhyay, Bhaskar

2009-09-01

107

Teachers' Concerns About Biotechnology Education  

Science.gov (United States)

The impacts of biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers' concerns about biotechnology instruction and their reported practices. Consistent with the Stages of Concern framework as modified by Hord et al., we investigated teachers' awareness, informational, personal, management, consequences, collaboration, and refocusing concerns about biotechnology teaching by employing a qualitative design that allowed for the emergence of teachers' ideas. Twenty high school life science teachers attending a biotechnology institute were interviewed using an interview protocol specifically designed to target various Stages of Concern. Although the Stages of Concern framework guided the development of interview questions in order to target a wide range of concerns, data analysis employed a grounded theory approach wherein patterns emerged from teachers' own words and were constantly compared with each other to generate larger themes. Our results have potential to provide guidance for professional development providers and curriculum developers committed to supporting initial implementation of biotechnology education. Recommendations include supporting teacher development of biotechnology content knowledge; promoting strategies for obtaining, storing and managing biotechnology equipment and materials; providing opportunities for peer teaching as a means of building teacher confidence; and highlighting career opportunities in biotechnology and the intersections of biotechnology and everyday life.

Borgerding, Lisa A.; Sadler, Troy D.; Koroly, Mary Jo

2013-04-01

108

Professional Judgment and Dispositions in Teacher Education  

Science.gov (United States)

The word "dispositions" has suddenly emerged in the lexicon of teacher educators in the United States of America, and around the globe as found in publications such as "The International Journal of Diversity in Organizations, Communities and Nations and the Journal of the International Society for Teacher Education". However, it is clear from the…

Dottin, Erskine S.

2009-01-01

109

Teacher Adaptation to Open Learning Spaces  

Science.gov (United States)

The "open classroom" emerged as a reaction against the industrial-era enclosed and authoritarian classroom. Although contemporary school architecture continues to incorporate and express ideas of openness, more research is needed about how teachers adapt to new and different built contexts. Our purpose is to identify teacher reaction to…

Alterator, Scott; Deed, Craig

2013-01-01

110

Inquiry on Teachers' Emotion  

Science.gov (United States)

Teaching, like other caring professions, is emotional. These emotions tend to emerge as teachers' goals, standards, and beliefs transact with other classroom stakeholders during everyday school activities. As such, for teachers, the classroom context involves both the extreme happiness and joy from a lesson that goes as planned to the intense…

Schutz, Paul A.

2014-01-01

111

Preparing Teachers for Emerging Blended Learning Environments  

Science.gov (United States)

Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

Oliver, Kevin M.; Stallings, Dallas T.

2014-01-01

112

Personal Attitudes and Technology: Implications for Preservice Teacher Reflective Practice  

Science.gov (United States)

The increasing importance of technology in today's world challenges teacher educators to create technology-proficient teachers, practitioners who can utilize existing technology, learn to work with emerging technology and adapt as needed when confronted with technological issues. Acknowledging the need for technologically proficient teachers,…

Shoffner, Melanie

2009-01-01

113

Hybrid Teacher Leaders and the New Professional Development Ecology  

Science.gov (United States)

This two-year study examines an emergent model for promoting classroom change amidst systemic professional development efforts--the hybrid teacher leader (HTL). Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In-depth qualitative data from…

Margolis, Jason

2012-01-01

114

Emergency Contraception  

Science.gov (United States)

... Hot Topics Be a Great Babysitter How to Stop Cutting Ways to Deal With Anger How to Manage a Serious Allergic Reaction Quiz: Baseball Injuries Emergency Contraception KidsHealth > Teens > Sexual Health > Birth Control > Emergency ...

115

911 Emergencies  

Science.gov (United States)

... Manage a Serious Allergic Reaction Quiz: Baseball Injuries 911 Emergencies KidsHealth > Teens > Staying Safe > Safety Basics > 911 ... so you'll be prepared. When to Call 911 A 911 emergency is a situation in which ...

116

Endocrine emergencies  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Diabetic and endocrine emergencies are traditionally treated by the acute medical admitting team or accident and emergency department staff. Most will see diabetic emergencies on a regular basis, as they are common and both type 1 and type 2 disease are increasing in prevalence. Diabetic emergencies are usually easily treated and the patients discharged. However, it is vital not to become complacent as these disorders can lead to death. It is particularly important to follow local guidance an...

Savage, M.; Mah, P.; Weetman, A.; Newell-price, J.

2004-01-01

117

Better Teachers.  

Science.gov (United States)

This publication examines an in-service teacher training program in Beirut, Lebanon sponsored by the Unesco Institute of Education and set up by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). The program provides professional training for unqualified Palestine refugee teachers working in schools…

United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.

118

Teacher Talk  

Science.gov (United States)

Teacher Talk is published by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington, IN. It is a publication for preservice, secondary education teachers and exists on the Web documents in a print. Content is indexed by topic making it easy to find specific information.

119

Peer Coaching: Teachers Supporting Teachers.  

Science.gov (United States)

This article describes peer coaching as a method for teacher improvement and offers guidelines for establishing a peer coaching program for early childhood and early childhood special education teachers and related services professionals. It also identifies common problems and possible solutions of peer coaching programs. Sample forms for use in…

Donegan, Mary M.; Ostrosky, Michaelene M.; Fowler, Susan A.

2000-01-01

120

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge  

Science.gov (United States)

This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

 
 
 
 
121

A Case Study of Teacher’s Politeness in EFL Class  

Directory of Open Access Journals (Sweden)

Full Text Available Politeness is an important factor in human interaction. In the past two decades or so, much has been written and different theories have emerged about politeness. This is a case study of a Chinese EFL teacher’s linguistic politeness in classroom based on observation, recorded data and interview with both the teacher and the students. Then a conclusion is drawn that politeness does exist in EFL classroom and it does contribute to both teaching and learning.

Xiaoqing Jiang

2010-09-01

122

Emergency preparedness  

International Nuclear Information System (INIS)

The principal influences that shaped the emergency planning in place at the time of the TMI accident are examined. The report is divided into two parts. The first part reviews the Nuclear Regulatory Commission's (NRC) requirements on reactor siting and emergency planning, and traces the influence of that regulatory approach in the emergency plan developed by the utility. The second part examines federal, state, and local planning activities in this regulatory climate during the years before the TMI accident. (U.K.)

123

Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Teacher’s behaviour is substantially influenced and even determined by teachers’ thought processes. Several studies concerning effectiveness in physical education have analysed various topics such as student engagement, curriculum time allocation, teaching methods, teacher behaviour, and teacher perceptions. However, these investigations have not applied the classroom research findings identified by other researchers. Firstly, this study explains the implied thoughts of the explained Tunisian Gymnastic University Teachers (TGUT to teach gymnastics learning processes by analyzing their thought processes. Secondly, we included the analysis of the connection, interaction and relationship between the three topics reviewed. Thirdly, we identified and analyzed the difference between different Tunisian physical educational teachers’ thoughts and its influence on their didactical practice intervention. Data were collected during 4 months of observations and interviews with six TGUT at the high institute of sport and physical education (ISSEP in Tunisia. They all teach not mixed class in Level1 (first year, BAC + 1. These interviews were semi structured (40 minutes each and gave teachers the opportunity to share their perspectives on broad topics such as education, teaching, and society, and also on more succinct topics such as individual students and situations that had occurred in previous lessons. The data were analyzed using constant comparison. Three topics emerged illustrate how the teachers’ thinking influenced their selecting, ordering, and formulating of curriculum units, their didactic and pedagogical manoeuvring during lessons. This study revealed three major conceptions used by TGUT: 1 Teaching based on pedagogical conceptions (7.20%, 2 Teaching based on sciences (17.42%, and 3 Teaching based on means and practices (75.37%. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. The perception of the TGUT had two consequences: 1 a didactic consequence; the TGUT plan activities that will assist students in developing only physical skills, 2 the legitimacy of the contributory sciences in training programs for student teachers of physical education (PE. Basis on this argument, we might reasonably ask what might be done to address this problem. The issues discussed in this paper will encourage teachers to reflect on their own teaching beliefs and practices and to include them in the process of planning and teaching effectiveness.

Naila Bali

2013-08-01

124

Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore  

Science.gov (United States)

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers' experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers' prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed.

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-08-01

125

Teachers Who Grow As Collaborative Leaders  

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Full Text Available The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1 developed as collaborators and 2 perceived elements of support from both within and outside the classroom for their collaborative efforts. The article argues that the successful collaborative efforts helped deepen their sense of agency and initiative within their teaching and, to a lesser degree, stimulated reform and change within their schools. In turn and to varying degrees, the process of collaboration supported their personal renewal in their work. The article suggests that structural support for these teachers that connected to their emerging personal practical knowledge was crucial for their development as teacher collaborators. The article concludes by suggesting how schools may be restructured to start to become sites of authentic leadership that build on the talents, meaning, voice, and knowledge of teachers.

Richard D. Sawyer

2001-10-01

126

Factors that motivate Turkish EFL teachers  

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Full Text Available Teachers’ motivation has been an extensive topic of discussion among researchers for over two decades. What has been missing in the discussion, though, is the perspective of those who teach English as a Foreign Language (EFL, especially those who work in Turkey. Therefore, the purpose of this case study was to investigate factors that motivated Turkish EFL teachers working at a Preparatory English Program of a university in Turkey and ways to enhance their motivation. Eight teachers took part in the study. To collect data, unstructured interviews were used. Then, codes were written and themes on teachers’ motivation and demotivation, and ways to motivate teachers emerged. The results can be understood by looking at expectancy theory, more specifically on the focus of the theory: intrinsic (personal and extrinsic (environmental motives. The analysis of what the teachers believed to be their source of motivation and demotivation helped the researcher to propose ways to enhance their motivation.

Erkaya, Odiléa Rocha

2013-01-01

127

How to Activate Teachers through Teacher Evaluation?  

Science.gov (United States)

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

Tuytens, Melissa; Devos, Geert

2014-01-01

128

Las consonantes del español de Chile pronunciadas por hablantes de inglés estadounidense que aprenden español como segunda lengua (Chilean-Spanish consonants as uttered by American-English native speakers who are learning Spanish as a foreign language  

Directory of Open Access Journals (Sweden)

Full Text Available En este estudio se presentan los resultados de un análisis auditivo y acústico en el que se comparan los segmentos consonánticos españoles producidos por catorce hablantes de inglés estadounidense que aprenden español como lengua extranjera, con aquellos producidos por una hablante nativa de español de la ciudad de Concepción, Chile. Los segmentos consonánticos se agruparon en cinco categorías principales, según las características fonético-fonológicas identificadas en estos sonidos articulados por los hablantes extranjeros. (This article displays the results of an auditory and acoustic analysis of Spanish consonants as uttered by fourteen American learners of Spanish as a foreign language. These results were compared with an analysis of the same consonants produced by a Spanish native speaker from Concepción, Chile. The segments were grouped into five main categories according to the main phonetic and phonological traits identified during their utterance by foreign speakers.

Boris Pradel Suárez

2008-12-01

129

Influences of Text and Pictures on Shared and Emergent Readings.  

Science.gov (United States)

Examines influences of text language and structure and text-picture relationships on 33 preschoolers' emergent readings of three picture books and teacher-led shared readings that preceded them. Indicates findings on emergent readings support a transactional model of emergent reading and highlight the importance of considering the influence of…

Elster, Charles A.

1998-01-01

130

Organização ético-discursiva em enunciados da imprensa contemporânea: do trabalho do jornalista à construção identitária editorial / Ethical-discursive organization in contemporary print utterances: from the journalist's work to the construction of editorial identity  

Directory of Open Access Journals (Sweden)

Full Text Available RESUMO: Este artigo discute como as relações intersubjetivas empreendidas no enunciado jornalístico impresso em uma série de reportagens evidenciam movimentos discursivos que, por um lado,denem o posicionamento ético no trabalho dos jornalistas e, por outro, revelam mecanismos discursivos que moldam a identidade editorial. Entendendo a reportagem como enunciado concreto instaurado a partir da orientação apreciativa revelada no acabamento dos sujeitosenunciativos, os modos de inclusão da palavra de outrem são problematizados para demonstrar como se dá a organização identitária editorial. ABSTRACT: This article discusses how the intersubjective relations accomplished in the print journalistic utterance in one series of reportage show discursive movements that, on the one hand, define the ethical positioning at the work of journalists and, on the other, reveal discursive mechanismsthat shape the editorial identity. Understanding the reportage as a concrete utterance established from the appreciative orientation revealed in the completion of the utterance subjects, the ways ofinclusion of the words of others are problematized to demonstrate how the organization of the editorial identity takes place.

Anderson Salvaterra Magalhães

2010-11-01

131

Chemical Emergency  

Science.gov (United States)

... Emergency Tools and Resources Mobile Apps Our Supporters Corporate and Foundation Community Partners Individual Major Donors National Celebrity Cabinet Volunteer Involve Your School Host a Blood Drive Workplace Giving Fundraise © Copyright 2014 The American Red Cross ...

132

"Emergency rapport".  

Science.gov (United States)

Emergency department encounters between physicians and patients are fraught with obstacles to communication. Rapport must be established rapidly in order to assure information exchange, patient compliance, and desired treatment outcomes. The direct impact of rapport on the quality of medical treatment is reviewed, and three common misconceptions regarding physician-patient interaction are challenged. Psychologists Bandler and Grinder have provided a model of rapport well suited to emergency medicine; their concepts of pacing, anchoring, and reframing are presented. PMID:8157925

Rosenzweig, S

1993-01-01

133

TEACHER NEEDED  

CERN Multimedia

Part-time teacher of primary English needed from 1st December 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: engnat@hotmail.com or 04 50 40 82 66. Apply as soon as possible, and in any case before November 20th. English National Programme - Lycée International, Ferney-Voltaire

2002-01-01

134

EMERGENCY CALLS  

CERN Multimedia

IN URGENT NEED OF A DOCTOR GENEVA EMERGENCY SERVICES GENEVA AND VAUD 144 FIRE BRIGADE 118 POLICE 117 CERN FIREMEN 767-44-44 ANTI-POISONS CENTRE Open 24h/24h 01-251-51-51 Patient not fit to be moved, call family doctor, or: GP AT HOME, open 24h/24h 748-49-50 Association Of Geneva Doctors Emergency Doctors at home 07h-23h 322 20 20 Patient fit to be moved: HOPITAL CANTONAL CENTRAL 24 Micheli-du-Crest 372-33-11 ou 382-33-11 EMERGENCIES 382-33-11 ou 372-33-11 CHILDREN'S HOSPITAL 6 rue Willy-Donzé 372-33-11 MATERNITY 32 bvd.de la Cluse 382-68-16 ou 382-33-11 OPHTHALMOLOGY 22 Alcide Jentzer 382-33-11 ou 372-33-11 MEDICAL CENTRE CORNAVIN 1-3 rue du Jura 345 45 50 HOPITAL DE LA TOUR Meyrin EMERGENCIES 719-61-11 URGENCES PEDIATRIQUES 719-61-00 LA TOUR MEDICAL CENTRE 719-74-00 European Emergency Call 112 FRANCE EMERGENCY SERVICES 15 FIRE BRIGADE 18 POLICE 17 CERN FIREMEN AT HOME 00-41-22-767-44-44 ANTI-POISONS CENTRE Open 24h/24h 04-72-11-69-11 All doctors ...

2001-01-01

135

Reframing the Australian nurse teacher competencies: do they reflect the 'REAL' world of nurse teacher practice?  

Science.gov (United States)

The Australian nurse teacher competencies were introduced in 1996; however, the researchers perceived that changes to the health care system and a nursing workforce shortage may have affected nurse teacher roles over the past decade. This study aimed to explore perceptions of nurse teachers on the applicability of the current Australian nurse teacher competencies to practice, and modify the nurse teacher competencies to better reflect current practice. Methodology utilized mixed methods, and data collection was via focus groups, telephone interviews, and survey data. Results revealed that participants were mostly positive about the original competency statements, although there were some variations between items. Themes that emerged from the qualitative data were: changing trends in health care; preparation for teaching; understanding of the competencies, contextual influences on education role; nurse teachers as change agents, and resource management. Conclusions were that the Australian nurse teacher competencies (1996) were reflective of the current generic roles of nurse teachers however some of the competencies needed reframing to meet the current needs of nurse teachers. However, changes needed to be made in areas such as reducing complex language, inclusion of technology, and cultural competencies. Nurse teachers were supportive of the research because they valued the teacher competencies for reflection on their practice and the development of portfolios, job descriptions and performance appraisals. PMID:21093124

Guy, Jacqui; Taylor, Christine; Roden, Janet; Blundell, Jennifer; Tolhurst, Gerda

2011-04-01

136

Reflective Teachers and Teacher Educators in the Pacific Region: Conversations with us not about us  

Science.gov (United States)

This article reports on a study of Pacific primary school teachers' and university lecturers' reflections on their involvement in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities; and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices in what has largely been a "conversation between us about them" conducted by Ministries of Education, Curriculum Development Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers' work. Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent not only as we seek to reshape a degree programme to suit the needs of the region's primary school teachers but also as "rethinking" debates about the purposes of education in the Pacific region are on-going yet exclusive.

Burnett, Greg; Lingam, Govinda Ishwar

2007-05-01

137

THE SCHOOL TEACHER’S RULE IN THE EDUCATION OF THE FUTURE TEACHER OF SCIENCE : a discourse in silence.  

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Full Text Available In this paper we focus our attention on the Supervised Internship teacher`s practice, specifically in relations established between the individuals involved (professor, schools, and students, seeking to identify papers about this subject as the approaches to the students of the school and the school-teacher’s role in this process. We identified a school teacher’s lack of knowledge and also a lack of appreciation of their practice and related it to the prospect of silencing in Discourse Analysis of the French Line – DA. We affiliate this silence to its historicity seeking clues on the construction of this discourse. We conclude that the naturalized absence of the school-teachers and of their knowledge in the education of the future teachers is produced by academy speeches that ignore them and silence about them. Also formed on this basis, the teacher of basic education builds his senses, for example, perceiving himself absent from the process, assuming a position and, consequently, a role that placed him in silence, even after the emergence of a new discourse produced from practice valuation in the initial teacher education.

Giselle de Souza Paula

2011-10-01

138

language teachers  

CERN Multimedia

The Le Rosey Institute at Rolle (autumn and spring) and Gstaad (winter) is looking for part-time language teachers of ?Bulgarian, Farsi, Hindi, Korean and Romanian for the start of the autumn term in September 2007. For further details, please contact : www.rosey.ch Please send applications with CVs to job@rosey.ch

2007-01-01

139

Teachers Guide.  

Science.gov (United States)

This guide provides teachers with copies of the materials given to students participating in the oceanography program of the Orange County Floating Laboratory Program and provides information concerning colleges and universities offering courses in oceanography and marine science, source of films, and sources of publications concerning the Navy's…

Linsky, Ronald B.; Schnitger, Ronald L.

140

Master Teacher  

Science.gov (United States)

Dr. Carole Berotte Joseph, the new president of Bronx Community College, or BCC, has been training to lead an institution of higher education since grade school, taking on the role of master teacher since she played on her parents' stoop with the neighborhood children in Brooklyn. Growing up, she didn't play with dolls much. She played with real…

Miranda, Maria Eugenia

2011-01-01

 
 
 
 
141

Teacher workshops  

Science.gov (United States)

Education specialists with the NASA Educator Resource Center conduct a wide variety of workshops throughout the year to aid teachers and educators in coming up with new ideas to inspire their students and also in aiding in the integration of technology into their classrooms.

1993-01-01

142

Exposure management systems in emergencies as comprehensive medical care  

International Nuclear Information System (INIS)

The emergency management of nuclear hazards relies on a comprehensive medical care system that includes accident prevention administration, environmental monitoring, a health physics organization, and a medical institution. In this paper, the care organization involved in the criticality accident at Tokai-mura is described, and the problems that need to be examined are pointed out. In that incident, even the expert was initially utterly confused and was unable to take appropriate measures. The author concluded that the members of the care organization were all untrained for dealing with nuclear hazards and radiation accidents. The education and training of personnel at the job site are important, and they are even more so for the leaders. Revisions of the regional disaster prevention plans and care manual are needed. (K.H.)

143

Emerging Viruses  

Science.gov (United States)

Emerging viruses are those "whose incidence in humans has increased in the past 2 decades or threatens to increase in the near future." This week's Topic in Depth focuses on sites related to viruses, particularly those that are considered "emerging."The first site (1) is an essay by Alison Jacobson of the University of Capetown that discusses some emerging and potentially emerging viruses, along with factors that contribute to the threat. From a US government interagency working group, the second report (2) focuses on the responses to infectious disease outbreaks, including drugs, vaccines, and government response. A World Health Organization site (3) highlights recent reports of infectious disease, archived by date and by disease. This ThinkQuest site (4) gives a basic introduction to viruses and how they cause infections. An online virology tutorial (5) by Ed Rybicki of the University of Cape Town serves as a lesson on the basics of virology for a more advanced student. The next two sites focus on the specifics of selected viruses. From the Institute for Molecular Virology (6) comes a resource on Marburg and Ebola viruses, and from the National Biological Information Infrastructure (7) is a site on West Nile Virus. The last resource (8) is a scholarly journal from the Centers for Disease Control that presents some of the latest scientific research on emerging diseases.

Lee, Amy.

2002-01-01

144

Embarking on the Teaching Journey:Pre-service Teachers Reflecting upon Themselves as Future Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available This article reports on a research study that examined 25 reflective papers written by pre-service teachers a few  weeks into attending primary teacher education. The overall aim of the study was to gain insight into the students’ thoughts and ways of reflecting as a basis for taking action to improve lecturing, tasks and exercises which promote reflection in the primary teacher education program. The students were asked to write a paper reflecting upon “The teacher I want to become”. Two research questions were posed upon the material: What images of teachers emerge in the texts? How is reflection carried out in constructing these images? The analysis of the reflective papers revealed that the students’ images of themselves might be placed in the main category; “caring teacher”. Furthermore their ways and levels of reflection varied considerably from descriptions and fragmented thoughts to accounts with elements of dialogic reflection.

Kitt Margaret Lyngsnes

2012-04-01

145

Emerging phleboviruses.  

Science.gov (United States)

The Bunyavidae family is the largest grouping of RNA viruses and arguably the most diverse. Bunyaviruses have a truly global distribution and can infect vertebrates, invertebrates and plants. The majority of bunyaviruses are vectored by arthropods and thus have the remarkable capability to replicate in hosts of disparate phylogeny. The family has provided many examples of emerging viruses including Sin Nombre and related viruses responsible for hantavirus cardiopulmonary syndrome in the Americas, first identified in 1993, and Schmallenberg virus which emerged in Europe in 2011, causing foetal malformations in ruminants. In addition, some well-known bunyaviruses like Rift Valley fever and Crimean-Congo haemorrhagic fever viruses continue to emerge in new geographical locations. In this short review we focus on newly identified viruses associated with severe haemorrhagic disease in humans in China and the US. PMID:24607799

Elliott, Richard M; Brennan, Benjamin

2014-04-01

146

Emerging phleboviruses?  

Science.gov (United States)

The Bunyavidae family is the largest grouping of RNA viruses and arguably the most diverse. Bunyaviruses have a truly global distribution and can infect vertebrates, invertebrates and plants. The majority of bunyaviruses are vectored by arthropods and thus have the remarkable capability to replicate in hosts of disparate phylogeny. The family has provided many examples of emerging viruses including Sin Nombre and related viruses responsible for hantavirus cardiopulmonary syndrome in the Americas, first identified in 1993, and Schmallenberg virus which emerged in Europe in 2011, causing foetal malformations in ruminants. In addition, some well-known bunyaviruses like Rift Valley fever and Crimean-Congo haemorrhagic fever viruses continue to emerge in new geographical locations. In this short review we focus on newly identified viruses associated with severe haemorrhagic disease in humans in China and the US. PMID:24607799

Elliott, Richard M; Brennan, Benjamin

2014-01-01

147

EMERGENCY CONTRACEPTION  

Directory of Open Access Journals (Sweden)

Full Text Available Emergency contraception refers to any device or drug that is used as an emergency procedure to prevent pregnancy after unprotected sexual intercourse.The first method of emergency contraception was high dose of estrogen. Concern about side effects led to subsequent development of the so-called Yuzpe regimen which combined ethinil estradiol with levonorgestrel and levonorgestrel alone. Less convenient to use is the copper intauterine contraceptive device.It is known that in some women sexual steroids may inhibit or delay ovulation and may interfere with ovum and sperm transport and implantation. Copper intrauterine device causes a foreign-body effect on the endometrium and a direct toxic effect to sperm and blastocyst.The Yuzpe regimen reduces the risk of pregnancy after a single act of sexual intercourse by about 75% and the levonorgestrel alone by about 85%. The copper intrauterine device is an extremely effective method for selected patients.Nausea and vomiting are common among women using the Yuzpe regimen and considerably less common among women using levonorgestrel alone regimen.Emergency contraception is relatively safe with no contraindications except pregnancy. It is ineffective if a woman is pregnant. There is no need for a medical hystory or a phisical examination before providing emergency contraceptive pills. They are taken long before organogenesis starts, so they should not have a teratogenic effect.Counseling should include information about correct use of the method, possible side effects and her preferences for regular contraception.Unintended pregnancy is a great problem. Several safe, effective and inexpensive methods of emergency contraception are available including Yuzpe regimen, levonorges-trel-only regimen and copper intrauterine device.

Dragana Panti?

2007-10-01

148

Emergent spacetimes  

CERN Document Server

We discuss the possibility that spacetime geometry may be an emergent phenomenon. This idea has been motivated by the Analogue Gravity programme. These are systems where the kinematics of small perturbations are dominated by an effective gravitational field. In these models there is no obvious connection between the "gravitational" field tensor and the Einstein equations, as the emergent spacetime geometry arises as a consequence of linearising around some classical field. After a brief introduction on this topic, we present our recent contributions to the field.

Weinfurtner, Silke

2007-01-01

149

EMERGING MARKETS  

Directory of Open Access Journals (Sweden)

Full Text Available The emerging markets are winning the currency war, because at this very moment its the battle of global financial institutions , as to who is more vulnerable and more exposed to the debt crisis and have their hands in more risky assets. US and Euro with their intertwining the financial stuff of the nation, the banks and the corporations are in a deep mess. One goes down, takes the other ones too. Right now , they all are struggling and getting beaten up , while the emerging markets are quiet and not really expressing their stands on the current situation except are reacting by all only putting their own houses in order.

GHEORGHE CARALICEA-M?RCULESCU

2012-03-01

150

Postmodern Emergence  

Science.gov (United States)

This paper is a work-in-progress in which the author will begin to articulate the elements of a new methodology that she is calling, for the moment, a methodology of postmodern emergence. She explores this approach through examples from her own research journals that follow her research-in-process and from observing student work-in-progress. She…

Somerville, Margaret

2007-01-01

151

Emergency Preparedness  

CERN Document Server

The trends of RPC work in the area of preparedness for nuclear and radiological accidents are listed. RPC in cooperation with Swedish Government developed the project on preparation for iodine prophylaxis in case of accident at Ignalina NPP and arranged seminar on emergency preparedness issues in 2001.

2001-01-01

152

Emergency preparedness  

Energy Technology Data Exchange (ETDEWEB)

This presentation included several slides depicting well control and emergency preparedness. It provided information to help in pre-emergency planning for potential well control situations. Key Safety and Blowout Control Corp has gained experience in the Canadian and International well control industry as well as from the fires of Kuwait. The president of the company lectures on the complications and concerns of managers, wellsite supervisors, service companies, the public sector, land owners, government agencies and the media. The slides presented scenarios based on actual blowout recovery assignments and described what types of resources are needed by a well control team. The presentation addressed issues such as the responsibility of a well control team and what they can be expected to do. The issue of how government agencies become involved was also discussed. The presentation combines important information and descriptive images of personal experiences in fire fighting and well control. The emergency situations presented here demonstrate the need for a thorough understanding of preplanning for emergencies and what to expect when a typical day in the oil patch turns into a high stress, volatile situation. tabs., figs.

Jackson, J. [Key Safety and Blowout Control Corp., Sylvan Lake, AB (Canada)

2001-07-01

153

Emergency Contraception  

Science.gov (United States)

... of birth control is condoms, spermicides or a diaphragm, you may go back to using them right away after taking emergency contraceptive pills. If your regular form of birth control is the pill, shot, contraceptive patch or vaginal ring, talk to your doctor about when to ...

154

Emergency management  

International Nuclear Information System (INIS)

In 1995, major efforts of the Nuclear Regulatory Authority of the Slovak Republic (NRA SR) were focused on tasks associated with completion and incorporation of the Emergency Response Centre (ERC) of NRA SR in emergency planning and crisis management. Construction of the ERC had begun based on NRA SR's knowledge, as well as recommendations of Regulatory Assistance Management Group (RAMG) International Mission in 1993 and follow-up missions in 1994. Early in 1994, re-construction of selected rooms had been done and early in 1995, supported by the UK and U.S.A. Government's funding, technical equipment was purchased. The equipment was necessary for ERC operation as tools to improve NRA SR readiness for the management of emergency situations at nuclear installations. NRA SR commenced operation of the Centre in April 1995. The Centre has been on-line connected to a teledosimetric system of Radiation Monitoring Laboratory in Trnava. The basic software for assessment of radiation consequences of a NPP accident was supplied were also focused on cooperation with state administration authorities and organizations which were involved in an emergency planning structure. In September 1995, staffing of the ERC was completed and parallel, the first document concerning the ERC prime task, i.e. activities and procedures of of NRA SR Crisis crew in case of an accident at a nuclear installation on the territory of the Slovak Republic, was approved by the NRA SR's Management. In the period that is being assessed, NRA SR made significant progress in events classification and emergency planning terminology in order to unify the above between both the Slovak NPPs

155

TEACHERS NEEDED  

CERN Multimedia

The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

2001-01-01

156

Teacher Conceptions of History.  

Science.gov (United States)

Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…

Evans, Ronald W.

1989-01-01

157

Understanding Teacher Development.  

Science.gov (United States)

The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11…

Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.

158

The Judicial Construction of the Role of the Teacher  

Science.gov (United States)

This paper examines the evolving Canadian jurisprudence at the appellate court level to outline the emerging definition--what is termed the "judicial construction"--of the role of the teacher. "Judicial construction" is a phrase intended to capture the attribution by judges of the social and educational significance of teachers. It is a phrase…

Oliverio, Cesare; Manley-Casimir, Michael

2005-01-01

159

An Analysis of Teacher Absence and Student Achievement  

Science.gov (United States)

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

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

2012-01-01

160

U.S. Preservice Teachers and Their Media Worlds  

Science.gov (United States)

This study provides a baseline of experiences and understandings that undergraduate elementary preservice teachers have with media and popular culture. Through a qualitative investigation, future teachers reveal their childhood and current media habits. What also emerges is a glimpse of their future pedagogical skills related to the media as a…

Flores-Koulish, Stephanie A.

2005-01-01

 
 
 
 
161

Changing Secondary Teachers' Views of Teaching American History  

Science.gov (United States)

Changing teaching practices in secondary history classrooms requires teachers to first change their attitudes and views towards teaching history. This was a key finding that emerged from the analysis of changes that took place in the teachers' classrooms during the course of the Teaching American History grant project that was successful in…

Ragland, Rachel G.

2007-01-01

162

The Role of Academic Study in Teachers' Professional Development  

Science.gov (United States)

Currently, in New Zealand, unprecedented numbers of teachers are involved in professional development activities, with, in essence, practice as the major focal point. In recent years, however, an increasing trend for primary teachers to undertake academic study towards a degree qualification has emerged. Although study towards a degree…

Williams, Ruth

2005-01-01

163

Promoting Reflection in Teacher Preparation Programs: A Multilevel Model  

Science.gov (United States)

Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of…

Etscheidt, Susan; Curran, Christina M.; Sawyer, Candace M.

2012-01-01

164

Pre-Service Teachers' Reflections during Field Experience  

Science.gov (United States)

This research study investigates pre-service teachers' perceptions of their field experience in kindergartens and schools in Jordan. A total of 57 pre-service early years teachers wrote weekly reflective journals describing and commenting on their experiences during placement in kindergartens and elementary schools. Three major themes emerged from…

Al-Hassan, Omayya; Al-Barakat, Ali; Al-Hassan, Yazid

2012-01-01

165

Establishing Instructional Technology Benchmarks for Teacher Preparation Programs.  

Science.gov (United States)

Examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. (SM)

Northrup, Pamela Taylor; Little, Wesley

1996-01-01

166

The Value of Teacher Portfolios for Evaluation and Professional Growth  

Science.gov (United States)

The demands placed on principals in the era of No Child Left Behind are rapidly increasing. In light of these challenges, balancing diverse roles and additional responsibilities can be arduous for even the finest school leaders. The use of portfolio-based teacher appraisals has emerged as an intriguing option to make the time required for teacher

Attinello, Jacqueline R.; Lare, Douglas; Waters, Faith

2006-01-01

167

Emergent spin  

Energy Technology Data Exchange (ETDEWEB)

Quantum mechanics and relativity in the continuum imply the well known spin–statistics connection. However for particles hopping on a lattice, there is no such constraint. If a lattice model yields a relativistic field theory in a continuum limit, this constraint must “emerge” for physical excitations. We discuss a few models where a spin-less fermion hopping on a lattice gives excitations which satisfy the continuum Dirac equation. This includes such well known systems such as graphene and staggered fermions. -- Highlights: •The spin–statistics theorem is not required for particles on a lattice. •Spin emerges dynamically when spinless fermions have a relativistic continuum limit. •Graphene and staggered fermions are examples of this phenomenon. •The phenomenon is intimately tied to chiral symmetry and fermion doubling. •Anomaly cancellation is a crucial feature of any valid lattice fermion action.

Creutz, Michael, E-mail: creutz@bnl.gov

2014-03-15

168

Emergency Contraception  

Directory of Open Access Journals (Sweden)

Full Text Available There have been numerous attempts to control fertility after unprotected sexual intercourse. From very bizarre methods like the vaginal application of Coca Cola to the more serious attempts using calcium antagonists influencing fertility parameters in sperm to hormonal methods or intrauterine devices. So far, hormonal methods preventing or delaying ovulation have proved to be the most popular starting with the combination of ethinyl estradiol and levonorgestrel, known as the Yuzpe regimen. The first dose had to be taken within 72 hours of unprotected intercourse, a second one 12 hours later. Later on, levonorgestrel alone, at first in a regimen similar to the Yuzpe method (2 × 0.75 mg 12 hours apart showed to be more successful, eventually resulting in the development of a 1.5 mg levonorgestrel pill that combined good efficacy with a high ease of use. It has become the standard method used up to this day in most countries. Since the mid 1970s copper IUDs have been used for emergency contraception, which show a high efficacy. Their disadvantages lie in the fact that emergency contraception is considered an off label use and that they might not be acceptable for every patient. Mifepristone in doses of 10 or 25 mg is being used successfully as an emergency contraceptive in China, but has never received any significant consideration in Western countries. The most recent development is the approval of the selective progesterone receptor modulator ulipristal acetate in the dosage of 30 mg for emergency contraception up to 5 days after unprotected intercourse, combining the safe and easy application of the single dose levonorgestrel pill with an even higher efficacy. Several efficacious and easy to use methods for emergency contraception are available on the market today with the most widely spread being levonorgestrel in a single dose of 1.5 mg (given as one tablet of 1.5 mg or 2 tablets of 0.75 mg each for administration up to 3 days after unprotected intercourse. Its limitations are the non-optimal efficacy which is decreasing the later the drug is taken and the fact that it can only be used for up to 72 hours after UPSI. Mifepristone in the dosages of 10 or 25 mg is used with good results as an emergency contraceptive in China for up to 120 hours after unprotected intercourse. Recently the selective progesterone receptor modulator (SPRM ulipristal acetate in the dose of 30 mg has been introduced in Europe for emergency contraception. It has shown to be more efficacious than levonorgestrel and can be used for up to 120 hours after unprotected intercourse. Independent of the substance it should be noted that, if there is a choice, the intake of an oral emergency contraceptive pill should happen as soon as possible after the risk situation.

Gemzell-Danielsson K

2010-01-01

169

Emergent spin  

International Nuclear Information System (INIS)

Quantum mechanics and relativity in the continuum imply the well known spin–statistics connection. However for particles hopping on a lattice, there is no such constraint. If a lattice model yields a relativistic field theory in a continuum limit, this constraint must “emerge” for physical excitations. We discuss a few models where a spin-less fermion hopping on a lattice gives excitations which satisfy the continuum Dirac equation. This includes such well known systems such as graphene and staggered fermions. -- Highlights: •The spin–statistics theorem is not required for particles on a lattice. •Spin emerges dynamically when spinless fermions have a relativistic continuum limit. •Graphene and staggered fermions are examples of this phenomenon. •The phenomenon is intimately tied to chiral symmetry and fermion doubling. •Anomaly cancellation is a crucial feature of any valid lattice fermion action

170

Correlação entre vocabulário expressivo e extensão média do enunciado em crianças com alteração específica de linguagem / Correlation between expressive vocabulary and mean length utterance in children with language disorder  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVOS: verificar a influência da idade no desempenho lexical e gramatical, e investigar a existência de correlação entre vocabulário expressivo e as medidas de extensão média de enunciado em crianças com alteração específica de linguagem. MÉTODO: participaram do estudo trinta sujeitos com diagnó [...] stico de alteração específica de linguagem, entre 4:0 a 6:11 anos, sendo dez de cada faixa etária. Todos realizaram de forma completa a prova de vocabulário expressivo (ABFW) e de Extensão Média do Enunciado, independente de gênero ou escolaridade. O estudo foi retrospectivo e a coleta de dados se baseou nas filmagens e gravações das provas acima mencionadas. RESULTADOS: o desempenho gramatical não apresentou diferença estatística entre as idades, mas foi observada correlação positiva entre o vocabulário expressivo e o uso de palavras de classe fechada, e entre o vocabulário expressivo e a extensão de palavras por enunciado (p-valor Abstract in english PURPOSE: to check the influence of age on the lexical and grammatical performance, and investigate the correlation between the number of usual verbal description in expressive vocabulary test and measures for mean length of utterance in children with Specific Language Impairment. METHOD: thirty chil [...] dren with Specific Language Impairment between 4:0 and 6:11 year-old took part in the study, and ten were selected from each age range that had the Expressive Vocabulary Test (ABFW) and Mean Length of Utterance Test, independent gender or education. The study was retrospective, based on filming and recordings of those tests as for the data collection. RESULTS: no statistical difference was found in the grammatical performance among ages, but positive correlation was observed among the usual verbal description and parameters MG-2 and EME-P for Mean Length of Utterance Test (p

Debora Maria, Befi-Lopes; Camila de Oliveira, Nuñes; Ana Manhani, Cáceres.

2013-02-01

171

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspecives of School Teachers and Teacher Educators  

Science.gov (United States)

Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines the user perspectives of teachers and teacher educators, regarding: discovery of teaching…

Hassler, Bjoern; Hennessy, Sara; Knight, Simon; Connolly, Teresa

2014-01-01

172

The Emergent Reading Level: A New Concept.  

Science.gov (United States)

Traditional reading placement tests, determining the level at which students can read without teacher mediation, frequently lead to student underplacement. Diagnostic teaching practices, however, can be used to determine students' emergent reading level, the reading level that can be achieved through instruction. After preteaching part of a…

Powell, William R.

173

Pre-service teachers as innovators (2013  

Directory of Open Access Journals (Sweden)

Full Text Available This paper presents a framework that shows how K-12 pre-service teachers can begin their careers engaged with emerging technologies, thinking of themselves as contributors to scholarship of education, and to recognize the importance of critical pedagogy in education. This is accomplished through a five part framework that challenges students to create lessons grounded in the theory of critical pedagogy that use emerging technologies, and then produce a scholarly work for submission to conferences or for publication.

Jonathon Henderson

2013-09-01

174

A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice  

Science.gov (United States)

This narrative paper investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. Canadian teacher

Howe, Edward R.

2014-01-01

175

Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program  

Science.gov (United States)

Increasing pressure has been placed on teacher education to prepare teachers to educate bilingual/bicultural students using scientifically-based teaching methods. Socio-cultural theory and pedagogy have emerged as a research-based foundation for diversity teacher preparation. Socio-cultural theory rests on the premise that learning is social,…

Teemant, Annela

2005-01-01

176

Secondary Teachers' Knowledge of Elementary Number Theory Proofs: The Case of General-Cover Proofs  

Science.gov (United States)

In light of recent reform recommendations, teachers are expected to turn proofs and proving into an ongoing component of their classroom practice. Two questions emerging from this requirement are: Is the mathematical knowledge of high school teachers sufficient to prove various kinds of statements? Does teachers' knowledge allow them to determine…

Tabach, Michal; Levenson, Esther; Barkai, Ruthi; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy

2011-01-01

177

Embodied Discourses of Literacy in the Lives of Two Preservice Teachers  

Science.gov (United States)

This study examines the emerging teacher literacy identities of Ian and AJ, two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses' discourse of…

Phillips, Donna Kalmbach; Larson, Mindy Legard

2009-01-01

178

Factors Affecting the Involvement of Teachers in Guidance and Counselling as a Whole-School Approach  

Science.gov (United States)

This study explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with…

Lam, Sarah K. Y.; Hui, Eadaoin K. P.

2010-01-01

179

Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers  

Science.gov (United States)

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines…

Billingsley, Glenna M.; Scheuermann, Brenda K.

2014-01-01

180

Ten Tips for Teachers  

Science.gov (United States)

In this article, the author shares some tips for teachers. His tips are as follows: (1) a teacher should forget his or her education; (2) a teacher should forget the theory (3) a teacher should remember that he or she is a translator, not an originator; (4) a teacher should respect his or her students; (5) a teacher should be true to his or her…

Mahon, Robert Lee

2005-01-01

 
 
 
 
181

Elementary Preservice Teachers’ Change  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the last two decades investigation of teachers’ beliefs and conceptions and teachers‘possibilities for change has been one of the points of emphasis in mathematics education. We propose the concept and design of an intervention program including five stakeholders on the basis of a teacher–student–parent–preservice teacher–teacher educator relation. The main idea is comprised of reversed roles in teaching and learning process i.e. elementary school preservice teachers should ado...

Alenka Lipovec; Polonca Pangr?i?

2008-01-01

182

Tularemia: emergence/re-emergence  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Francisella tularensis is a gram-negative coccobacillus and the etiologic agent of the zoonotic disease tularemia. First described in 1911 in Tulare County, California, it has since been reported throughout the Northern Hemisphere, with natural infections reported among an unusually wide range of vertebrates and invertebrates. In recent years, tularemia has emerged in new geographic locations, populations, and settings. This review will serve to highlight mechanisms contributing to the recent...

Petersen, Jeannine; Schriefer, Martin

2005-01-01

183

Emotional Intelligence and Mentoring in Pre-Service Teacher Education: A Literature Review  

Science.gov (United States)

In this article, the emerging discourse of "emotional intelligence" is discussed in relation to mentoring in pre-service teacher education. Possible reasons for the neglect of emotion and affect in pre-service teacher education, and in education more broadly, are discussed. The emerging focus on emotion in these fields is also examined in light of…

Hawkey, Kate

2006-01-01

184

Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators' Conceptions  

Science.gov (United States)

Drawing from the phenomenographic perspective, this study investigated Chinese science teacher educators' conceptions of teaching nature of science (NOS) to preservice science teachers through two semi-structured interviews. The subjects were twenty-four science teacher educators in the developed regions in China. Five key dimensions emerged from the data on the conceptions of teaching NOS, including value of teaching NOS, NOS content to be taught, incorporation of NOS instruction in courses, learning of NOS, and role of the teacher. While some of these dimensions share much similarity with those reported in the studies of conceptions of teaching in general, some are distinctively different, which is embedded in some unique features of teaching NOS to preservice science teachers. These key dimensions can constitute the valuable components of the module or course to train science teachers or teacher educators to teach NOS, provide a framework to interpret the practice of teaching NOS, as well as lay a foundation for probing the conceptions of teaching NOS of other groups of subjects (e.g., school teachers' conceptions of teaching NOS) or in other contexts (e.g., teaching NOS to in-service teacher).

Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

2013-10-01

185

The Teacher Track Project: Increasing Teacher Diversity.  

Science.gov (United States)

The Teacher Track Project focuses on recruitment of instructional aides and high school students from minority groups into teacher education programs and retention of these individuals as they work toward a degree. (IAH)

Yopp, Hallie Kay; And Others

1991-01-01

186

Abdominal emergencies  

International Nuclear Information System (INIS)

Full text: There are numerous conditions that affect mainly or exclusively the pediatric population. These constitute true emergencies, related to patient's health. Delay in diagnosis and treatment of abdominal non-traumatic emergencies may result in rapid deterioration, peritonitis, sepsis, even death or in severe complications with subsequent morbidity. Abdominal emergencies in children mostly present with pain, tenderness, occasionally coupled by vomiting, fever, abdominal distension, and failure to pass meconium or stools. Diarrhea, blood per rectum, abnormal laboratory tests and lethargy may also be manifestations of acute abdominal conditions. Abdominal emergencies have a different aetiology, depending on age and whether the pain is acute or chronic. Symptoms have to be matched with age and gender. Newborns up to 1 months of age may have congenital diseases: atresia, low obstruction including Hirschsprung's disease, meconium ileus. Meconium plug is one of the commonest cause of low obstruction in newborns that may also develop necrotizing enterocolitis, incarcerated inguinal hernia and mid-gut volvulus. Past the immediate postnatal period, any duodenal obstruction should be considered midgut volvulus until proven otherwise and patients should undergo ultrasonography and/or properly performed upper GI contrast study that records the exact position of the deduno-jejunal junction. Infants 6 months-2 years carry the risk of intussusception, mid-gut volvulus, perforation, acute pyelonephritis. Preschool and school-aged children 2-12 years carry the risk of appendicitis, genito-urinary abnormalities including torsion, urachal abnormalities, haemolytic uremic syndrome and Henoch-Schonlein purpura. Children above 12 years suffer from the same conditions as in adults. Most conditions may affect any age despite age predilection. Abdominal solid organ ultrasonography (US) coupled with gastrointestinal ultrasonography is the principle imaging modality in radiosensitive children and young individuals with abdominal pain. Sensitivity and specificity for US in diagnosing intussusception, midgut volvulus, urinary tract abnormalities and appendicitis is over 90%. US, occasionally with x-rays, usually suffice for an accurate diagnosis. Upper GI contrast studies are indicated in suspected malrotation, volvulus and atypical high obstruction cases. Lower GI contrast studies are indicated in low/colonic obstruction. CT and/or MRI should be reserved for atypical, complex cases when US and conventional radiography are equivocal or inconclusive. The radiologist should engage oneself to act immediately, consider and actively exclude those diagnoses that could be a threat to the child's health or life. The appropriate modality should be chosen and proper technique should be applied. Radiologists should function as clinicians, take initiative and discuss options and alternative diagnoses. Lack of experience should not delay performance of tests. Our job is finished when a diagnostic test has a written report provided that we make sure the child is managed properly.

187

PRIMARY TEACHERS CANDIDATES’ VIEWS ON GOOD TEACHER  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study was to examine qualitatively 109 third year primary teacher candidates’ views on being a good teacher. One open-ended question was posed to teacher candidates to be answered in writing. Although opinions about being a good teacher were categorized into six subtitles: personal characteristics, knowledge of subject and its teaching;, skills, professional growth, appreciation, and commitment to the mission, most of the answers were about different dimensions of personal characteristics.

Behiye UBUZ

2009-11-01

188

Teacher Collaboration: Implications for New Mathematics Teachers  

Science.gov (United States)

One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches.…

Gellert, Laura M.; Gonzalez, Lidia

2011-01-01

189

La construcción de sentido: el caso de los enunciados metafóricos y el discurso académico / The Construction of Sense: The Case of Metaphoric Utterance in Academic Discourse  

Scientific Electronic Library Online (English)

Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish En las últimas décadas, el discurso académico se ha convertido en objeto de estudio de numerosas investigaciones que, a partir de diferentes marcos teóricos, se proponen distintos objetivos. Por otra parte, si bien la llamada metáfora ha sido motivo de reflexión teórica desde la antigüedad, en los ú [...] ltimos años la cantidad y variedad de estudios que se han desarrollado y siguen desarrollándose en torno a este objeto de estudio ha aumentado considerablemente. En tal contexto de múltiples propuestas teóricas y metodológicas, este trabajo tiene por objetivo demostrar que, tanto el estudio de la metáfora como el del discurso académico, involucra decisivamente conceptos que no siempre aparecen explicitados. Nos referimos, entre otros, a los conceptos de lengua, sujeto, sentido, sentido literal y sentido metafórico. Por nuestra parte, desde un punto de vista semántico discursivo no referencialista de la lengua (Schulz, 2000; 2002; 2004), recogemos los aportes provenientes del Análisis del Discurso (línea francesa-brasileña). Así, partimos de la definición de discurso como efecto de sentido entre locutores y lo estudiamos en su relación constitutiva con las condiciones de producción. Entendemos que las condiciones de producción y circulación de los textos se materializan en mecanismos discursivos, según las representaciones imaginarias de los sujetos. De acuerdo con esta línea investigativa, finalmente, proponemos caracterizar las llamadas metáforas como construcciones semánticas insertas en una dinámica discursiva y, en este sentido, las redefinimos como enunciados metafóricos. Abstract in english In recent decades academic discourse has changed into an object of study of numerous investigations that, starting from different theoretical frameworks, propose different objectives. n the other hand, if the so-called metaphor has been the motive of theoretical reflection since ancient times, in re [...] cent years the quantity and variety of studies that have been developed and continue to be developed around this object of study have risen considerably. In such a context of multiple theoretical and methodological proposals, this work has as its objective to demonstrate that both the study of metaphor and that of academic discourse decisively involve concepts that don't always appear to be explicitated. We are referring to, among others, the concepts of language, subject, meaning, literal meaning, and metaphorical meaning. or our part, from a semantic discursive non referentialist point of view of language (Schulz, 2000; 2002; 2004) we gather the contributions from Discourse Analysis (the French-Brazilian variety). hus we start from the definition of discourse as a meaning effect between speakers and we study it in its constitutive relationship with the production conditions. e understand that the production conditions and circulation of texts materialize in discursive mechanisms according to the imaginary representations of the subjects. inally in accordance with this investigative line we propose characterizing the so-called metaphors as semantic constructions inserted in discursive dynamics and in this sense, we redefine them as metaphoric utterances.

Beatriz, Hall.

190

Emergency Lighting  

Science.gov (United States)

A lighting system originally developed for NASA's Apollo and Skylab manned spacecraft resulted in a industrial spinoff and creation of a whole new company to produce and market the product line. The company is UDEC Corp., Waltham, Mass. UDEC's "Multi-Mode" electronic lighting systems are designed for plant emergency and supplemental use, such as night lighting, "always-on" stairwell lights and illuminated exit signs. Their advantages stem from the qualities demanded for spacecraft installation: extremely high fight output with very low energy drain, compactness, light weight, and high reliability. The Multi-Mode system includes long-life fluorescent lamps operated by electronic circuitry, a sealed battery that needs no maintenance for 10 years, and a solid-state battery charger. A typical emergency installation consists of a master module with battery and an eight watt lamp, together with four remote "Satellight" modules powered by the master's battery. As a night lighting system for maintenance or I security, UDEC fixtures can bypass the battery and 1 operate on normal current at a fraction of the energy 1 demand of conventional night lighting. Industrial customers have realized savings of better than ninety percent with UDEC night lights. UDEC started as a basement industry in 1972 but the company has already sold more than 1,000 lighting systems to building operators.

1977-01-01

191

Changes in Teacher-Student Relationships  

Science.gov (United States)

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

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

2012-01-01

192

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

Science.gov (United States)

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

Upadhyay, Bhaskar Raj

2004-11-01

193

Emergency Monitoring and Prevention - EU Project EMERGE  

Digital Repository Infrastructure Vision for European Research (DRIVER)

As a consequence of the demographic and societal changes, there is rising involvement of emergency medical services and emergency physicians in geriatric emergencies. Elderly people living in single households are especially endangered by the late detection of acute emergencies and the resulting negative impact on the individual. The EU-funded project EMERGE aims to utilize ambient intelligence technologies for detecting acute emergency situations in elderly people's homes and for alerting em...

Pru?ckner, Stephan; Madler, Christian; Beyer, Dagmar; Berger, Michael; Kleinberger, Thomas; Becker, Martin

2007-01-01

194

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers  

Science.gov (United States)

Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’ development of science PCK.

Appleton, Ken

2008-12-01

195

Implementing Teacher Work Sampling  

Science.gov (United States)

This article describes how the teacher work sample methodology of the Renaissance Partnership for Improving Teacher Quality was implemented within the teacher education program at a small liberal arts college. Resulting program improvements are described, as well as on-going challenges. The adapted teacher work sample prompt and scoring rubric are…

Kinne, Lenore J.; Watson, Dwight C.

2005-01-01

196

Teacher Education in Canada  

Science.gov (United States)

Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…

Van Nuland, Shirley

2011-01-01

197

The Evolution of a Teacher: A Two-Year Case Study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article describes the results of a 2-year case study that focuses on a teacher, Renee, and her evolution from primarily teacher-centered practice toward more student-centered practice. The findings provide grounded theory about the process of teacher change as well as an in-depth understanding of one teacher's experience. The findings that emerged from the inquiry include a description of constraints to change Renee encounters and the factors that support changes she successfully ...

Dever, Martha Taylor; Hobbs, D. E.

1998-01-01

198

Language teachers and teaching  

CERN Document Server

This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.

Ben Said, Selim

2013-01-01

199

The teacher under stress  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged p...

Krnjaji? Stevan B.

2003-01-01

200

Emergency Care of Children  

Science.gov (United States)

Main Points Emergency care of children in the United States is the best in the world. Emergency physicians and nurses care for ... childhood emergencies. ACEP sets national standards on pediatric emergency care and was among the first organizations to develop ...

 
 
 
 
201

Emerging technologies  

Energy Technology Data Exchange (ETDEWEB)

The mission of the Emerging Technologies thrust area at Lawrence Livermore National Laboratory is to help individuals establish technology areas that have national and commercial impact, and are outside the scope of the existing thrust areas. We continue to encourage innovative ideas that bring quality results to existing programs. We also take as our mission the encouragement of investment in new technology areas that are important to the economic competitiveness of this nation. In fiscal year 1992, we have focused on nine projects, summarized in this report: (1) Tire, Accident, Handling, and Roadway Safety; (2) EXTRANSYT: An Expert System for Advanced Traffic Management; (3) Odin: A High-Power, Underwater, Acoustic Transmitter for Surveillance Applications; (4) Passive Seismic Reservoir Monitoring: Signal Processing Innovations; (5) Paste Extrudable Explosive Aft Charge for Multi-Stage Munitions; (6) A Continuum Model for Reinforced Concrete at High Pressures and Strain Rates: Interim Report; (7) Benchmarking of the Criticality Evaluation Code COG; (8) Fast Algorithm for Large-Scale Consensus DNA Sequence Assembly; and (9) Using Electrical Heating to Enhance the Extraction of Volatile Organic Compounds from Soil.

Lu, Shin-yee

1993-03-01

202

Newly qualified teachers (NQTs)  

...Newly qualified teachers (NQTs) Institute of Physics NQT,NQTs,physics teacher, guide, help for, newly, qualified, iop This site ... IOP Institute of Physics For physics bull; For physicists bull; For all Home News About us Contact us Calendar MyIOP Search ...Careers Policy Resources You are here Education I am new to teaching physics Newly qualified teachers (NQTs) I am new ...to teaching physics Student teachers Newly qualified teachers (NQTs) Managing the Marking Mountain Top tips for lesson observations Established teachers who are ...

203

Tecnologías emergentes en la educación: una experiencia de formación de docentes que fomenta el diseño de ambientes de aprendizaje / Technologies émergentes dans l'enseignement: une expérience de formation d'enseignants qui construit le panorama d'environnements d'apprentissage / Emerging technologies in education: a teacher training experience that encourages the design of learning environments  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish Este texto describe los resultados obtenidos en una experiencia de formación de docentes, que son estudiantes de la Maestría en Informática Educativa de la Universidad de La Sabana, dentro de la asignatura electiva Tecnologías Emergentes en la Educación, que cuyo objetivo es: "ofrecer al estudiante [...] un espacio de reflexión y conceptualización sobre las principales tecnologías emergentes (TE) y sus usos en la educación". Entre los principales resultados, se encuentra que los estudiantes analizaron, indagaron y reflexionaron sobre las siguientes TE: Computación en la Nube, Inteligencia Colectiva, Mashups de Datos, Webs en Colaboración y Redes sociales. Asimismo, propusieron definiciones desde el punto de vista académico de cada una de ellas y diseñaron ocho ambientes de aprendizaje que integran de forma pedagógica una o varias TE en diferentes contextos educativos. Abstract in english This paper describes the results of a teacher training experience with a group of students taking the elective Emerging Technologies in Education (in the Maestría en Informática Educativa course at Universidad de La Sabana), whose aim is to "offer students a space for reflection and conceptualizatio [...] n on main emerging technologies (ET) and their uses in education". Among the main results, we find that students analyze, investigate and reflect on the following ETs: Cloud Computing, Collective Intelligence, Data Mashups, Collaborative Webs and Social Networks. They also proposed definitions for each of these ETs from the academic point of view, and designed eight learning environments that integrate, in a pedagogical way, one or more ETs in different educational contexts.

Oscar Rafael, Boude Figueredo.

2013-06-01

204

Tecnologías emergentes en la educación: una experiencia de formación de docentes que fomenta el diseño de ambientes de aprendizaje / Technologies émergentes dans l'enseignement: une expérience de formation d'enseignants qui construit le panorama d'environnements d'apprentissage / Emerging technologies in education: a teacher training experience that encourages the design of learning environments  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish Este texto describe los resultados obtenidos en una experiencia de formación de docentes, que son estudiantes de la Maestría en Informática Educativa de la Universidad de La Sabana, dentro de la asignatura electiva Tecnologías Emergentes en la Educación, que cuyo objetivo es: "ofrecer al estudiante [...] un espacio de reflexión y conceptualización sobre las principales tecnologías emergentes (TE) y sus usos en la educación". Entre los principales resultados, se encuentra que los estudiantes analizaron, indagaron y reflexionaron sobre las siguientes TE: Computación en la Nube, Inteligencia Colectiva, Mashups de Datos, Webs en Colaboración y Redes sociales. Asimismo, propusieron definiciones desde el punto de vista académico de cada una de ellas y diseñaron ocho ambientes de aprendizaje que integran de forma pedagógica una o varias TE en diferentes contextos educativos. Abstract in english This paper describes the results of a teacher training experience with a group of students taking the elective Emerging Technologies in Education (in the Maestría en Informática Educativa course at Universidad de La Sabana), whose aim is to "offer students a space for reflection and conceptualizatio [...] n on main emerging technologies (ET) and their uses in education". Among the main results, we find that students analyze, investigate and reflect on the following ETs: Cloud Computing, Collective Intelligence, Data Mashups, Collaborative Webs and Social Networks. They also proposed definitions for each of these ETs from the academic point of view, and designed eight learning environments that integrate, in a pedagogical way, one or more ETs in different educational contexts.

Oscar Rafael, Boude Figueredo.

205

On becoming a teacher of family medicine.  

Science.gov (United States)

The emergence of family practice education in the past decade has created an unprecedented demand for faculty. Since no reservoir of trained teachers existed, it has become necessary for practicing family physicians to enter the academic world and assume the role of teacher. This paper examines the internal processes by which this transformation occurs. It begins with the fantasies common to physicians who are considering the decision to teach;, and progresses through self-assessment of qualifications to a consideration of the content of family practice teaching. It concludes with guidelines for negotiation with an academic institution and the early stages of professionalization in the new role. PMID:839171

Stephens, G

1977-02-01

206

Getting Along with Your Teachers  

Science.gov (United States)

... your teacher is very knowledgeable. Focus on that part of the teacher's personality, and use it as ... it to your parents, your guidance counselor, another teacher, the school principal, or an administrator. Teachers are there for ...

207

Teacher Involvement in Pre-Service Teacher Education  

Science.gov (United States)

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…

Mason, Kevin O.

2013-01-01

208

A Crisis of Professional Identity: How Primary Teachers Are Coming to Terms with Changing Views of Literacy  

Science.gov (United States)

As definitions of literacy become conceptualized, so too do constructions of the primary teacher's identity. This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. Teachers who embraced this area of learning had a more futures-oriented view of…

McDougall, Jenny

2010-01-01

209

Becoming a Special Educator: Specialized Professional Training for Teachers of Children with Disabilities in Boston, 1870-1930.  

Science.gov (United States)

Examines the development of a separate professional identity for teachers of children with disabilities, highlighting Boston public schools from 1870-1930, tracing emergent professionalization and training among teachers in institutions for individuals with disabilities, discussing specialized training for teachers working in four special…

Osgood, Robert L.

1999-01-01

210

Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034  

Science.gov (United States)

In practice, teacher induction is common, but induction that is intensive, comprehensive, structured, and sequentially delivered in response to teachers' emerging pedagogical needs is less so. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The National Center for Education Evaluation and Regional…

Glazerman, Steven; Dolfin, Sarah; Bleeker, Martha; Johnson, Amy; Isenberg, Eric; Lugo-Gil, Julieta; Grider, Mary; Britton, Edward; Ali, Melanie

2008-01-01

211

Teacher led school-based surveillance can allow accurate tracking of emerging infectious diseases - evidence from serial cross-sectional surveys of febrile respiratory illness during the H1N1 2009 influenza pandemic in Singapore  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background Schools are important foci of influenza transmission and potential targets for surveillance and interventions. We compared several school-based influenza monitoring systems with clinic-based influenza-like illness (ILI surveillance, and assessed the variation in illness rates between and within schools. Methods During the initial wave of pandemic H1N1 (pdmH1N1 infections from June to Sept 2009 in Singapore, we collected data on nation-wide laboratory confirmed cases (Sch-LCC and daily temperature monitoring (Sch-DTM, and teacher-led febrile respiratory illness reporting in 6 sentinel schools (Sch-FRI. Comparisons were made against age-stratified clinic-based influenza-like illness (ILI data from 23 primary care clinics (GP-ILI and proportions of ILI testing positive for pdmH1N1 (Lab-ILI by computing the fraction of cumulative incidence occurring by epidemiological week 30 (when GP-ILI incidence peaked; and cumulative incidence rates between school-based indicators and sero-epidemiological pdmH1N1 incidence (estimated from changes in prevalence of A/California/7/2009 H1N1 hemagglutination inhibition titers ? 40 between pre-epidemic and post-epidemic sera. Variation in Sch-FRI rates in the 6 schools was also investigated through a Bayesian hierarchical model. Results By week 30, for primary and secondary school children respectively, 63% and 79% of incidence for Sch-LCC had occurred, compared with 50% and 52% for GP-ILI data, and 48% and 53% for Sch-FRI. There were 1,187 notified cases and 7,588 episodes in the Sch-LCC and Sch-DTM systems; given school enrollment of 485,723 children, this represented 0.24 cases and 1.6 episodes per 100 children respectively. Mean Sch-FRI rate was 28.8 per 100 children (95% CI: 27.7 to 29.9 in the 6 schools. We estimate from serology that 41.8% (95% CI: 30.2% to 55.9% of primary and 43.2% (95% CI: 28.2% to 60.8% of secondary school-aged children were infected. Sch-FRI rates were similar across the 6 schools (23 to 34 episodes per 100 children, but there was widespread variation by classrooms; in the hierarchical model, omitting age and school effects was inconsequential but neglecting classroom level effects led to highly significant reductions in goodness of fit. Conclusions Epidemic curves from Sch-FRI were comparable to GP-ILI data, and Sch-FRI detected substantially more infections than Sch-LCC and Sch-DTM. Variability in classroom attack rates suggests localized class-room transmission.

Soh Shu E

2012-12-01

212

Effects of teacher training  

DEFF Research Database (Denmark)

The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning.

Wahlgren, Bjarne; Larsen, Lea Lund

2010-01-01

213

ChemTeacher: Fusion  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Fusion page includes resources for teaching students about the discovery and applications of fusion.

2011-01-01

214

Mentoring Beginning Physics Teachers  

Science.gov (United States)

A presentation on the PhysTEC project and the mentoring of beginning physics teachers. The presentation discusses the problem of teacher attrition and the role of mentoring in solving the attrition problem.

Isola, Ew; Freeland, Dale

2008-07-12

215

ChemTeacher: Titration  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Titration page includes resources for teaching students about the theory and applications of titrations.

2011-01-01

216

ChemTeacher: Stoichiometry  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Stoichiometry page includes resources for teaching students about stoichiometry.

2011-01-01

217

ChemTeacher: Neutron  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Neutron page includes resources for teaching students about neutrons.

2011-01-01

218

Teachers and Their Tools.  

Science.gov (United States)

Reports on a study that examined the relationship between teacher sentiments toward two broad classifications of reading instruction--the phonics and the meaning-based methods. Concludes that teacher sentiments toward these two methods are multidimensional and complex. (FL)

Davis, Todd M.

1982-01-01

219

Teacher Education in Germany.  

Science.gov (United States)

Applies the concepts of idealism, individualism, and pragmatism from the Association for Teacher Education in Europe's scenario model to Germany's teacher education. Discusses the current German teacher training system's scholarly approach to idealism; notes organizational problems; examines the special psychological demands on students made by…

Viebahn, Peter

2003-01-01

220

Fixing Teacher Professional Development  

Science.gov (United States)

The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

Hill, Heather C.

2009-01-01

 
 
 
 
221

Measuring Teacher Effectiveness  

Science.gov (United States)

Prior research has shown that there is a correlation between teacher characteristics (e.g., pedagogical knowledge, teacher preparation/certification) and student achievement. Current political contexts call for the utilization of student achievement data to measure the effectiveness of our education systems. A solid research base of how teacher

Jacobo, Amber Leann

2012-01-01

222

Teacher Leadership for Change  

Science.gov (United States)

This is the story of a teacher leader who helped lead change in an urban elementary school by creating a new culture of support for beginning teachers. Specifically, she led focused, collaborative inquiry around discussion-based teaching to improve teaching effectiveness, and she created a school-wide coalition of support for beginning teachers to…

Brondyk, Susan; Stanulis, Randi

2014-01-01

223

Contract Teachers in India  

Science.gov (United States)

In this paper, we use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. We find that contract teachers are associated with higher effort than civil service teachers with permanent tenures, before as well as after…

Goyal, Sangeeta; Pandey, Priyanka

2013-01-01

224

Vocational Teacher Education Study.  

Science.gov (United States)

A study was conducted to determine the present state of vocational education in Kentucky and the supply of and demand for vocational teachers. Results are summarized for vocational teacher education in general and for teachers in the areas of agricultural education, business and office education, marketing and distributive education, health and…

Tulloch, Charlotte

225

Language Teacher Research Engagement  

Science.gov (United States)

The aim of this review is to provide a critical analysis of language teacher research engagement. The term "research engagement" here covers both engagement IN teacher research (i.e. by doing it) as well as engagement "with" research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially…

Borg, Simon

2010-01-01

226

Emergency teams in Danish emergency departments  

DEFF Research Database (Denmark)

The use of designated emergency teams for cardiac arrest and trauma patients is widely implemented. However, the use of designated teams in Danish emergency departments (EDs) has not been investigated. Our aim was to investigate the use and staffing of emergency teams in Danish EDs.

Folkestad, Lars; Brabrand, Mikkel

2012-01-01

227

Professionalize Sudanese Teachers’ Conception of Work through Action Research  

Directory of Open Access Journals (Sweden)

Full Text Available Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain uninvolved. What lies behind their reluctance? This paper looks at the complexities in the role of a teacher engaging in action research. This includes the need to explore further the principles and practice of action research. This study puts forward explanations in four main areas: teachers’ perception of action research; teachers' professional status, teachers' confidence, and teachers' difficulty engaging in action research. For this purpose a workshop was held and representatives from seven Universities and 25 school teachers participated in a thorough discussion and further investigation was carried out based on the workshop discussion. The data was analyzed statistically and the results showed that the Sudanese teachers have no idea about action research it is not part of their culture as well as the institutions culture. Teachers are reluctant to do an action research and that due to the lack of knowledge which was an important factor. Teachers are not certain about the adequacy of doing an action research. There are other factors such as time and the over load. Based on these findings recommendations are drawn, it is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in an action research.

Ishraga Bashir

2011-06-01

228

As an infused or a separated theme? Chinese science teacher educators' conceptions of incorporating Nature of Science instruction in the courses of training pre-service science teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

ABSTRACT: Teaching nature of science (NOS) is beginning to find its place in science education in China. This exploratory study interviewed twenty-four Chinese science teacher educators about their conceptions of teaching NOS to preservice science teachers. Although five dimensions emerged, this paper mainly focuses on reporting the findings relevant to one dimension, i.e., incorporating NOS instruction in the courses of training pre-service science teachers. There were two preferences: twelv...

Wan, Zh; Wong, Sl

2013-01-01

229

Emergency Medical Services  

Science.gov (United States)

... need help right away, you should use emergency medical services. These services use specially trained people and ... emergencies, you need help where you are. Emergency medical technicians, or EMTs, do specific rescue jobs. They ...

230

Já jako u?itelka: profesní sebepojetí studentky u?itelství v posledním ro?níku pregraduální p?ípravy. / My teacher self: Professional self-concept of a student teacher in the last year of undergraduate training.  

Directory of Open Access Journals (Sweden)

Full Text Available The study describes the professional self-concept of a student teacher in the last year of undergraduate training. The study reflects overview studies dealing with the issue of self-concept and the professional self-concept of the teacher. The importance of positive professional self-concept at the onset of professionaldevelopment is documented and terms are conceptualized to suit needs of qualitative research. Content analysis of a free utterance and an in-depth interview concentrates on the search for dominating aspects of self-concept, the description of the selfconcept in relation to the self-discrepancy theory and the thoughts about a possibledevelopment of the professional self. It shows that the most significant aspect of the student’s self-concept is the fear emanating from the discrepancy between the ideal self and the real self, between the ought self and the real self. Despite the factthat the student is formulating her self-concept as a teacher, it is constructed almost exclusively on experience gained in the role of a pupil. Following up this findings, the study discusses the question in what way the forming of professional self-concept should be influenced during the undergraduate teacher training.

B.Pravdová

2013-03-01

231

Perspectives: Mentoring New Teachers  

Science.gov (United States)

Beginning teachers have much to learn about teaching (Odell 1990), including navigating their own classrooms and learning new school procedures and policies. Mentors can assist beginning teachers in making the difficult transition from student to teacher. Smith and Ingersoll (2004) examined data from a national survey and found that beginning teachers who had the support of mentors and well-planned induction programs experienced increased job satisfaction and self-efficacy. This month's column describes how experienced teachers can be effective mentors and the benefits of a mentor-mentee relationship that can obtained as a result.

Hanuscin, Deborah L.; Lee, Michelle H.

2008-07-01

232

PROFESSIONAL DEVELOPMENT OF TEACHERS  

Directory of Open Access Journals (Sweden)

Full Text Available Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills. The ultimate goal of teacher professional development is improving student learning outcomes. Research indicates that teachers have control over many factors that influence motivation, achievement and behaviour of their students. Therefore, professional development focusing on effective classroom management will enhance a teacher's skills and performance in the classroom.

DR.S.KAYARKANNI

2012-04-01

233

Exploring Three Pedagogical Fantasies of Becoming-Teacher: A Lacanian and Deleuzo-Guattarian Approach to Unfolding the Identity (Re)Formation of Art Student Teachers  

Science.gov (United States)

This doctoral study concerns itself with the emergent identity formation of art student teachers: the knowledge and cultural systems [including TV and movies] through which art teaching identity conceives itself, and the ontological consequences [affects on art student teachers' collective and self (dis)identifications] that evolve from those…

Hetrick, Laura Jean

2010-01-01

234

Educadoras, lectoras y socias: La irrupción de las mujeres en un espacio de sociabilidad masculino. La Sociedad Sarmiento de Tucumán (Argentina) entre 1882 y 1902 / Teachers, Readers and Partners: The Emergence of Women in a Sphere of Male Sociability. The Sarmiento Society of Tucumán (Argentina) between 1882 and 1902  

Scientific Electronic Library Online (English)

Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish En 1882 se creó en San Miguel de Tucumán un espacio de sociabilidad que reunía a alumnos, egresados y maestros de dos instituciones educativas implantadas en la provincia durante la segunda mitad del siglo XIX en el marco del despliegue del naciente Estado central, la Escuela Normal y el Colegio Nac [...] ional. Se trata de la Sociedad Sarmiento que se constituyó en un ámbito literario que permitía a sus miembros una suerte de continuidad de sus estudios ante la ausencia de una universidad. La Sociedad llevó a cabo importantes emprendimientos, entre los que destacan la creación de una biblioteca y la edición de dos publicaciones periódicas, El Porvenir y El Tucumán Literario. A partir de estos proyectos se fue moldeando una experiencia de sociabilidad masculina, con una fuerte impronta liberal, que se desarrolló en constante tensión con las posibilidades de incluir en el proyecto a las recién llegadas al mundo de la educación, de la literatura y de la lectura: las mujeres. La preocupación central del artículo es examinar las vías a través de las cuales estas se incorporaron a ese espacio y asumieron el desafío de comenzar a expresarse con su propia voz. Abstract in english In 1882, a sphere of sociability was created in San Miguel de Tucumán that brought together students, graduates and teachers from two educational institutes established in the province during the second half of the 19th century within the framework of the emergence of the nascent central state, the [...] Teachers' College and the National College. Known as the Sarmiento Society, it constituted a literary sphere that enabled its members to achieve a sort of continuity in their studies in the absence of a university. The Society embarked on various major endeavors, including the creation of a library and the edition of two periodic publications, El Porvenir and El Tucumán Literario. These projects shaped an experience of male sociability, with a strong liberal imprint, that developed in constant tensión with the project of including the latest arrivals in the world of education, literature and reading, women. The central concern of the article is to examine the ways through which women were incorporated into this space ancl took up the challenge of beginning to express themselves in their own way.

Marcela, Vignoli.

2011-08-01

235

TRANSFORMACIÓN DE LAS REPRESENTACIONES Y EMERGENCIA DE LA IDENTIDAD PROFESIONAL DURANTE LA FORMACIÓN INICIAL DE LOS DOCENTES DE EDUCACIÓN FÍSICA: UN ESTUDIO EN LA ZONA DE NANTES – FRANCIA (TRANSFORMATION OF REPRESENTATIONS AND EMERGENCY OF PROFESSIONAL IDENTITY DURING INITIAL FORMATION AND TRAINING OF PHYSICAL EDUCATION TEACHERS: A STUDY IN THE AREA OF NANTES – FRANCE  

Directory of Open Access Journals (Sweden)

Full Text Available Resumen: En Francia, la formación de los docentes de EF se efectúa durante dos años en el Instituto Universitario de Formación de Maestros (IUFM, una vez se ha obtenido en la Universidad la licenciatura en Ciencias de la Educación Física y del Deporte (STAPS. El estudio analiza las características de los estudiantes que se orientan hacia la docencia, así como la evolución de las representaciones que van construyendo en el proceso de profesionalización. Contrastando las diferencias entre los ideales profesionales y la realidad de las prácticas, se pone de manifiesto lo que esperan los futuros docentes, en función de su recorrido inicial y de su motivación hacia la enseñanza. Si bien la emergencia de una identidad profesional aparece en el estudio, los resultados subrayan también la evolución de las tensiones y las dificultades de un acompañamiento pertinente y adaptado a la complejidad del proceso de profesionalización. Los datos en los que se basa este escrito proceden fundamentalmente de cuestionarios y entrevistas semiestructuradas realizadas en dos momentos de un estudio longitudinal más amplio de un grupo de estudiantes de la Licenciatura STAPSy, años más tarde, del IUFM. Abstract: The formation and training of PE teachers in France is carried out during two years at the IUFM (University Institute for the Formation of Schoolteachers –'Maestros'. Previously, candidates have obtained the degree on STAPS (PE and Sport Sciences. In this context, this paper analyzes the profile of teaching orientated students and the changes of representations that are shaped within the professionalization process. Contrasting the differences between professional ideals with real practices, variations of future teachers expectations are considered in relation to their socialization process. Although the study shows the emergency of a professional identity, the results also underline the evolution of the tensions and the difficulties for a pertinent tutorial monitoring, adapted to the complexity of the professionalization process. The paper is mainly based on data obtained by questionnaires and semi-structured interviews carried out in two stages of a wider longitudinal study with students of the degree STAPS and, some years later, of the IUFM.

Thérèse Perez-Roux

2009-08-01

236

Educadoras, lectoras y socias: La irrupción de las mujeres en un espacio de sociabilidad masculino. La Sociedad Sarmiento de Tucumán (Argentina) entre 1882 y 1902 / Teachers, Readers and Partners: The Emergence of Women in a Sphere of Male Sociability. The Sarmiento Society of Tucumán (Argentina) between 1882 and 1902  

Scientific Electronic Library Online (English)

Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish En 1882 se creó en San Miguel de Tucumán un espacio de sociabilidad que reunía a alumnos, egresados y maestros de dos instituciones educativas implantadas en la provincia durante la segunda mitad del siglo XIX en el marco del despliegue del naciente Estado central, la Escuela Normal y el Colegio Nac [...] ional. Se trata de la Sociedad Sarmiento que se constituyó en un ámbito literario que permitía a sus miembros una suerte de continuidad de sus estudios ante la ausencia de una universidad. La Sociedad llevó a cabo importantes emprendimientos, entre los que destacan la creación de una biblioteca y la edición de dos publicaciones periódicas, El Porvenir y El Tucumán Literario. A partir de estos proyectos se fue moldeando una experiencia de sociabilidad masculina, con una fuerte impronta liberal, que se desarrolló en constante tensión con las posibilidades de incluir en el proyecto a las recién llegadas al mundo de la educación, de la literatura y de la lectura: las mujeres. La preocupación central del artículo es examinar las vías a través de las cuales estas se incorporaron a ese espacio y asumieron el desafío de comenzar a expresarse con su propia voz. Abstract in english In 1882, a sphere of sociability was created in San Miguel de Tucumán that brought together students, graduates and teachers from two educational institutes established in the province during the second half of the 19th century within the framework of the emergence of the nascent central state, the [...] Teachers' College and the National College. Known as the Sarmiento Society, it constituted a literary sphere that enabled its members to achieve a sort of continuity in their studies in the absence of a university. The Society embarked on various major endeavors, including the creation of a library and the edition of two periodic publications, El Porvenir and El Tucumán Literario. These projects shaped an experience of male sociability, with a strong liberal imprint, that developed in constant tensión with the project of including the latest arrivals in the world of education, literature and reading, women. The central concern of the article is to examine the ways through which women were incorporated into this space ancl took up the challenge of beginning to express themselves in their own way.

Marcela, Vignoli.

237

Mentoring New Science Teachers  

Science.gov (United States)

Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are kept. Less attention is given to teaching mentors how to assist new science teachers to develop their content knowledge, general pedagogical knowledge, and science-specific pedagogical content knowledge. This article provides a checklist for mentor teachers to use when assessing the teaching skills and knowledge of new science teachers. This checklist helps prioritize what and how much assistance the new teacher needs.

Shea, Kathleen; Greenwood, Anita

2009-01-05

238

Research Experience for Teachers (RET): Supplement Opportunity  

Science.gov (United States)

... January 6, 2005 SUBJECT: Research Experience for Teachers (RET): Supplement Opportunity Dear ... teacher?s research experience into classroom practice. A brief biographical sketch of the teacher ...

239

Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?  

Science.gov (United States)

The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer institute as well as academic year support. The summer program included discipline-specific content lessons that utilized inquiry-based instruction, pedagogical practice involving the use of a summer high school enrichment program, and reflection on this practice-teaching in content area groups. Both in-depth qualitative interview and written reflection data were collected as well as data from the teachers' classroom implementation of inquiry. Based on the analysis of the teachers' interviews and classroom enactments, the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused. We used Windschitl's (Rev Educ Res 72(2):131-175, 2002) four constructivist dilemmas as a framework to understand the teachers' enactments. We describe the teachers' beliefs and practices in each enactment category as well as the components of the professional development model that were important to making changes in the teachers' practices. In the conclusion, we connect the enactment levels to the professional development experience and suggest future directions for professional developers to move teachers toward more integrated inquiry practices.

Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan

2013-12-01

240

Teachers Teaching Teachers (T3). Volume 6, Number 3  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Teaching English Language Learners: Mainstream Teachers Make a Stellar Journey as a Team to Transform Classroom Practices (Elsa M.…

Armstrong, Anthony, Ed.

2010-01-01

 
 
 
 
241

Teachers Teaching Teachers (T3). Volume 6, Number 1  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Collective Responsibility Makes All Teachers the Best (Stephanie Hirsh); (2) Tools: How Our School Measures up/Exploring Our…

Armstrong, Anthony, Ed.

2010-01-01

242

Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 1  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Districts Harness the Expertise of Classroom Teachers (Valerie von Frank); (2) Tool: Measuring Collaborative Norms; (3) Lessons from…

von Frank, Valerie, Ed.

2009-01-01

243

Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 3  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Building Bridges: Data Help Instructional Coach Make Vital Connections with Teachers (Theresa Long); (2) NSDC Tool: Instructional…

Crow, Tracy, Ed.

2009-01-01

244

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 5  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Call to Action: Landmark Study on Professional Learning Calls to Teacher Leaders (Joellen Killion); (2) Tools: Hone Your Understanding of Effective…

von Frank, Valerie, Ed.

2009-01-01

245

Teachers Teaching Teachers (T3). Volume 6, Number 2  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Standing Up, Speaking Out: Teacher Voices Lift to Influence National Policy (Anthony Armstrong); (2) Tool: Develop a Relationship…

Armstrong, Anthony, Ed.

2010-01-01

246

Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 2  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Sharpening Skills for Our Century (Valerie von Frank); (2) Lessons from a Coach: First, I Assess How Teachers Learn (Julie…

Crow, Tracy, Ed.

2009-01-01

247

Reel Teachers: References for Reflection for Real Teachers  

Science.gov (United States)

Movies with teachers as main characters provide a powerful medium of instruction in the teacher-education classroom. The authors describe a graduate course for practicing teachers, "The Portrayal of Teachers in Film," in which such movies stimulate the examination of trends in the portrayal of teachers and serve as springboards for the exploration…

Shaw, Carla Cooper; Nederhouser, Deborah Dobbin

2005-01-01

248

Teacher Educator Identity Development of the Nontraditional Teacher Educator  

Science.gov (United States)

The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…

Newberry, Melissa

2014-01-01

249

Dissident Teacher Education: A Heterologic Paradigm for Teacher Preparation  

Science.gov (United States)

As challenges are handed down from state and federal governments to demonstrate utility and efficiency within teacher education programs, it is important to stop and consider the role of teacher education within schooling. Perhaps we should prepare new teachers by asking, "How should we prepare new teachers?" By framing teacher education within a…

Parkison, Paul T.

2012-01-01

250

Strengthening Teacher Education Program: Keys to Develop through Teacher Assessment  

Directory of Open Access Journals (Sweden)

Full Text Available Teacher performance assessment is a part of a global trend based on teacher education program. The purpose of this paper is to investigate the American Teacher Performance Assessment (TPA program, to identify some of the features in creating a system for pre-service teachers in developing countries, and to suggest an ideal TPA model for strengthening the teacher education program.

Tecnam Yoon

2014-05-01

251

Reaching the teachers  

CERN Multimedia

The fourth edition of CERN's High School Teachers programme welcomed 38 teachers to the Laboratory this July. For three weeks the teachers were immersed in the life of CERN, giving them a unique experience to take back to their classrooms.   Participants and organisers of the HST 2001 programme. The pupils of the teachers who attended the High School Teachers (HST) programme at CERN will notice a difference when they meet their teachers at the beginning of next term. They'll see a new-found enthusiasm in their eyes, and this will be thanks to the three weeks they spent at the Laboratory attending the summer students' lectures and working with other teachers from around the world. 'This experience fires you up again!,' explains Wim Peeters, a Belgian teacher at CERN for the second time. For many teachers of physics, university is a long time ago. Physics research has moved on, and there are many new things to learn. That's why CERN has the HST, so that teachers can mix with university students in ...

2001-01-01

252

Costs of Emergency Care  

Science.gov (United States)

Costs of Emergency Care Fact Sheet Main Points Emergency care represents less than 2 percent of the nation’s $2.4 trillion in ... adequately funded. Q. What are the costs of emergency care? The cost of providing emergency care relates to ...

253

Violence in public school: reports of teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Objective: To assess the perception of violence from the reports of teachers of elementary and high school in a public state school in Fortaleza, Ceará. Method: A qualitative descriptive study conducted with 26 teachers, in the period from January to May 2006. To collect the data we adopted the following procedures: the discussion on school violence during the meetings of the teacher training week; the reading of the school regulations and the distribution of an instrument with the guiding question about the concept of violence as from the school reality, among the participants of the study. Afterwards, the thematic analysis of the reports was carried out. Results: Through the reports of teachers emerged the following categories: physical aggression, verbal aggression and fights as the most cited; to hide personal belongings, cursing, shoving and disrespect for the teacher and pranks were also mentioned. Conclusion: From the reports it appears that violence is perceived in physical, dimension moral and symbolic, and these “typologies” corroborate the descriptions found in literature as bullying or incivility, which dominate the school context.

Renata Carneiro Ferreira

2010-03-01

254

Elementary School Teachers' Manipulative Use  

Science.gov (United States)

Using data from 503 inservice elementary teachers, this study investigated the relationship between teachers' background characteristics, teachers' beliefs about manipulatives, and the frequency with which teachers use manipulatives as part of their mathematics instruction. Findings from the study show that teachers' grade level and beliefs about…

Uribe-Florez, Lida J.; Wilkins, Jesse L. M.

2010-01-01

255

Teacher Competence as a Basis for Teacher Education: Comparing Views of Teachers and Teacher Educators in Five Western Balkan Countries  

Science.gov (United States)

Orientation of teacher preparation toward the development of competence has recently been suggested as a worthwhile direction of change in teacher education in the Western Balkan countries. In this study, 2,354 teachers, teacher educators, and student teachers from Bosnia and Herzegovina, Croatia, Macedonia, Montenegro, and Serbia responded to a…

Pantic, Natasa; Wubbels, Theo; Mainhard, Tim

2011-01-01

256

Current Issues in Teacher Autonomy  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper provides a review of a selection of the literature in the field of English foreign language teaching related to teacher autonomy. The focus is on the core themes recurring in the literature, which comprise: rationale for teacher autonomy, definitions of the concept, descriptions of an autonomous teacher, recognition of the constraints on autonomy and suggestions for teacher education promoting teacher autonomy.

Wis?niewska, Danuta

2007-01-01

257

The Culturally Responsive Teacher Educator  

Science.gov (United States)

Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators'…

Gist, Conra D.

2014-01-01

258

The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years  

Digital Repository Infrastructure Vision for European Research (DRIVER)

There is relatively little research on the role of teacher expectations in the early school years or on the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at first, third, and fifth grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesse...

Hinnant, J. Benjamin; O’brien, Marion; Ghazarian, Sharon R.

2009-01-01

259

Human Rights Education Standards for Teachers and Teacher Education  

Science.gov (United States)

This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.

Jennings, Todd

2006-01-01

260

The Integrated Centre for Teacher Education at the University of Aveiro, Portugal.  

Science.gov (United States)

The Integrated Centre for Teacher Education at the University of Aveiro (Portugal) is a teaching and research unit designed to train teachers for the preprimary, basic, and secondary schools and to foster educational research. The objectives and characteristics of the Centre and its programs are described. Problems which emerged during its…

Da Silva, J. Lopes; And Others

1981-01-01

 
 
 
 
261

Teacher Education for Inclusive Education in the Arab World: The Case of Jordan  

Science.gov (United States)

This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among them a teaching force that is not adequately prepared to teach all children. This challenge arises…

Amr, Muna

2011-01-01

262

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers  

Science.gov (United States)

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

2009-01-01

263

Elementary Teacher Education in Papua New Guinea: Towards a Culturally Connected Perspective of Teaching  

Science.gov (United States)

Global and national agendas for quality education have led to reforms in Papua New Guinea's (PNG) elementary education, but criticism of the learner-centred Western pedagogies has emerged. One key influence on quality teacher education relates to perspectives of teaching. Existing research shows teachers' beliefs and perceptions of teaching…

Hahambu, Casper; Brownlee, Joanne M.; Petriwskyj, E. Anne

2012-01-01

264

Teacher Professionalisation and Professionalism in Portugal and Brazil: What Do the Policy Documents Tell?  

Science.gov (United States)

Examines teacher education policy in Portugal and Brazil over the past decade, discussing implications for teacher professionalization and professionalism; identifying the emergence of competing discourses arising from policy texts and other formal documents; and asserting that the intertwined concepts of professionalization and professionalism,…

Flores, Maria Assuncao; Shiroma, Enida

2003-01-01

265

Promoting Action Research and Problem Solving among Teacher Candidates: One Elementary School's Journey  

Science.gov (United States)

One elementary school's ongoing process in developing an appropriate action research requirement for teacher candidates during their student teaching experience (internship) is described. The assignment has evolved from a pilot project with one intern and mentor teacher to a requirement for all interns at the school. Several issues that emerged

Green, Susan K.; Brown, Matt

2006-01-01

266

Teachers' Critical Evaluations of Dynamic Geometry Software Implementation in 1:1 Classrooms  

Science.gov (United States)

Although the use of dynamic software in high school mathematics in the United States has emerged as a research topic, little research has been conducted on how teachers integrate new software in relation to at-home technology networks. Interviews with eight mathematics teachers from four North Carolina counties participating in 1:1 laptop…

Ware, Jennifer; Stein, Sarah

2014-01-01

267

Measuring Teacher Beliefs about Mathematics Discourse: An Item Response Theory Approach  

Science.gov (United States)

The purpose of this dissertation is to develop an instrument that can measure teacher beliefs about mathematical discourse as a continuum by exploring and describing qualitatively distinct levels of teacher beliefs, namely, Univocal, Partial Univocal, Emerging Dialogical, and Dialogical. Prior research indicates the importance of understanding…

Jang, Heeju

2010-01-01

268

"You Ain't My Daddy!": Black Male Teachers and the Politics of Surrogate Fatherhood  

Science.gov (United States)

Recent scholarship on male teachers across several national contexts has investigated the dilemmas of hegemonic masculinity for male educators while only recently beginning to examine race as a mediator of masculinity politics in teaching. Conversely, an emergent body of work on Black male teachers has centred analyses of race and culture, but has…

Brockenbrough, Ed

2012-01-01

269

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together  

Science.gov (United States)

Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher's…

Wiseman, Angela

2011-01-01

270

Gaps or Bridges in Multicultural Teacher Education: A Q Study of Attitudes toward Student Diversity  

Science.gov (United States)

This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that…

Yang, Yan; Montgomery, Diane

2013-01-01

271

Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders  

Science.gov (United States)

Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…

Oliver, Regina M.; Reschly, Daniel J.

2010-01-01

272

Teachers' Constructs of Effective Classroom Practice: Variations across Career Phases  

Science.gov (United States)

This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined…

Kington, Alison; Reed, Nick; Sammons, Pam

2014-01-01

273

Personality Types and Teaching Efficacy as Predictors of Classroom Control Orientation in Beginning Teachers.  

Science.gov (United States)

This study explored the personality types of beginning emergency permit teachers to determine whether those pursuing alternative certification displayed patterns in personality type. It also investigated the predictive relationship between personality types and teachers' beliefs concerning control in classroom management. Participants were 120…

Chambers, Sharon M.; Henson, Robin K.; Sienty, Sarah F.

274

Exploring the Support Role of Special Education Teachers after Hurricane Ike: Children with Significant Disabilities  

Science.gov (United States)

This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers (n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were "losses for…

McAdams Ducy, Elizabeth; Stough, Laura M.

2011-01-01

275

Linking Research and Practice through Teacher Communities: A Place Where Formal and Practical Knowledge Meet?  

Science.gov (United States)

This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants' roles and knowledge generated by the teacher community. Three patterns emerged pertaining…

Pareja Roblin, Natalie N.; Ormel, Bart J. B.; McKenney, Susan E.; Voogt, Joke M.; Pieters, Jules M.

2014-01-01

276

Teacher Response to the Methylphenidate (Ritalin) versus Placebo Status of Hyperactive Boys in the Classroom.  

Science.gov (United States)

Teacher behaviors toward hyperactive boys on methylphenidate (ritalin), toward hyperactive boys on placebo, and toward normal comparison peers were compared. Teachers were more intense and controlling toward hyperactive boys on placebo, but no differences emerged between comparison and medicated groups. Need for broader monitoring of treatment…

Whalen, Carol K.; And Others

1981-01-01

277

The "Trainer in Your Pocket:" Mobile Phones within a Teacher Continuing Professional Development Program in Bangladesh  

Science.gov (United States)

Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action's (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine…

Walsh, Christopher S.; Power, Tom; Khatoon, Masuda; Biswas, Sudeb Kumar; Paul, Ashok Kumar; Sarkar, Bikash Chandra; Griffiths, Malcolm

2013-01-01

278

Parent and Teacher Ratings of Communication among Children with Severe Disabilities and Visual Impairment/Blindness  

Science.gov (United States)

Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for…

Cascella, Paul W.; Trief, Ellen; Bruce, Susan M.

2012-01-01

279

The emerging and emergent present: a view on the indeterminate nature of mathematics lessons  

Science.gov (United States)

The notion of emergence has considerable currency in mathematics education. However, the notion tends to be used in a descriptive way rather than being theorized and developed as a phenomenon sui generis. The purpose of this article is to contribute to building a theory of emergence. After providing an exemplifying description and analysis of an episode from a second-grade mathematics classroom studying three-dimensional geometry, we discuss implications for theoretical and classroom praxis in mathematics education, especially for the curriculum planning and the preparation, training, and enhancement of teachers of mathematics.

Roth, Wolff-Michael; Maheux, Jean-François

2014-06-01

280

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne

2003-01-01

 
 
 
 
281

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

Science.gov (United States)

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

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

2012-01-01

282

Exploratorium Teacher Institute Leadership Program  

Science.gov (United States)

The Exploratorium Leadership Program is a two-year training and support program for alumni of the Teacher Institute who take on the responsibilities of mentoring and coaching novice science teachers in the Exploratorium Beginning Teacher Program.

2009-02-22

283

The Student Teacher Awareness Program.  

Science.gov (United States)

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

Siler, Carl S.; Swafford, George E.

1987-01-01

284

Developing emergency nursing competence.  

Science.gov (United States)

Developing and maintaining the competence emergency nurses need is an important function of emergency clinical nurse specialists (CNS), educators, and other members of the emergency department (ED) leadership team. A thorough orientation is the first and most important step in developing the competence of emergency nurses. After orientation, the challenge is to maintain currency of practice in the face of incessant change such as new medications, new equipment, and new therapies in emergency care. This article focuses on the orientation of emergency nurses. A related article in this issue addresses assessment of competency. PMID:11818264

Proehl, Jean A

2002-03-01

285

Excellent emergency medicine educators adapt teaching methods to learner experience level and patient acuity  

Directory of Open Access Journals (Sweden)

Full Text Available Objectives: This study investigates whether instructional methods used by excellent emergency medicine residency teachers change with changing conditions of learner level of training, patient acuity and department census. Methods: Four excellent, purposively selected, emergency medicine teachers consented to participate in this non-participant observational study. Teachers were observed for 32 hours in the emergency department, using a structured observation form focused on: teaching methods used, context learner level of training, emergency department patient census and patients' illness severity. Data was analyzed qualitatively using constant comparative analysis. Results: Fifteen (15 categories of teaching methods were observed. The 4 most frequently observed methods were: Questioning (used in 47of teaching encounters, Advice Giving (33, Limited Teaching Points (31 and Patient Updates (22. Patient Updates were more often used with senior residents. Multiple methods were used in most encounters. Teaching methods did not vary significantly with increased emergency department volume, but faculty and residents relied more heavily on a single method of teaching per encounter as patient acuity increased to Triage levels One and Two. Conclusions: Excellent emergency medicine teachers teaching methods were classified into 15 categories. They typically rely heavily on four methods, adapting to resident training level and patient illness severity, rather than patient volume. The observed teaching methods provide teachers who have high clinical productivity expectations and/or demanding emergency care settings with an enriched repertoire of teaching strategies.

Kristi H. Grall

2013-05-01

286

21ST CENTURY TEACHER EDUCATOR  

Directory of Open Access Journals (Sweden)

Full Text Available Teaching today is no longer a craft passed on without change from one generation to the next. Teaching as one has seen teaching done, or teaching as one has been taught is the trend of the day. Teacher education is a tentacle in the educational system which has policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. The main function of teacher education is to develop professionalism in the teacher trainees. The enhancement of teacher quality and professionalism of teachers is in the hands of the teacher educators. Who is a Teacher Educator.? A simple answer would be anyone who educates teachers. In this paper the author has defined a Teacher Educator as one who provides formal instruction and conduct research and development for educating prospective and practicing teachers. Teacher educators provide the professional education component of pre-service programs and the staff development component of in-service programs. The paper discusses the standards for teacher educators set by Association of Teacher Educators, Virgina, USAand its relevance to Indian teacher educators. Some of the areas discussed are teaching, cultural competence, professional development, program development, research etc ,. A more systemic orchestrated approach to selection, preparation, and renewal of teacher educators is the need of the hour. Teacher educators should explore new options for determining their roles and how those roles in working with teacher candidates are to be defined.

JACQUELINE KAREEM

2013-05-01

287

Managing Serious Teacher Misbehaviour  

Science.gov (United States)

This article presents findings from a study of five head teachers who were responsible for the management of serious teacher misbehaviour (TMB) in England. In cases that included the downloading of extreme pornography on a school laptop and a sexual relationship with a pupil, the multiple impacts of TMB were potentially devastating to the…

Page, Damien

2014-01-01

288

The Media Teacher's Handbook  

Science.gov (United States)

"The Media Teacher's Handbook" is an indispensible guide for all teachers, both specialist and non-specialist, delivering Media Studies and media education in secondary schools and colleges. It is the first text to draw together the three key elements of secondary sector teaching in relation to media study--the "theoretical", the "practical" and…

Scarratt, Elaine, Ed.; Davison, Jon, Ed.

2011-01-01

289

Inventing Teacher-Writers  

Science.gov (United States)

K-12 teachers are often encouraged to develop their own writing projects and practices, in order to enrich their writing pedagogy and share knowledge with other educators. Yet, in pursuing their own writing, teachers face a number of constraints, not the least of which is limited time. These constraints may be particularly salient for beginning…

Dawson, Christine

2011-01-01

290

Children as Art Teachers  

Science.gov (United States)

A goal of art learning is always independence, for everyone to become their own art teacher. Teaching for artistic independence can never start too early. As art teachers, children acquire confidence in their art, and in coming to school as artists. Children should be considered artists in residence and visiting artists in schools. It makes sense…

Szekely, George

2011-01-01

291

The Interpersonal Teacher Model.  

Science.gov (United States)

The Tuckman Teacher Feedback Form identifies five interpersonal teaching factors and styles: organized (managerial), dynamic (charismatic), flexible (laissez-faire), warm/accepting (personable), and creative (imaginative). The feedback generated can help student teachers adjust teaching style prior to service. (SK)

Tuckman, Bruce W.

1995-01-01

292

Evolution. Teacher's Guide.  

Science.gov (United States)

This teacher's guide was developed to assist teachers in the use of multimedia resources for the Public Broadcasting System (PBS) program, "Evolution." Each unit uses an inquiry-based approach to meet the National Science Education Standards. Units include: (1) "What is the Nature of Science?"; (2) "Who Was Charles Darwin?"; (3) "What is the…

Bershad, Carol

293

Facilitating Teacher Study Groups  

Science.gov (United States)

Although literacy coaching means many different things, all coaching initiatives have one common commitment: the goal of building teacher expertise. In the authors' work as coaches and with coaches, they have relied on teacher study groups as a main strategy for accomplishing this task. Their understanding of the potential for study groups has…

Walpole, Sharon; Beauchat, Katherine A.

2008-01-01

294

Children, Teachers and Literature.  

Science.gov (United States)

In this collection of papers, the authors develop a set of premises regarding the need for elementary teachers to be trained in the discipline of literature. Sections discuss (1) the importance of literature in providing children with mythic touchstones by which to conceptualize and order experience, (2) the need to train elementary teachers to…

Anderson, William; Groff, Patrick

295

The teacher under stress  

Directory of Open Access Journals (Sweden)

Full Text Available Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged professional stress are anxiety, depression, frustration, unfriendly behavior towards students and colleagues, emotional weariness, and extreme tension. Health and psychological problems cause, most frequently, the reduction of self-esteem job dissatisfaction, job resignation, absenteeism, and wrong decision-making. In an attempt to call professional public attention to negative effects of stress on the outcomes of teacher work, we have analyzed four important aspects of stress teachers experience in their everyday work (a definition and measurement of stress, (b distribution and sources of stress (problem behaviors in students, poor working conditions, lack of time, poor school ethos, (c teacher personality traits (sex, age, work experience, locus of control, job satisfaction, intention to resign absenteeism, (d strategies for overcoming and reducing negative effects of stress (direct action techniques, palliative techniques.

Krnjaji? Stevan B.

2003-01-01

296

Learning to Teach Teachers  

Science.gov (United States)

This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on…

Hollins, Etta R.; Luna, Christina; Lopez, Sonja

2014-01-01

297

Teacher Competencies as a Basis for Teacher Education--Views of Serbian Teachers and Teacher Educators  

Science.gov (United States)

Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental…

Pantic, Natasa; Wubbels, Theo

2010-01-01

298

Tolstoy, the Writing Teacher.  

Science.gov (United States)

Discusses Tolstoy's nearly lifelong career as a teacher. Quotes from Tolstoy's own writings about teaching: his accounts of his interactions with the peasant children at his school; his own theories about teaching; and how the teacher should follow the child. Draws parallels to the author's experiences teaching writing workshops at a soup kitchen…

Blaisdell, Bob

1998-01-01

299

Reforming Again: Now Teachers  

Science.gov (United States)

Background: Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the…

Marx, Ronald W.

2014-01-01

300

Engaged to the Teacher  

Directory of Open Access Journals (Sweden)

Full Text Available A high school teacher surveys her students about what engages them in the classroom. She discovers that her students are authorities on engagement and that her ideas about how to engage students do, for the most part, correspond with theirs. It seems that the relationship between teacher and student is at the heart of student engagement.

Louise Jarrett

2007-12-01

 
 
 
 
301

School Emergency Plans  

Medline Plus

Full Text Available ... food allergy, do you have an emergency health management plan in place at school? Researchers wanted to ... be made aware of how important emergency health management plans are for children with chronic conditions. I' ...

302

EMERGING CONTAMINANTS IN BIOSOLIDS  

Science.gov (United States)

Emerging contaminants are receiving increasing media and scientific attention. These chemicals are sometimes referred to as compounds of emerging concern or trace organic compounds, and include several groups of chemicals including endocrine disrupting compounds (EDCs), and phar...

303

HANARO radiation emergency plan  

Energy Technology Data Exchange (ETDEWEB)

The emergency plan of HANARO (High-flux advanced Neutron Application Reactor) is prepared based on the Korea Atomic Law, the Civil Defence Law, Disaster Protection Law and the emergency related regulation guides such as the NUREG series from USNRC to ensure adequate response capabilities to the emergency event which would cause a significant risk to the KAERI staffs and the public near to the site. Periodic training and exercise for the reactor operators and emergency staffs will reduce accident risks and the release of radioactivities to the environment. The plan describes the organization and staff`s duties in the radiation emergency, classification on the radiation accidents, urgent actions of reactor operators in the early state, emergency response activities, maintenance of emergency equipment, training and exercise to improve response capabilities against emergency accidents. (author). 1 tab., 5 figs.

Lee, Jong Tai

1997-10-01

304

Dog Bite Emergencies  

Science.gov (United States)

... Emergency Care Animal Welfare Veterinary Careers Public Health Dog bite emergencies What do I do if I’ ... vaccination records. What do I do if my dog bites someone? Dog bites are scary for everyone ...

305

Effective Teacher’s Attitudes According to Teacher’s Perceptions  

Directory of Open Access Journals (Sweden)

Full Text Available Aim of this research is to determine the qualifications which an effective teacher should have and to designate these qualifications according to their importance in the light of teachers? perception.Teachers working in K?r?ehir city center have been the environment for this research.A specific sample hasn?t been choosen because all the environment has been reached.The questionnaire which has been made by the researcher has been used in order to collect data and these data have been analysed by using techniques of frequency and percentage and then interpreted in schedules.At the end of the research,effective teacher attitudes in the light of their perceptions have been classified as „?personality??, „?professional sufficiency??, „?behaviour to students??, „?branch knowledge?? and determined order of their importance.According to the teachers in this working group, preference orders of effective theacher qualifications have not changed in terms of their branches.

Ayfer ?AH?N

2011-04-01

306

Beginning Teacher Programs  

Directory of Open Access Journals (Sweden)

Full Text Available This article reports the findings from the conduct of a 50- state survey to determine the status of state requirements and state components of beginning teacher programs instituted from 1983 to 1992. The article discusses the implementation of beginning teacher programs during the 1980s reform movement and describes the methodology used for the study. An analysis of seven state policy issues derived from an interpretation of the information about beginning teacher programs is provided, and four major themes identified in beginning teacher programs are presented. Appendices include detailed state-by-state information about beginning teacher programs and an annotated reference list of state materials and publications related to these programs.

Carol B. Furtwengler

1995-02-01

307

Developments in emergency planning  

International Nuclear Information System (INIS)

Scottish Nuclear has continually developed its arrangements for dealing with a nuclear emergency in a climate of increased public awareness. During recent years the company has produced a computerised Nuclear Emergency Information System for use during an emergency and is now constructing purpose built off-site centres for its two nuclear sites. Significant events in the last decade and the consequential developments in nuclear emergency preparedness are discussed. (author)

308

Harwell emergency handbook  

International Nuclear Information System (INIS)

The Harwell Laboratory Emergency Handbook 1987 contains emergency procedures to deal with any incident which might occur at AERE Harwell involving radioactive or toxic material releases. The Handbook gives details of the duties of members of the Site Emergency Organization and other key members of staff, the methods by which incidents are controlled, the communication links and liaison arrangements with other organizations and the possible consequences and actions that may be needed following an emergency. (UK)

309

Assessing emergency nursing competence.  

Science.gov (United States)

Assessing emergency nursing competence is an ongoing issue for emergency clinical nurse specialists (CNS), educators, and other members of the leadership team. Validation of emergency nurses' competency is not only required by regulatory agencies, but common sense tells people that they need to know that nurses can safely care for patients. Strategies for evaluating and improving emergency nursing competence based on the author's experience are discussed in this article. PMID:11818265

Proehl, Jean A

2002-03-01

310

Concerns and perceptions of beginning secondary science and mathematics teachers  

Science.gov (United States)

This study is an exploratory research project to: (1) identify the concerns that beginning science and mathematics teachers have about being a new teacher; and (2) identify the perceptions that these teachers have about the effectiveness of their preservice program in relation to their concerns. Program, in this context, is defined as pedagogy coursework, content coursework, and undergraduate experiences relevant to teaching. The participants for this study consisted of 11 beginning secondary and middle school science and mathematics teachers who were involved in the Salish Project at Purdue University, a research project designed to study secondary science and mathematics preservice programs across the nation. The new teacher concerns that emerged were: class assignments, curriculum development, time management, classroom management, and presentation of the content. Curriculum development, class assignments, and presentation of content have significant implications for the secondary science and mathematics preservice program. The perceptions that emerged about the preservice program were: content course work is too specific; some of the pedagogical coursework has limited usefulness; there is a need for more field experiences; and being an undergraduate teaching assistant eases the transition in becoming a teacher. All four of these perceptions have implications for the improvement of a secondary science preservice program.

Adams, Paul; Krockover, Gerald

2010-01-13

311

Nuclear accident emergency introduction  

International Nuclear Information System (INIS)

Nuclear accident emergency is an action for controlling or reliving nuclear accident and relaxing accident result. It is different from normal order and normal work procedures, and it is also the last part of depth defense. The article introduces the main content of nuclear accident emergency management work and an example of nuclear accident emergency drill. (author)

312

Planning for School Emergencies.  

Science.gov (United States)

This document is designed to provide civil leaders and school administrators with a resource that will enable them to develop comprehensive contingency plans for specific emergency situations. A discussion of disaster and emergency management planning includes an outline of the objectives of emergency planning that were established for this guide.…

Della-Giustina, Daniel E.

313

Emergent gravity in graphene  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We reconsider monolayer graphene in the presence of elastic deformations. It is described by the tight - binding model with varying hopping parameters. We demonstrate, that the fermionic quasiparticles propagate in the emergent 2D Weitzenbock geometry and in the presence of the emergent U(1) gauge field. Both emergent geometry and the gauge field are defined by the elastic deformation of graphene.

Zubkov, M. A.; Volovik, G. E.

2013-01-01

314

Teacher Preparation and NSF Collaboratives for Excellence in Teacher Preparation: FY98 Awards  

Science.gov (United States)

... TEACHER PREPARATION AWARDS NSF COLLABORATIVES FOR EXCELLENCE IN TEACHER PREPARATION AWARDS FISCAL ... for Excellence in Teacher Preparation Teacher Preparation Supported through Other Programs within ...

315

Working with "rookies": A case study of science teachers mentors  

Science.gov (United States)

To gain insight into the world of mentoring new science teachers it is imperative to examine how a veteran science teacher is influenced through his or her work mentoring a new teacher. The impacts of mentoring new teachers have been extensively researched within the literature, documenting many of the factors that may enhance the teaching abilities of new teachers (Hobson, Ashby, Malderez & Tomlinson, 2008; Ingersoll & Kralik, 2004; Wang & Odell, 2002). A thorough search of the literature reveals an unbalanced representation of research focusing on the many influences mentoring may bring to a new teacher while ignoring the impact on the mentor. It is when the activity of mentoring a new teacher is examined within the theoretical frame work of social cognitive learning, it is apparent that not only are two individuals participating in working together, but also that research needs to investigate both sides of the relationship. Also, since the mentoring relationship is situated within a community of practice, it becomes important to utilize a situated learning theoretical framework in tandem with social cognitive learning to provide the clearest picture of this dynamic social relationship. This case study seeks to share the impacts experienced by mentors through their work with new teachers and provide balance to the other side of research into the social partnership of mentoring. Five science teachers mentoring new teachers online, through the University of Minnesota's Science Engineering, Math Mentoring Program (STEMMP) and Science Teacher Induction Network (TIN), participated in this study that explores their experiences through a phenomenographic lens and follows an interpretive research approach. Four main themes emerged that identified how science teacher mentors were impacted from mentoring which included: (1) impacts to their teaching practice, (2) perceptions influenced from feedback, (3) enhanced reflection, and (4) enhancement of self-efficacy. The results of this study also provide a model by which science teacher mentor characteristics can be identified. This case study has implications for improvement of science teacher mentoring programs and policies for professional support of mentor teachers and their mentees.

Meagher, Thomas Francis

316

Teacher Education in Italy, Germany, England, Sweden and Finland  

Science.gov (United States)

This article presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. In the post-industrial world, the sense of teaching has profoundly changed, influenced by a rapidly evolving socio-economic context. The responses given by each country are different, but two tendencies emerge: on…

Ostinelli, Giorgio

2009-01-01

317

Union Learning Representatives: Facilitating Professional Development for Scottish Teachers  

Science.gov (United States)

In the United Kingdom, teachers' professional associations and labor organizations, notably in the form of trade unions have historically been involved in education and training in the workplace. Recently, in the United Kingdom this activity has gained greater credence and importance due to the emergence of trade union learning representatives who…

Alexandrou, Alex; O'Brien, Jim

2007-01-01

318

Introduction to Agricultural Products and Processing. Teacher Edition.  

Science.gov (United States)

This document consists of the teacher's guide to a module designed to teach high school students entry-level job competencies in the new areas of agriculture that are now emerging. The module, one of a series of publications designed to identify these new competencies, contains 11 instructional units that cover the following topics: trends in…

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

319

The Secret to Finland's Success: Educating Teachers. Research Brief  

Science.gov (United States)

In the last decade, Finland has emerged as the leading OECD country in educational achievement. In examining the sources of Finland's dramatic rise to the top, research shows one key element that has impacted Finland's success above all others: excellent teachers. This policy brief details the key elements of Finland's successful system, examining…

Sahlberg, Pasi

2010-01-01

320

Course Delivery: Keystones of Effective Special Education Teacher Preparation  

Science.gov (United States)

In this review of the literature, the authors examined studies investigating course delivery methods for preparing special education teachers. Ultimately, 17 studies were reviewed using a constant comparative qualitative method of analysis. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics,…

Vernon-Dotson, Lisa J.; Floyd, Loury O.; Dukes, Charles; Darling, Sharon M.

2014-01-01

 
 
 
 
321

Tough Transitions? Mediating Beginning Urban Teachers' Practices through Coteaching  

Science.gov (United States)

The coteaching model for teacher preparation has emerged in recent years as an alternative to the traditional student teaching or practicum experience. Several studies have investigated the process of coteaching and its impact on participants during the actual experience; however, few depict participants' experiences once they obtain positions and…

Wassell, Beth; LaVan, Sarah Kate

2009-01-01

322

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

von Frank, Valerie, Ed.

2009-01-01

323

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 8  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Tackling Behavior from All Sides (Valerie von Frank); (2) Tools: Effective Behavior Support Self-Assessment Survey; (3) Lessons from…

von Frank, Valerie, Ed.

2009-01-01

324

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 4  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Making a Serious Study of Classroom Scenes: High School Faculty Develops Away to Observe and Learn from Each Other (Valerie von Frank); (2) Tools for…

von Frank, Valerie, Ed.

2008-01-01

325

Teachers Teaching Teachers (T3)[TM]. Volume 5, Number 4  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Weekend Wisdom: Stimulus Funds Boost Professional Learning and Add Saturday Option (Valerie von Frank); (2) Lessons from a Coach:…

Crow, Tracy, Ed.

2009-01-01

326

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 6  

Science.gov (United States)

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Values and Clarity Build Classroom Language (Valerie von Frank); (2) Tools: Identifying and Clarifying Beliefs about Learning; (3)…

von Frank, Valerie, Ed.

2009-01-01

327

Knowledge Building Pedagogy and Teacher Change: One Teacher's Journey.  

Science.gov (United States)

This narrative account describes issues confronted by third grade students, their teacher candidates, and their experienced teacher as they sought to implement a knowledge building approach. Data come from the class database, videotape recordings, and the teacher's narrative account of the year. There is particular emphasis on the teacher's…

Moreau, Mary Jane

328

Teacher Leadership Development in PDSs: Perceptions of 22 Veteran Teachers  

Science.gov (United States)

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process.…

Cosenza, Michael N.

2013-01-01

329

Teacher Performance Assessment in Teacher Education: An Example in Malaysia  

Science.gov (United States)

As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…

Gallant, Andrea; Mayer, Diane

2012-01-01

330

Some Relationships Between Teacher Morale and Teacher Behavior  

Science.gov (United States)

Relationships between teacher morale, as measured by the Purdue Teacher Opinionaire, and verbal teacher behavior, as systematically observed using the Reciprocal Category System, were explored. Subjects were 39 female elementary (Kindergarten through second grade) teachers in Follow Through classrooms in six states. (Authors)

Greenwood, Gordon E.; Soar, Robert S.

1973-01-01

331

Stereotypical Images of Schooling: Teacher Socialization and Teacher Education.  

Science.gov (United States)

A discussion of how teacher educators must respond to the sociological issues beyond everyday work that affect teachers' attitudes, dispositions, and socialization in the workplace covers: professional and traditional teacher styles; experienced teachers' attitudes of conservatism, presentism, or individualism; job ambiguities and conflicts;…

Nigris, Elizabeth

1988-01-01

332

Workshop 6 by and for Teachers: The Teacher as Writer.  

Science.gov (United States)

A testament to the belief that K-12 teachers should be writers, this book invites readers into the classrooms and minds of teachers who write. The fiction, poetry, personal essays, and two teacher interviews celebrate the power of writing and invite teachers to become more seriously involved in writing for themselves. The classrooms described in…

Barbieri, Maureen, Ed.; Rief, Linda, Ed.

333

Psychognostic component of teacher`s professional activity  

Directory of Open Access Journals (Sweden)

Full Text Available The article tells about teacher`s psychognostic apparatus and its role in this process. Proposed a model of teacher`s psychognostic activity realization within the bounds of educational process with the usage of psychological service elements.

Albina Minahmetova

2013-02-01

334

How Vocational Teachers Describe Their Vocational Teacher Identity  

Science.gov (United States)

Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e. how vocational subject teachers describe their…

Köpsén, Susanne

2014-01-01

335

Teacher Retention and Attrition: Views of Early Career Teachers  

Science.gov (United States)

The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions…

Buchanan, John; Prescott, Anne; Schuck, Sandra; Aubusson, Peter; Burke, Paul; Louviere, Jordan

2013-01-01

336

Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership  

Science.gov (United States)

In this study it is aimed to find out primary school teachers' and principals' expectations and perceptions related to teachers' leadership. The population of this survey consists of primary school teachers and principals in Odunpazari, one of the two central municipalities in Eskisehir, in 2011-2012 educational year. Teachers and principals of…

Kiranh, Semra

2013-01-01

337

Teacher Development in Action: Understanding Language Teachers' Conceptual Change  

Science.gov (United States)

Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…

Kubanyiova, Magdalena

2012-01-01

338

Teachers' Organisations and Their Role in Teachers Welfare  

Directory of Open Access Journals (Sweden)

Full Text Available The paper is aimed at to acquaint regarding teachers organizations and their role inteacher welfare. Teachers' organization has to play decisive role in back drop of therecent educational reforms. The role of teachers' organizations in fosteringprofessionalism and initiating teachers into social action can hardly is overemphasizedgiven the key position that the teacher holds in a society. The obligations whichconstitute the academic ethics are not the same as a comprehensive code of conduct foruniversity teachers in all spheres of life. A working of the teachers' organizations in Indiareveals that they have addressed themselves to fulfilling union-type functions.

Bijendr Pradhan

2012-07-01

339

Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers  

Science.gov (United States)

The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and understood. This investigation recommends that teachers' personal understanding of science, as revealed through narrative inquiry, becomes a focus in developing new educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula, and the addition of the valued voice of elementary teachers to the discourse of science education.

Price, Robert John

340

Development environmental attitude of prospective science teachers  

International Nuclear Information System (INIS)

Since the last three decades or so, we have witnessed the growing concern of human beings, all over the world, to adopt measures to conserve and preserve environment of the planet earth, because the same has been threatened by human activity and by way of our unparalleled intervention in the otherwise balanced environment. This awareness and concern has emerged as a need of incorporating environmental Issues into the normal curricula, so that we can educate the young generation to become informed decision-makers of the future. UNESCO and UNEP have advocated (since the last three decades) to teach environmentalised science to students. In Pakistan, there have been attempts to change curricula in accordance with the need of the time. Teachers need new kinds of skills, attitudes and commitment to teach science in an environmentalised fashion. This article discusses the impact of a semester-course on change in environmental attitudes of prospective science-teachers. A pre-test, post-test method was used to ascertain any change in environmental attitude of prospective science-teachers, after studying the environmental education course. It has been shown that there was a change in the environmental attitude of science-teachers as a result of the one-semester course, but the change or the level of attitude was not substantial or satisfactory. There seems to be a need of adopting a comprehensive approach to environmental education, and introducing teaching of environmental cod introducing teaching of environmental concepts at a very early age. (author)

 
 
 
 
341

The Language Teacher’s Role in the Age of the Internet  

Directory of Open Access Journals (Sweden)

Full Text Available The Internet can have a strong influence on students learning the Japanese language in Slovenia, as well as in other parts of Europe. Almost all freshmen have come into contact with Japanese pop culture via the Internet. The aim of this paper is to discuss the teacher’s role in overcoming certain problems associated with learning the Japanese language in the age of the Internet. First, looking at a general survey of the current situation surrounding teaching Japanese language in Slovenia, we identify the advantages and disadvantages of using the Internet when learning the language. However, the disadvantages of the Internet that lead to learner problems are, in fact, the problems that we also face in daily communication. So, as a teacher, I propose following three strategies to lead the learner: first, let the learner’s interests stimulate him to explore a wider and deeper world; second, lead the learner to reconstruct his world; and third, lead the learner to self expression so that he can be understood by the listener and improve his communication skills. Such are teacher’s strategies for interactive communication based on individual standpoint versus a world view, which has emerged in teaching Japanese language when the learner seeks language skills not solely for practical purposes as in Slovenia. Considering this, I additionally propose for Common European Framework of Reference (CEFR ideology that those strategies aim to achieve “an expertise of the relationship with the Other” (Zarate, Gohard-Radenkovic, Lussier, & Penz. 2004, p. 11.

Nagisa MORITOKI

2011-10-01

342

Teacher training in higher education: The case of teachers of medicine  

Directory of Open Access Journals (Sweden)

Full Text Available This paper addresses the subject of teacher training in higher education, and more specifically the training of teachers of medicine. It starts by establishing a theoretical articulation between the fields of medical education and teacher training at the higher education level.Reference is made to the teaching component of academic activity, and to the importance which should be attached to this component, in terms both of progression in teaching careers and of training. The author examines the characteristics of the teaching activity of medical teachers and describes the training programme of the teaching staff at the Faculdade de Ciências Médicas da Universidade Nova de Lisboa.From the conclusions drawn by the author, there emerge issues of leadership, involvement and participation by teachers in their own training, creation of programmes for professional development, and the existence in institutions of structures specifically designed for purposes of training, with an emphasis on the contribution of educational science specialists working within these structures.

Patrícia Rosado Pinto

2008-09-01

343

Mobile Learning in Maths Teacher Education: Using iPads to Support Pre-Service Teachers' Professional Development  

Science.gov (United States)

An emerging body of literature explores mobile learning in teacher education contexts. A common theme is the facilitation of collaborative, authentic professional learning experiences, often leveraged by the immediate and spontaneous nature of learning in informal settings. This paper takes a snapshot of current developments with mobile learning…

Kearney, Matthew; Maher, Damian

2013-01-01

344

Surgical emergencies in oncology.  

Science.gov (United States)

An oncologic emergency is defined as an acute, potentially life threatening condition in a cancer patient that has developed as a result of the malignant disease or its treatment. Many oncologic emergencies are signs of advanced, end-stage malignant disease. Oncologic emergencies can be divided into medical or surgical. The literature was reviewed to construct a summary of potential surgical emergencies in oncology that any surgeon can be confronted with in daily practice, and to offer insight into the current approach for these wide ranged emergencies. Cancer patients can experience symptoms of obstruction of different structures and various causes. Obstruction of the gastrointestinal tract is the most frequent condition seen in surgical practice. Further surgical emergencies include infections due to immune deficiency, perforation of the gastrointestinal tract, bleeding events, and pathological fractures. For the institution of the appropriate treatment for any emergency, it is important to determine the underlying cause, since emergencies can be either benign or malignant of origin. Some emergencies are well managed with conservative or non-invasive treatment, whereas others require emergency surgery. The patient's performance status, cancer stage and prognosis, type and severity of the emergency, and the patient's wishes regarding invasiveness of treatment are essential during the decision making process for optimal management. PMID:24933674

Bosscher, M R F; van Leeuwen, B L; Hoekstra, H J

2014-09-01

345

Developing teachers' social and emotional competence: a humanistic psychology perspective  

Directory of Open Access Journals (Sweden)

Full Text Available The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.

Pablo Palomero Fernández

2009-08-01

346

Constructing constructivism: The voyage of elementary science teachers  

Science.gov (United States)

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Freed, Andrea Beth

347

Science experiences of six elementary student teachers: A case study  

Science.gov (United States)

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

Willcox, Jacqueline Kay

348

Teachers Voices Interpreting Standards  

Directory of Open Access Journals (Sweden)

Full Text Available The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has happened because teachers’ views and experiences have driven neither the setting of standards nor the assessment of their achievement. We use data from essays by teachers in an innovative masters program to compare teachers’ experiences involving the Virginia Standards of Learning with ideal standards for professional development adopted by the National Board for Professional Teaching Standards. We argue that there are serious negative consequences of the failure to include dialogue with K-12 teachers in setting standards and especially in the creation of assessments to measure performances relative to the standards. We believe the most successful, honest, and morally defensible processes must be built on the experience and wisdom of classroom teachers.

Leo C. Rigsby

2003-11-01

349

IN-SERVICE TEACHER EDUCATION PROGRAMME : TEACHERS' PERCEPTION  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teacher education – both pre-service and in-service is responsible for developing quality teaching work-force. It is generally observed that the quality of pre-service teacher education is low. It does not equip prospective teachers with requisite knowledge, skills and attitudes to perform effectively in their work-situation.So,in-service education of teachers is considered to be key aspect of school improvement efforts. The training, retraining and updating of teachers are ...

Suman Dala; Neetu Sharma, N. N.

2014-01-01

350

Effective Teacher Professionalization in Networks?  

Science.gov (United States)

Teacher professionalization has been focused too strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for professional development of teachers. The results show that…

Hofman, Roelande H.; Dijkstra, Bernadette J.

2010-01-01

351

Collaborative Research and Teacher Education  

Science.gov (United States)

In this article, the author explores how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. She begins with a brief review of the historical antecedents to collaborative teacher research in order to detail how teachers and their allies have fought…

Christianakis, Mary

2010-01-01

352

More than "Just" a Teacher  

Science.gov (United States)

Most teachers often pass themselves off as "just" teachers, when in truth they are so much more. Teacher, adviser, consultant, confidante, manager, leader, partner, collaborator, role model, councillor, researcher, learner, friend. Of course, in the 21st-century education system teachers are expected to carry out roles well beyond "just"…

Bianchi, Lynne

2011-01-01

353

Primary Teacher Education in Malaysia  

Science.gov (United States)

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

Ching, Chin Phoi; Yee, Chin Peng

2012-01-01

354

Teacher Investment in Learner Identity  

Science.gov (United States)

From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

Reeves, Jenelle

2009-01-01

355

Emergent Properties of the System ???????????? ???????? ???????  

Directory of Open Access Journals (Sweden)

Full Text Available The article considers approaches to definition of the “emergency” notion and provides foundations of emergent properties of the system and emergent strategies of enterprise management.? ?????? ??????????? ??????? ? ??????????? ??????? «??????????????», ?????????? ?????? ???????????? ??????? ??????? ? ???????????? ????????? ?????????? ????????????.

Geseleva N. V.

2013-07-01

356

Teacher Leaders Network  

Science.gov (United States)

The Teacher Leaders Network (TLN) is an independent, web-based network of experienced, leading, and award-winning teachers who have achieved success as authors, professional developers, trained mentors, policy consultants, and community leaders. This virtual community participates in daily online discussions that explore and debate the merits of educational policies, techniques, and philosophies. Materials available at the TLN web site include weblogs in which members share their experience and insights; links to resources for teacher leadership, coaching and mentoring, education policy, and other topics; links to news articles and publications; and information on the organization's sponsors, funding, and partners.

357

Socioscience and ethics in science classrooms: Teacher perspectives and strategies  

Science.gov (United States)

This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed.

Sadler, Troy D.; Amirshokoohi, Aidin; Kazempour, Mahsa; Allspaw, Kathleen M.

2006-04-01

358

A Teachers’ Guide for Action  

...A Teachers’ Guide for Action Institute of Physics institute,physics,iop,education,schools,teacher,support A Teachers’ Guide for Action This site uses cookies.... IOP Institute of Physics For physics bull; For physicists bull; For all Home News About us Contact us Calendar MyIOP Search ...are here Education I am a teacher Support for teachers Girls in physics A Teachers’ Guide for Action I am a teacher ...Support for teachers Girls in physics Science: It’s a People Thing: a discussion workshop for girls It's different for Girls - the ...

359

Teachers’ Narratives indicate Professional Stamina  

DEFF Research Database (Denmark)

The neoliberal restructuring of the welfare state has changed the conditions for teacher practice. Teachers’ narratives have been collected in the western part of Denmark. They give insight in teacher practice and how teachers’ conditions for working have changed. 3 themes are discussed to illustrate this development: 1) individualisation, 2) operating economy and 3) loss of authority. The teachers’ main focus is the benefit of the children even though this means they have to manipulate the demands issued on them.

Daugbjerg, Peer SchrØder

360

Introduction: Teacher Supply in the 1990s.  

Science.gov (United States)

Introduces this journal issue on teacher supply in the 1990s: eight papers examine teacher internships, teacher recruitment and retention, minority teachers, limited English proficient teacher demands, stress factors in teacher retention, special education teacher shortage, on-the-job special education training, and legislation and support…

Karge, Belinda Dunnick; And Others

1992-01-01

 
 
 
 
361

The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decis [...] ion-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.

Cassie, Swanepoel.

362

The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform  

Directory of Open Access Journals (Sweden)

Full Text Available Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decision-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.

Cassie Swanepoel

2008-02-01

363

Teacher Reflection as Teacher Change, and Teacher Change as Moral Response  

Science.gov (United States)

Teacher reflection has been a popular topic during the past twenty years. The literature generally discusses teacher reflection as either (a) retrospection, (b) problem solving, (c) critical reflection, or (d) reflection-in-action. This qualitative study went beyond these typical descriptors to characterize teacher reflection instead as teacher

Boody, Robert M.

2008-01-01

364

The Effect of Teacher Misbehaviors on Teacher Credibility and Affect for the Teacher  

Science.gov (United States)

This study investigated the effect of teacher misbehavior on student affect for the teacher and teacher credibility. Participants completed an Affect Toward Teacher Scale and a Source Credibility Scale in reference to one of four experimental conditions. The first two research questions examined the effect of misbehaviors on student affect for the…

Banfield, Sara R.; Richmond, Virginia P.; McCroskey, James C.

2006-01-01

365

Becoming a Content-ESL Teacher: A Dialogic Journey of a Science Teacher and Teacher Educator  

Science.gov (United States)

This dialogical narrative describes the observations and changes in instruction of an 8th-grade science teacher in an English language learner (ELL) sheltered science class before and after receiving instruction in ESL methods, and the backdrop for the teacher's growth, as narrated by the second language teacher educator who directed the teacher's…

Welsh, Lori C.; Newman, Karen L.

2010-01-01

366

Emergency in Burn; Burn in Emergency  

Directory of Open Access Journals (Sweden)

Full Text Available Physicians who first meet with burned patients are often emergency service employees. When the patient was admitted to emergency service, especially in patients with major burn injury, is a matter should be dealt with strongly. Before sending the patients to a burn center, some interventions could became life saving which should be done as a first line treatment. Herein, review of the literature related to emergency burn treatment was performed and presented to all physicians as a summary guide. In addition, some questions such as how should be physician, who first meet with the burned patient, evaluated the patient, what should be physician paid attention, which principles should be employed for fluid replacement, how should be approached to burn wound are tried to be addressed. [TAF Prev Med Bull 2012; 11(3.000: 365-368

Yalcin Bayram

2012-06-01

367

Emergency planning and preparedness  

International Nuclear Information System (INIS)

This bulletin contains information about activities of the Nuclear Regulatory Authority of the Slovak Republic (UJD). In this leaflet the role of UJD in Emergency planning and preparedness is presented. Emergency planning is the set of measures with the aim to find out and to get under control incidents and accidents at nuclear installation, and to find out and to master releases of radioactive materials into the environment. At the national level the Governmental National Emergency Commission for Radiation Accidents (KRH SR) is responsible for the emergency preparedness. This Commission consists of representatives from Ministry of Interior; Ministry of Health, Ministry of Economy, Ministry of Foreign Affairs, Ministry of Transportation, Posts, and Telecommunications, Ministry of Defence, and institutions participating in the emergency planning, including UJD. The UJD Chairman acts as Vice-chairman of this Commission. The assessment of the course and consequences of serious incident and accidents of nuclear installations is carried out by the Emergency Response Centre (KKC) established in 1995 by UJD, which manages its activities according to the Emergency Plan. The Emergency Plan of UJD is the set of technical and organisational measures with the aim to suggest optimal measures for protection of population and environment. In order to fulfill the tasks of the emergency planning UJD established its Emergency Response Group, which consists of four professional groups: (1) Reactor safety group; (2) Radiation protection group; (3) Logistic group; (4) Information group. UJD closely co-operates in the area of emergency planning on the international level. Agreements on co-operation have been signed with all neighbouring countries, International Atomic Energy Agency (IAEA), and other European countries. The emergency preparedness is verified by various types of emergency exercises at national or international level. UJD approved on-site emergency plans of nuclear installations, which include measures necessary to protect staff, population and environment. In addition, emergency transportation orders for transportation of radioactive materials are approved as well. Off-site emergency plans for protection of population, which contain measures for protection of inhabitants, health, and environment, have to be positively reviewed by Nuclear Regulatory Authority. Team inspections with the aim to review the emergency preparedness of operators of nuclear installations in the Slovak Republic are carried out on regular basis

368

Getting Along with Teachers  

Science.gov (United States)

... you learn. But teachers and students sometimes have personality clashes, which can happen between any two people. ... another, be polite, and stay focused on the job at hand. In other words, they need to " ...

369

Physics Teacher Quality  

Science.gov (United States)

Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

Wallace, Andrew; Bixler, David

2010-03-01

370

Education scholarship in emergency medicine part 3: a "how-to" guide.  

Science.gov (United States)

Successful emergency medicine (EM) education scholarship requires a systematic approach that includes searching the (grey) literature, mobilizing resources, adopting frameworks to focus the innovation, integrating a component of program evaluation, and disseminating the innovation via traditional and emerging avenues. This paper provides direction for EM teachers and educators looking to transform their education innovation into scholarship. Recommendations on producing EM education scholarship from the 2013 consensus conference of the Academic Section of the Canadian Association of Emergency Physicians are presented. PMID:25027787

Bhanji, Farhan; Cheng, Adam; Frank, Jason R; Snell, Linda; Sherbino, Jonathan

2014-05-01

371

Emergent Cosmology Revisited  

CERN Document Server

We explore the possibility of emergent cosmology using the effective potential formalism. We discover new models of emergent cosmology which satisfy the constraints posed by the cosmic microwave background (CMB). We demonstrate that, within the framework of modified gravity, the emergent scenario can arise in a universe which is spatially open/closed. By contrast, in general relativity (GR) emergent cosmology arises from a spatially closed past-eternal Einstein Static Universe (ESU). In GR the ESU is unstable, which creates fine tuning problems for emergent cosmology. However, modified gravity models including Braneworld models, Loop Quantum Cosmology (LQC) and Asymptotically Free Gravity result in a stable ESU. Consequently, in these models emergent cosmology arises from a larger class of initial conditions including those in which the universe eternally oscillates about the ESU fixed point. We demonstrate that such an oscillating universe is necessarily accompanied by graviton production. For a large region...

Bag, Satadru; Shtanov, Yuri; Unnikrishnan, Sanil

2014-01-01

372

Motivation innovation future teacher  

Directory of Open Access Journals (Sweden)

Full Text Available This article is devoted to the study of motivation innovation of future teachers. The study was conducted at the Faculty of Philology and the Faculty of Physical Education and Safety CSPU. We used data from a survey 247 students of 4–5 courses, the aim of which was to study the motives that impel prospective teachers to engage in innovative activities.

Vera Elagina

2013-01-01

373

NSC: Teacher Tools  

Science.gov (United States)

These teacher tools from the National Science Center (NSC) are categorized by chemistry, air pressure and fluids, electricity, energy, light, magnetism, mathematics, motion, sound, wave phenomena, and science soup (miscellaneous topics). The resources are lesson plans, activities, videos, and opportunities to register for distance learning. There is also a teacher forum to share lessons and activities. The miscellaneous section includes a recycling water and water pollutants lesson plan, and videos on designing and building a space station.

374

Emergence and Reflexive Downward  

Directory of Open Access Journals (Sweden)

Full Text Available This paper responds to Jaegwon Kim's powerful objection to the very possibility of genuinely novel emergent properties Kim argue that the incoherence of reflexive downward causation means that the causal power of an emergent phenomenon is ultimately reducible to the causal powers of its constituents. I offer a a simple argument showing how to characterize emergent properties m terms of the effects of structural relations an the causal powers of that constituents.

John Symons

2002-06-01

375

Energy emergency handbook  

Energy Technology Data Exchange (ETDEWEB)

This Handbook identifies selected state and federal measures available to mitigate the impact of an energy emergency, and provides a comprehensive energy emergency communications directory. In the case of state remedial actions, particular emphasis has been placed on typical implementation procedures and likely impacts. The discussions of federal actions focus on initation and implementation procedures. The directory is designed to facilitate communications of all types (telephone, Telex, TWX, or facsimile) among key energy emergency officials in the federal and state governments.

1979-01-01

376

Flux Emergence (Theory  

Directory of Open Access Journals (Sweden)

Full Text Available Magnetic flux emergence from the solar convection zone into the overlying atmosphere is the driver of a diverse range of phenomena associated with solar activity. In this article, we introduce theoretical concepts central to the study of flux emergence and discuss how the inclusion of different physical effects (e.g., magnetic buoyancy, magnetoconvection, reconnection, magnetic twist, interaction with ambient field in models impact the evolution of the emerging field and plasma.

Mark C. M. Cheung

2014-07-01

377

Emergency presurgical visit  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The objective has been to create a Protocol of Structured Presurgical Visit applicable to the patients who are undergoing an emergency surgery, to provide the user and his family all the necessary cares on the basis of those nursing diagnosis that prevail in all the cases of surgical emergency interventions. The used method has been an analysis of the emergency surgical interventions more prevalent from February 2007 until October 2008 in our area (a regional hospital), and statistic of those...

Alfredo Castro Díaz; María Jesús Martín González

2009-01-01

378

Emergency air supply  

International Nuclear Information System (INIS)

An air supply safety device is described which can operate in an hostile environment. The system ensures that should the ring mains supply or the operator's individual hose fail an emergency air supply is obtained from a compressed air bottle fed to the operator's face mask via a valve. The valve switches from mains/mask to emergency supply/mask when the mains pressure falls below the emergency supply pressure. (U.K.)

379

Emergencies and Democratic Failure  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Critics of emergency measures such as the U.S. government’s response to 9/11 invoke the Carolene Products framework, which directs courts to apply strict scrutiny to laws and executive actions that target political or ethnic minorities. The critics suggest that such laws and actions are usually the product of democratic failure, and are especially likely to be so during emergencies. However, the application of the Carolene Productsframework to emergencies is questionable. Democratic failure...

Vermeule, Cornelius Adrian; Posner, Eric A.

2006-01-01

380

Student to Teacher  

Directory of Open Access Journals (Sweden)

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

Sheila Spence

2012-06-01

 
 
 
 
381

Humanism in emergency medicine.  

Science.gov (United States)

Emergency medicine has not yet appropriated "humanism" as a term of its own. Medical humanism needs to be interpreted in a way that is consistent with the practical goals of emergency medicine. In this essay, humanism in emergency medicine is defined by identifying the dehumanizing aspects of sudden illness and exploring of ways for sustaining the humanity of emergency department patients. Excerpts from Dr Oliver Sacks' autobiographical work A Leg to Stand On give voice to the human needs created by sudden illness and its treatment. PMID:8363690

Rosenzweig, S

1993-09-01

382

Emergency planning and preparedness  

International Nuclear Information System (INIS)

Emergency planning and preparedness for a major nuclear accident are examined in the light of events following the accident at the Three Mile Island reactor. Problems discussed in detail include adequate planning basis, accident assessment, training, funding and emergency planning guidance. The concept of emergency planning zones for airborne plume radiological exposure (about 10 miles) and radiological exposure from ingestion of food (about 50 miles) are described. Also mentioned is a system for rapidly providing offsite information on atmospheric and radiological assessments. It is concluded that emergency planning has received too little attention to date. (U.K.)

383

The Effectiveness of "Teach for America" and Other Under-certified Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA."  Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach.  Recently hired under-certified and certified teachers (N=293 from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1 that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2 that students of certified teachers out-performed students of teachers who were under-certified.  This was true on all three subtests of the SAT 9—reading, mathematics and language arts.  Effect sizes favoring the students of certified teachers were substantial.  In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale.  Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification.  Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children.  Present policies allowing under-certified teachers, including those from the TFA program, to work with our most difficult to teach children appear harmful.  Such policies increase differences in achievement between the performance of poor children, often immigrant and minority children, and those children who are more advantaged.

Ildiko Laczko-Kerr

2002-09-01

384

GTTP - Changing the World Teacher by Teacher  

Science.gov (United States)

The Galileo Teacher Training Programme successfully named representatives in nearly 100 nations in 2009, the International Year of Astronomy (IYA2009). The challenge had just began, the steps ahead are how to reach educators that might benefit from our program and how to help build a more fair and science literate society, a society in which good tools and resources for science education are not the privilege of a few.

Doran, R.

2011-10-01

385

Teacher Education and Teacher Identity in Transition  

Directory of Open Access Journals (Sweden)

Full Text Available Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

Fern Snart

2010-06-01

386

Reflexões sobre as vozes contribuintes para a constituição da subjetividade profissional do docente alfabetizador / Reflections about the voices contributing to the constitution of the literacy teacher's professional subjectivity  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese A angústia com relação ao processo de alfabetização é uma constante entre alfabetizadores, seja porque várias teorias de ensino e aprendizagem da língua materna são veiculadas pelo discurso acadêmico e bibliográfico, seja porque as políticas educacionais as adotam. Neste artigo, objetiva-se abordar, [...] por meio de enunciados de professores alfabetizadores, quais as diferentes vozes que os constituíram profissionalmente, determinando o que se configura como base teórica em suas práticas pedagógicas. A coleta de dados se realizou por meio de filmagens das atividades desenvolvidas em um curso de extensão, as quais, depois de editadas, foram analisadas com base nos pressupostos bakhtinianos de linguagem e dialogia. Os enunciados docentes revelam suas crenças e incertezas sobre os métodos de alfabetizar, apropriados de maneira fragmentada e superficial. É na compreensão de uma concepção de linguagem como interlocução, focalizando sujeito e história, que o professor alfabetizador poderá superar modismos e se fortalecer enquanto responsável pelo ensino crítico da leitura e da escrita escolarizada. Abstract in english The anxiety about the literacy process is constant among literacy educators, either because the various theories come through the academic and bibliographic discourse, or because the educational policies adopt them. This article aims at discussing, through the utterances of literacy teachers, which [...] voices are contributing to their professional subjectivity, determining what makes up the theoretical basis of their pedagogical practice. Data collection was performed by filming the activities carried out in an extension course, edited and then analyzed based on Bakhtinian concepts of language and dialogism. The utterances reveal their teaching beliefs and uncertainties about the appropriate literacy methods, learned in a fragmented and superficial way. It is through the process of understanding a language concept as interlocution, focusing on the subject and his/her history, that the literacy teacher may surpass fads and strengthens himself/herself as the individual responsible for the critical appropriation of reading and writing as taught in school.

Maria Lidia Sica, Szymanski; Ivete Janice de Oliveira, Brotto.

387

The Pombaline Reform of secondary studies and its impact on the process of teacher professionalization  

Directory of Open Access Journals (Sweden)

Full Text Available This article analyses the impact of the Pombaline Reform on teacher professionalization process. Pombal’s reforming action on public education helped emerge a state educational system and create, simultaneously, the necessary conditions for its professionalization. Royal teachers of Latin Grammar, Greek, Rhetoric and Philosophy as well as teachers of reading, writing and arithmetic constituted the first two groups of teachers who were selected, hired, paid and controlled by the State. Within this perspective, what makes them a body of professionals is not a corporative understanding of their occupation, but the fact that they were controlled by the state. This work is informed by a socio-historical approach to the teaching profession (Nóvoa, 1987, 1991 aiming primarily at the first group of teachers. The paper focuses on two research questions: study fragmentation and teacher education.

Ana Waleska Pollo Campos Mendonça

2011-09-01

388

Inspection of Emergency Arrangements  

International Nuclear Information System (INIS)

The Working Group on Inspection Practices (WGIP) was tasked by the NEA CNRA to examine and evaluate the extent to which emergency arrangements are inspected and to identify areas of importance for the development of good inspection practices. WGIP members shared their approaches to the inspection of emergency arrangements by the use of questionnaires, which were developed from the requirements set out in IAEA Safety Standards. Detailed responses to the questionnaires from WGIP member countries have been compiled and are presented in the appendix to this report. The following commendable practices have been drawn from the completed questionnaires and views provided by WGIP members: - RBs and their Inspectors have sufficient knowledge and information regarding operator's arrangements for the preparedness and response to nuclear emergencies, to enable authoritative advice to be given to the national coordinating authority, where necessary. - Inspectors check that the operator's response to a nuclear emergency is adequately integrated with relevant response organisations. - Inspectors pay attention to consider the integration of the operator's response to safety and security threats. - The efficiency of international relations is checked in depth during some exercises (e.g. early warning, assistance and technical information), especially for near-border facilities that could lead to an emergency response abroad. - RB inspection programmes consider the adequacy of arrangements for emergency preparedness and response to multi-unit accidents. - RBs assess the adequacy of arrangements to respond to accidents in other countries. - The RB's role is adequately documented and communicated to all agencies taking part in the response to a nuclear or radiological emergency. - Inspectors check that threat assessments for NPPs have been undertaken in accordance with national requirements and that up-to-date assessments have been used as the basis for developing emergency plans for NPPs. - Where RBs have an influence over land use around NPPs, they use the knowledge of their local or resident inspectors to inform decisions. - Inspectors check that appropriate action levels or criteria to identify an actual or radiological emergency are clearly defined and readily available to decision makers. - When observing emergency exercises inspectors check that: an appropriate and timely declaration is made, plant operators respond in accordance with the emergency plan and emergency instructions, and an appropriate level of response is initiated on and off-site. - RBs conduct follow-up inspections after real events, to ensure that the correct emergency response has been followed. - Inspectors verify that reliable data will be used to support the evaluation of environmental impact from a nuclear or radiological emergency, to the extent that this is within the jurisdiction of the RB. - Routine inspections and emergency exercise observations include a check that lines of communication are sufficiently resilient. - When observing emergency exercises inspectors, where practicable, check that timely, accurate and consistent information is provided to the public, in accordance with the off-site emergency plan. - RBs inspect the ability of the operator to give accurate medical and radiological information about casualties, to enable the correct treatment to be given. - Additional emergency equipment that is held in reserve off-site, provided to enhance resilience (post Fukushima), is included in the RB planned inspection and/or emergency exercise programme. - Inspectors check that licensee staff are adequately trained to connect and use additional equipment provided to enhance resilience. - Inspectors utilise the NPP operator's approved on-site emergency plan when inspecting on-site emergency arrangements. - RBs include human factors staff in emergency exercise evaluation teams to consider safety culture and human performance. - RBs consider the need for exercise scenarios to be undisclosed to exercise participants. - Bilateral trans-national inspection pro

389

Teacher Enhancement Institute  

Science.gov (United States)

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.

Marshall-Bradley, Tina

1994-01-01

390

"We Can Only Change in a Small Way": A Study of Secondary English Teachers' Implementation of Curriculum Reform in China  

Science.gov (United States)

This article reports on a study of English secondary teachers' perceptions of and implementation of the new English curriculum reform in China. Triangulated data collection methods were employed to gather information about teachers' perceptions of the new curriculum and their teaching behaviours. Implementation gap emerged between the new…

Yan, Chunmei

2012-01-01

391

An Investigation into Digital Media: Characteristics of Learning Objects Which K-12 Teachers Determine Meet Their Instructional Needs  

Science.gov (United States)

In recent years, learning objects have emerged as an instructional tool for teachers. Digital libraries and collections provide teachers with free or fee-base access to a variety of learning objects from photos and famous speeches to Flash animations and interactive Java Applets. Learning objects offer opportunities for students to interact with…

Guthrie, Patricia Ann

2010-01-01

392

Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies  

Science.gov (United States)

This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged

Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

2011-01-01

393

Motivating Teachers to Improve Learning for Culturally Diverse Students in New Zealand: Promoting Maori and Pacific Islands Student Achievement  

Science.gov (United States)

This study, concerning teacher motivation, developed from an initial evaluation of a school-university professional development programme, designed to improve classroom practice and achievement for culturally diverse students. The evaluation answered a broad range of questions. A key theme to emerge related to factors that influenced teacher

Hynds, Anne; McDonald, Lex

2010-01-01

394

A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers  

Science.gov (United States)

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. When confronting mild student…

Smart, Julie B.; Igo, L. Brent

2010-01-01

395

Qualifying online teachers  

DEFF Research Database (Denmark)

Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve. These problems concern how teachers function satisfactory as mediators and coaches in collaborative, knowledge sharing virtual environments. For example, how teachers support their students in becoming online-students and how they facilitate complex discussions on difficult topics. This is a big challenge for everybody involved in e-learning, and the challenge is not met by offering introductory courses for university teachers. Based on basis of a recent examination of concrete actions and strategies for the future within 11 Danish universities, the auther argues that there exists a severe mismatch between the organisational expectations and strategies and the competence-evolving activities that the same organisations offer to their staff. A recent case study of a university pedagogy course on e-learning for university teachers demonstrates and identifies some of the consequences of the mismatch. Finally the author suggests strategies to meet the demands of the future online university.

Levinsen, Karin

2007-01-01

396

Emergency Preparedness at NCI  

Science.gov (United States)

The more you do to prepare for an emergency before something happens, the better equipped you will be to respond. Please take a moment to follow the links below and get the information you will need to build your own emergency plan.

397

Emerging swine zoonoses.  

Science.gov (United States)

The majority of emerging infectious diseases are zoonotic in origin. Swine represent a potential reservoir for many novel pathogens and may transmit these to humans via direct contact with live animals (such as swine farmers and large animal veterinarians), or to the general human population via contaminated meat. We review recent emerging microbes associated with swine and discuss public health implications. PMID:21395424

Smith, Tara C; Harper, Abby L; Nair, Rajeshwari; Wardyn, Shylo E; Hanson, Blake M; Ferguson, Dwight D; Dressler, Anne E

2011-09-01

398

National nuclear emergency organisation  

International Nuclear Information System (INIS)

Experience in handling radiation incidents have been gained since the first import of radioisotopes into South Africa in 1948, and considerably extended since the operation of SAFARI-1 in 1965. The AEB emergency organisation at Pelindaba has been established and also makes provision for a National Nuclear Emergency Team, which has already served during the visits of nuclear ships

399

Focus on emergency medicine.  

Science.gov (United States)

Manuela Herrera reports from the 10th Emergency and Critical Care UK annual congress, hosted by Vets Now, which was held in Harrogate last November. More than 500 small animal veterinary surgeons, veterinary nurses, practice managers and receptionists attended the meeting to learn more about all aspects of emergency care. PMID:24443464

2014-01-18

400

HANARO radiation emergency plan.  

Science.gov (United States)

The emergency plan of HANARO (High-flux advanced Neutron Application Reactor) is prepared based on the Korea Atomic Law, the Civil Defence Law, Disaster Protection Law and the emergency related regulation guides such as the NUREG series from USNRC to ensu...

J. T. Lee

1997-01-01

 
 
 
 
401

Emergency presurgical visit  

Directory of Open Access Journals (Sweden)

Full Text Available The objective has been to create a Protocol of Structured Presurgical Visit applicable to the patients who are undergoing an emergency surgery, to provide the user and his family all the necessary cares on the basis of those nursing diagnosis that prevail in all the cases of surgical emergency interventions. The used method has been an analysis of the emergency surgical interventions more prevalent from February 2007 until October 2008 in our area (a regional hospital, and statistic of those nursing diagnosis that more frequently appeared in these interventions, the previous moment to the intervention and in addition common to all of them. The results were the following ones: the more frequent emergency operations were: Caesarean, ginecological curettage, laparotomy, help in risk childbirth, orthopaedic surgery and appendectomy. The more frequent nursing diagnosis in all the emergency operations at the previous moment of the intervention were: risk of falls, pain, anxiety, deficit of knowledge, risk of infection, movement stress syndrome, risk of hemorrhage, cutaneous integrity deterioration. The conclusion is that users present at the previous moment to an emergency operation several problems, which force to the emergency surgical ward nurse to the introduction of the nursing methodology, in order to identify the problems, to mark results and to indicate the interventions to achieve those results, besides in a humanitarian way and with quality. This can be obtained by performing a Structured Emergency Presurgical Visit.

Alfredo Castro Díaz

2009-07-01

402

Emerging Adulthood in Argentina.  

Science.gov (United States)

Examined conceptions of emerging adulthood among Argentinians in their middle twenties. Found wide support for individualistic criteria for adulthood, but also criteria suggesting more collectivistic values. Identified gender, social class origin, and educational attainment differences. Concluded that emerging adulthood is a distinct developmental…

Facio, Alicia; Micocci, Fabiana

2003-01-01

403

Emergency core cooling equipment  

International Nuclear Information System (INIS)

Object: To permit a nuclear reactor for researches to be protected by cooling at the time of emergency stop of the reactor by so arranging as to cause pool water to fall by the gravity with operation of a damp valve and an emergency cut-off valve caused at the time of stoppage of total power source for cooling. Structure: A damp tank system, with permits emergency cooling without changing the direction of cooling water and with the action of gravity by an emergency cut-off valve provided with a damp valve constructed as three-way valve system with a combination of a damp valve and an emergency cut-off valve and is also provided with a damp tank having a buffle member for ensuring the quantity of cooling water corresponding to the quantity of disintegration. (Kamimura, M.)

404

Electric power emergency handbook  

Energy Technology Data Exchange (ETDEWEB)

The Emergency Electric Power Administration's Emergency Operations Handbook is designed to provide guidance to the EEPA organization. It defines responsibilities and describes actions performed by the government and electric utilities in planning for, and in operations during, national emergencies. The EEPA Handbook is reissued periodically to describe organizational changes, to assign new duties and responsibilities, and to clarify the responsibilities of the government to direct and coordinate the operations of the electric utility industry under emergencies declared by the President. This Handbook is consistent with the assumptions, policies, and procedures contained in the National Plan for Emergency Preparedness. Claimancy and restoration, communications and warning, and effects of nuclear weapons are subjects covered in the appendices.

Labadie, J.R.

1980-09-01

405

Emerging Areas of Inquiry: Special Education Teacher Induction. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-8  

Science.gov (United States)

General education induction has received substantial attention from policymakers, researchers, and school district practitioners. Yet, the literature base has been described as fragmented, with methodological problems that often make it difficult to draw clear implications. The special education induction literature base is even less developed.…

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

406

??????????????? Research on How to Mold Teacher’s Personality Charisma  

Digital Repository Infrastructure Vision for European Research (DRIVER)

??????????????????????????????????????????????????????????????????????????????????????????????The personality charisma of a teacher plays a very important role in the physical, intellectual and psychological development of college students. As a teacher, we should shape our own charisma by the fol-lowing...

???

2011-01-01

407

Reading strategy instruction and teacher change: implications for teacher training  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as [...] part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

Nanda M, Klapwijk.

408

Taiwanese Teachers’ Beliefs about Professional Growth in Shin-Ju District  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to identify experienced teachers’ perceptions of and beliefs about their professional development; examine experienced teachers’ perceptions of their process of learning to teach and forming personal practical theories of teaching, and describe experienced teachers’ perceptions of significant experiences in their professional growth and personal development that shaped or influenced their approach to teaching. The experiences serve as a backdrop for understanding teachers’ beliefs about their professional growth. This qualitative study selected 10 experienced secondary teachers with more than 15 years of teaching experiences in Shin-Chu District in Taiwan. Data collection techniques include: (1 semi-structured individual interviews; (2 informal observations, interviews, and field notes, and (3 documents and records. The OSR-NUD*IST qualitative data analysis computer software program was used as the tool for data analysis. The following conclusions were based on the results of the analysis of the data: knowledge about teachers’ beliefs about professional development, and knowledge about practice that facilitated teachers’ personal development. The emerging concerns and beliefs identified in this study included: (a beliefs about professional development; (b beliefs about teachers’ learning; (c beliefs about teachers’ role; and (d teachers’ beliefs about curriculum.

Yi-Ching Huang

2010-11-01

409

Teacher Evaluation and the Career Ladder.  

Science.gov (United States)

Surveys of Texas classroom teachers' attitudes were made in 1984, 1985, and 1986. Teachers' perceptions of competency testing, career ladders, teacher morale, teacher persistence, public support, and student achievement were requested. Results are presented. (MT)

Capps, Emerson; And Others

1987-01-01

410

Healthy lifestyle in teachers  

Science.gov (United States)

Introduction: The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. Materials and Methods: The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a questionnaire including demographic healthy lifestyle questions. Analysis of the data was performed through Software SPSS version 18. Results: The mean age of the subjects was 40.26 ± 6.05 years and, BMI mean was 25.08 ± 3.20. 96.8% of them were married and 3.1% also were single. 1% of the teachers had a weak lifestyle, 13.5%had moderate, 85.4% had a good lifestyle. In terms of nutrition, 2% of the teachers had a weak lifestyle, 23% moderate, 74% good. 76% in terms of physical activity, 29.2% smoking and 21.9% stress had a weak lifestyle. Conclusion: According to the results, planning for teachers in school for receiving information about healthy lifestyle is important. PMID:23555149

Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

2012-01-01

411

Thinkfinity: Teacher Resources  

Science.gov (United States)

Thinkfinity.org, which encompasses the programs formerly known as Verizon MarcoPolo and the Verizon Literacy Network, is an online portal to fifty thousand K-12 lesson plans and other educational resources. The portal also provides professional development resources for teachers as well as literacy materials for all ages. Verizon's financial commitment will enable leading educational organizations to continue to produce and expand the program's interactive features. Content is provided through the American Association for the Advancement of Science, the International Reading Association, the John F. Kennedy Center for the Performing Arts, the National Center for Family Literacy, the National Council on Economic Education, the National Endowment for the Humanities, the National Council of Teachers of English, the National Council of Teachers of Mathematics, the National Geographic Society, ProLiteracy Worldwide, and the Smithsonian's National Museum of American History. According to Charmona Whitfield, a K-6 instructional technology teacher, the Thinkfinity program saves teachers time, is easy to navigate, and provides quick access to lesson plans. "Producing interactive, engaging lessons plans is a necessity to reach our children in the classroom today," she said. "Because our kids have iPods, cell phones, and X-boxes, they need to truly interact with what they are learning. To simply stand in front of them and talk is not enough."

2010-05-17

412

Immigrant Teachers in Australia  

Directory of Open Access Journals (Sweden)

Full Text Available One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigrant teachers in Australia. This article aims to fill this gap and to answer questions about their decision to move to Australia, their experience with Australian Education Departments in getting appointed to a school, their experiences as teachers in the classroom and in their new Australian community. It draws on primary data sources - in the form of a survey of 269 immigrant teachers in schools in NSW, SA and WA conducted in 2008-9 - and secondary sources - in the form of the 2006 national census and Longitudinal Survey of Immigrants in Australia – to provide insights into immigrant teachers in Australian schools, adding also to our understanding of Australia’s contemporary immigration experience.

Jock Collins

2012-11-01

413

Emergent quantum mechanics and emergent symmetries  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Quantum mechanics is ‘emergent’ if a statistical treatment of large scale phenomena in a locally deterministic theory requires the use of quantum operators. These quantum operators may allow for symmetry transformations that are not present in the underlying deterministic system. Such theories allow for a natural explanation of the existence of gauge equivalence classes (gauge orbits), including the equivalence classes generated by general coordinate transformations. Thu...

Hooft, G. T.

2007-01-01

414

A Closer Look at Teachers' Assessment of Math Preparation  

Science.gov (United States)

As we saw in the April issue, over 70% of high school physics teachers believe that their students' math background is at least adequate for the course. However, a very different picture emerges when we take a closer look. In the figure at right, we have separated private schools and public schools by socioeconomic status (SES). Although the majority of teachers at both public and private schools described their students as adequately prepared for physics in terms of their math backgrounds, teachers at private schools were significantly more likely to describe their students as very well prepared (23% versus 11%) and significantly less likely to describe their students as inadequately prepared (19% versus 32%). Furthermore, teachers at public schools where students were "worse off" economically were more likely to find their students inadequately prepared than teachers at other public schools. Have a great summer; we will see you in the fall with more data. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

White, Susan

2013-05-01

415

Research and innovation in teacher’s training and the services’s coordinators for children in Italy  

Directory of Open Access Journals (Sweden)

Full Text Available In this article we discuss about the training of teachers and coordinators in early childhood education and care (ECEC services in Italy. We are doing this through two parts: in the first one, after an introduction on the topic of ECEC quality, we give an account of present profiles of educators in baby centres (asili nido, educators in pre-schools and coordinators of 0-6 services; the second part presents two exemplary experiences of initial training of teachers and coordinators carried out in the Universities of Bologna and Roma-Tre. We proceed departing from critical issues emerging from the analysis of profiles.

Cristina Stringher

2012-04-01

416

Teachers Teaching Teachers (T3) [TM]. Vol. 2 No. 7  

Science.gov (United States)

This issue of "Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers. It contains the following articles: (1) An Excerpt from "Taking the Lead" (Joellen Killion and Cindy Harrison); (2) Be Like a Virus and Connect (Bill Ferriter); (3) No. 1 Resource Has a Human Face (Joellen Killion); (4) With This…

Richardson, Joan, Ed.

2007-01-01

417

"Teacher-Watching": Examining Teacher Talk in Literature Circles.  

Science.gov (United States)

Investigates how teacher talk and social interaction influence children's discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to…

Short, Kathy; Kaufman, Gloria; Kaser, Sandy; Kahn, Leslie H.; Crawford, Kathleen Marie

1999-01-01

418

Teacher Efficacy and Diversity: Implications for Teacher Training.  

Science.gov (United States)

This study investigated teacher efficacy in the context of diversity, focusing on: whether elementary school teachers' feelings of efficacy would differ according to their students' language backgrounds; whether the teachers' feelings of efficacy in teaching standard English speaking students would relate to their feelings of efficacy in teaching…

Tasan, Andrea P.

419

Trading Places: From Physical Education Teachers to Teacher Educators  

Science.gov (United States)

Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching…

Casey, Ashley; Fletcher, Tim

2012-01-01

420

Preservice Teachers: Teacher Preparation, Multicultural Curriculum and Culturally Relevant Teaching  

Science.gov (United States)

This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…

Hopkins-Gillispie, Delphina

2009-01-01

 
 
 
 
421

Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role  

Science.gov (United States)

As the responsibilities and challenges of special education teachers at the secondary level increase, their roles are expanding to include mentor, coach, and facilitator for other teachers. In these roles, they lend their expertise and skills to become the new teacher leaders for today's inclusive secondary classroom settings.

Mulrine, Christopher F.; Huckvale, Manina Urgolo

2014-01-01

422

Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics  

Science.gov (United States)

This article describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teacher's mathematics knowledge. The frameworks classify teachers' knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into…

Holmes, Vicki-Lynn

2012-01-01

423

Novice Teachers Learning through Participation in a Teacher Study Group  

Science.gov (United States)

Using Lave and Wenger's framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to…

Lambson, Dawn

2010-01-01

424

The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers  

Science.gov (United States)

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

Miranda Martins, Dominique

425

Teachers' Domain: Banana Hammer  

Science.gov (United States)

This 3-minute video demonstrates simple physical change as a banana is frozen in liquid nitrogen and used to hammer a nail into a piece of wood. Resource also includes teacher's guide, assessment, and background information. Editor's Note: Physical changes in matter are reversible and can include changes in color, shape, size, texture and state of matter. This video is part of "Lessons in Matter and Energy" by WOSU Public Media. See related materials for a link to the full collection, also available as a podcast. Teachers' Domain is a growing collection of more than 1,000 free educational resources compiled by researchers and experienced teachers to promote the use of digital resources in the classroom.

2011-06-23

426

Teacher's creative competence  

Directory of Open Access Journals (Sweden)

Full Text Available This article's aim is to study what 180 Polish teachers understand by creativity and how they put it into practice. The Creative competency of teachers was evaluated, using 6 variables: 1 understanding of teaching as a creative action; 2 knowledge of opportunities and secure limits in implementing creative changes; 3 ability to create and change elements of classroom work; 4 understanding of educational entities and having the ability to act in order to increase the autonomy of such entities; 5 critical thinking; 6 ability to research their own practice. To do so both a semi-structured interview and direct observation in their classroom were utilized. Results point out the need to foster teachers' innovative and creative capabilities.

Anna Babicka

2010-04-01

427

ChemTeacher: Charles' Law  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Charles' Law page includes resources for teaching students about the history and applications of Charles' Law.

2011-01-01

428

ChemTeacher: Avogadro's Law  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Avogadro's Law page includes resources for teaching students about the history and applications of Avogadro's Law.

2011-01-01

429

Mathematics Courses for Elementary Teachers.  

Science.gov (United States)

Reported are the results of a survey of sixty-one high-rated institutions concerning the mathematics preparation of elementary teachers. The problem of the mathematical competence of elementary school teachers is discussed. (MP)

Swadener, Marc

1978-01-01

430

Teacher Professionalization and Gender Analysis.  

Science.gov (United States)

This article presents an overview of theories of teacher professionalization, a discussion of feminist theories and the definition of gender analysis, and an argument for the appropriateness of gender analysis of teacher professionalization. (MT)

Tabakin, Geoffrey; Densmore, Kathleen

1986-01-01

431

ChemTeacher: Metric System  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Metric System page includes resources for teaching students about the metric system.

2011-01-01

432

ChemTeacher: Metric Prefixes  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Metric Prefixes page includes resources for teaching students about prefixes used in the metric system.

2011-01-01

433

ChemTeacher: Decomposition Reactions  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Decomposition Reactions page includes resources for teaching students about identifying and predicting decomposition reactions.

2011-01-01

434

ChemTeacher: Boyle's Law  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Boyle's Law page includes resources for teaching students about the history and applications of Boyle's Law.

2011-01-01

435

ChemTeacher: Atomic Radius  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Atomic Radius page includes resources for teaching students about trends in atomic radius.

2011-01-01

436

ChemTeacher: Composition Stoichiometry  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Composition Stoichiometry page includes resources for teaching students about composition stoichiometry.

2011-01-01

437

ChemTeacher: Dalton's Law  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Dalton's Law page includes resources for teaching students about the history and applications of Dalton's Law.

2011-01-01

438

Acute oncological emergencies.  

LENUS (Irish Health Repository)

The number of people receiving systemic anti-cancer treatment and presenting at emergency departments with treatment-related problems is rising. Nurses will be the first point of contact for most patients and need to be able to recognise oncological emergencies to initiate urgent assessment of patients and referral to the acute oncology team so that the most appropriate care can be delivered promptly. This article discusses the role of acute oncology services, and provides an overview of the most common acute oncological emergencies.

Gabriel, J

2012-01-01

439

"Teachers, Let's Take Back Our Birthrights!"  

Science.gov (United States)

In an interview, Barbara Koppman, a classroom teacher, reading specialist, and curriculum writer, expresses her opinions on professional standards, teacher morale, teacher evaluation, the use of master teachers, professional organizations for teachers, teacher image in the media, and the school's role in solving social problems. (JN)

Landsmann, Leanna

1982-01-01

440

Teacher of primary English  

CERN Multimedia

Part-time teacher of primary English needed for September 2003 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply see http://enpferney.org/staff_vacancies.htm English National Programme, Lycée International, Ferney-Voltaire (http://enpferney.org/)

2003-01-01

 
 
 
 
441

TEACHER OF ENGLISH NEEDED  

CERN Multimedia

Part-time teacher of primary English needed for September 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: engnat@hotmail.com or 04 50 40 82 66. Apply as soon as possible, and in any case before 8 July. English National Programme, Lycée International, Ferney-Voltaire.

2002-01-01

442

Teachers' Domain: The Atom  

Science.gov (United States)

This Flash interactive activity explores atomic structure at a pace that middle school students can easily understand. It contains 26 animated pages that depict the atomic nucleus and the three primary subatomic particles: electrons, protons, and neutrons. It was designed to give learners a taste of the particles' properties, such as charge and mass, without introducing advanced terminology. Teachers' Domain is a growing collection of more than 1,000 free educational resources compiled by researchers and experienced teachers to promote the use of digital resources in the classroom.

2011-07-24

443

Teachers' Domain: Heat Transfer  

Science.gov (United States)

This item is an interactive Flash animation for Grades 5-8 on the topic of heat. Users explore methods of heat transfer and classify examples from everyday life. Three methods of heat transfer are depicted: conduction, convection, and radiation. Teachers' Domain is an NSF-funded pathway of the National Science Digital Library (NSDL). It is a growing collection of more than 1,000 free educational resources compiled by researchers and experienced teachers to promote the use of digital resources in the classroom.

2008-10-21

444

The Math teachers know  

CERN Document Server

What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge-that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available

Davis, Brent

2013-01-01

445

Earthquakes for Students & Teachers  

Science.gov (United States)

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

446

Liberal Arts and Teacher Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In this paper, we will compare different discourses about teacher education as expressed by students, departments and alumnae/i at liberal arts colleges in USA, with two contemporary texts about teacher education in Sweden. The studies show (1) that the decision to become a teacher is an active choice made by these students during their time at the college, (2) that education programs in liberal arts institutions in USA stress that teacher education should be intellectually demanding with str...

Almqvist, Jonas; Bjork, Christopher; Mccloskey, Erin

2009-01-01

447

Exploratorium Teacher Institute Coaching Guide  

Science.gov (United States)

The suggestions in this guide reflect ten yearsâ experience coaching teachers in the Exploratorium's Beginning Teacher Program. From the guide, "Itâs important to keep in mind, though, that each situation is unique. Each teacher has different needs and different comfort levels with being helped. These two factors will influence virtually every coaching decision you make in your efforts to create, and then strengthen, an effective and rewarding relationship between you and a new teacher."

2009-02-22

448

Teacher Evaluation: Archiving Teaching Effectiveness  

Science.gov (United States)

Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

Nielsen, Lance D.

2014-01-01

449

"Teacher Leadership": Values and Voice  

Science.gov (United States)

This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal--"Teacher Leadership"--as a strategy for promoting key values: shared leadership, teachers' leadership of development work,…

Frost, David

2008-01-01

450

Teachers' Reactions to Children's Aggression  

Science.gov (United States)

Drawing on social schema theory (Fiske & Taylor, 1991) and social identity theory (Tajfel & Turner, 1979), this study examined the impact on teachers' reactions to children's aggression of three variables, two of which were related to the aggressors and one was related to the teachers. Experienced female elementary school teachers (N=90) each read…

Nesdale, Drew; Pickering, Kaye

2006-01-01

451

Persuading Teachers to Go Rural  

Science.gov (United States)

With a national teacher shortage projected to start peaking this year as baby boomers retire and budget shortfalls restrict state and local funding for teachers, rural school districts are working to keep the teachers they have while seeking new ones at little if any additional cost. The retirements alone will compound problems rural districts…

Dessoff, Alan

2010-01-01

452

Reforming Teacher Education in Romania  

Science.gov (United States)

The reform of the Romanian system of initial and in-service teacher education is facing similar pressures to those experienced by other European countries' teacher education systems. In particular, the drive towards greater professionalization of teaching careers and university training for teachers. In Romania this process has vacillated between…

Manolescu, Marin

2006-01-01

453

Consulting Teacher Code of Ethics.  

Science.gov (United States)

The code of ethics for consulting teachers, developed by Vermont's Consulting Teacher Program (a model for training special educators to act as consultants to regular educators) addresses qualifications, procedures, and the consulting teacher's relationship with students, parents, and other staff. (CL)

Alnasrawi, Susan C.; Gill, Janet A.

1981-01-01

454

School Climate and Teacher Commitment  

Science.gov (United States)

This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment…

Smith, Larry Don

2009-01-01

455

Difficulties of Alternatively Certified Teachers  

Science.gov (United States)

This daily diary study followed, over a 2-week period, 252 beginning New York City public school teachers. Seventy percent were alternatively certified (New York City Teaching Fellows) and the rest, traditionally certified teachers. Alternatively certified teachers were more likely to experience stressors such as violent incidents and classroom…

Schonfeld, Irvin Sam; Feinman, Samantha J.

2012-01-01

456

Teacher Pedagogical Competence and Sensibility.  

Science.gov (United States)

Examines Dutch teachers' views of their teaching responsibilities. Data from interviews with elementary and secondary teachers indicate that many teachers are fearful of moral issues that can arise in their classes, and they avoid situations in which they must settle disputes, handle inappropriate behavior, settle moral dilemmas, and judge what…

Klaassen, Cees A.

2002-01-01

457

Helping Teachers Teach Plasma Physics  

Science.gov (United States)

Lawrence Livermore National Laboratory's E/O program in Fusion Science and Plasma Physics now includes both `pre-service' as well as `in-service' high school science teacher professional development activities. Teachers are instructed and mentored by `master teachers' and LLNL plasma researchers working in concert. The Fusion/Plasma E/O program exploits a unique science education partnership that exists between LLNL's Science Education Program and the UC Davis Edward Teller Education Center. For `in-service' teachers, the Fusion & Astrophysics Teacher Research Academy (TRA) has four levels of workshops that are designed to give in-service high school science teachers experience in promoting and conducting research, most notably in the filed of plasma spectroscopy. Participating teachers in all four TRA levels may earn up to ten units of graduate credit from Cal-State University East Bay, and may apply these units toward a Masters of Science in Education. For `pre-service' teachers, the Science Teacher and Researcher (STAR) program, as a partnership with the California State University System, includes attracting undergraduate science majors to teaching careers by allowing them to pursue professional identities as both a research scientist as well as a science teacher. Participating `pre-service' STAR students are provided research internships at LLNL and work closely with the `in-service' TRA teachers. Results from the continuum `pre-service' to `in-service' science teacher professional development programs will be presented.

Correll, Donald

2008-11-01

458

Teacher Burnout: A Laughing Matter  

Science.gov (United States)

This study employed a quantitative research method and examined the relationship among teacher burnout, job-related stress and humor coping styles in 306 high school teachers from the south suburbs of Chicago, Illinois. In particular, this study sought to determine if a relationship existed among the three variables by examining if teacher burnout…

McKenzie, Kemberly Elaine

2009-01-01

459

Military Deployments: Evaluating Teacher Knowledge  

Science.gov (United States)

This mixed method study examined the possible influence of a military deployment online tutorial on teacher knowledge. DoDEA and public school teachers were the two groups used for the study. From this exploratory study, the researcher also wanted to explore if teachers would find professional development provided in an online tutorial relevant…

Thomas, Richard M.

2011-01-01

460

Clinical Teacher Preparation: A Retrospective  

Science.gov (United States)

In this article, we explore how teacher preparation programs have developed from the mid-1800s to present day, emphasizing changes in the clinical component. Drawing from the history of teacher education from the normal schools of the 19th century to present-day interest in clinically based preparation, we first review the migration of teacher

Whitford, Betty Lou; Villaume, Susan Kidd

2014-01-01

 
 
 
 
461

Information Literacy for Future Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

Ivana Batarelo Koki?

2012-02-01

462

Implementing Measures of Teacher Effectiveness  

Science.gov (United States)

An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than traditional…

Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura

2012-01-01

463

Becoming Teachers: The Payne Effect  

Science.gov (United States)

In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) "A Framework for Understanding Poverty" has on the ideological development of preservice special education teachers embarking on an urban…

Smiley, Azure Dee; Helfenbein, Robert J.

2011-01-01

464

Emergency Management of Myasthenia Gravis  

Science.gov (United States)

Emergency Management www.myasthenia.org www.myasthenia.org 800.541.5454 Important information for the patient, family, emergency medical technician, nurse, and emergency department personnel. EMERGENCY MANAGEMENT OF MG EMERGENCY MANAGEMENT OF MG Myasthenia gravis (MG) is an ...

465

Emergency data handbook  

CERN Document Server

When responding to serious emergencies involving the release of radionuclides into the environment, a large quantity and range of information and data will be required in a readily accessible format. This handbook provides a compilation of such information.

McColl, N P

2002-01-01

466

School Emergency Plans  

Medline Plus

Full Text Available ... be made aware of how important emergency health management plans are for children with chronic conditions. I'm Dr. Cindy Haines, with health information for your entire family. Mobile version Get email ...

467

Emergency abdominoplasty following trauma  

Directory of Open Access Journals (Sweden)

Full Text Available We report a case of modified abdominoplasty done on emergency basis to a 37 years old male with acute abdominal wall injury due to road traffic accident. We discuss the case and review the literature.

Suliman M

2006-01-01

468

School Emergency Plans  

Medline Plus

Full Text Available ... September 19, 2014 Related MedlinePlus Pages Asthma Food Allergy School Health Transcript If your child has asthma or a food allergy, do you have an emergency health management plan ...

469

Emergency abdominoplasty following trauma  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We report a case of modified abdominoplasty done on emergency basis to a 37 years old male with acute abdominal wall injury due to road traffic accident. We discuss the case and review the literature.

Suliman M

2006-01-01

470

School Emergency Plans  

Medline Plus

Full Text Available ... HealthDay September 19, 2014 Related MedlinePlus Pages Asthma Food Allergy School Health Transcript If your child has asthma or a food allergy, do you have an emergency health management ...

471

Types of Radiation Emergencies  

Science.gov (United States)

... long distances by the wind). Learn more about nuclear emergencies Dirty Bomb or Radiological Dispersal Device (RDD) A dirty bomb ( ... into the surrounding area. Learn more about dirty bombs ... Nuclear Power Plant Accident An accident at a nuclear ...

472

[Emerging viral diseases].  

Science.gov (United States)

Emerging and re-emerging infectious diseases have again entered the public arena in recent years. This is due to factors such as evolving lifestyles, ecological and socio-political upheavals, and recent diagnostic advances. Numerous pathogens, including viruses like West Nile, Chikungunya and Japanese encephalitis on the one hand, and hemorrhagic fever viruses like Ebola and Maburg, are particular concerns. Recently, the Corona virus responsible for SARS, which caused an epidemic sufficiently worrisome to challenge crisis management concepts, was successfully isolated. It is in this context that so-called "bird flu'", may be on the verge of causing a human pandemic. Pox and Monkeypox are "virtually emerging" viruses that have potential for use in bioterrorism. The management and treatment of these emerging infectious diseases calls for new approaches, organizations and infrastructures. PMID:17140098

Bricaire, François; Bossi, Philippe

2006-03-01

473

Household Chemical Emergencies  

Science.gov (United States)

... Household Chemical Emergency The following are guidelines for buying and storing hazardous household chemicals safely: Buy only ... fluid More Information DHS Publications Chemical Attack: Warfare Agents, Industrial Chemicals and Toxins . A Fact sheet from ...

474

School Emergency Plans  

Medline Plus

Full Text Available ... HealthDay September 19, 2014 Related MedlinePlus Pages Asthma Food Allergy School Health Transcript If your child has asthma or a food allergy, do you have an emergency health management plan ...

475

School Emergency Plans  

Medline Plus

Full Text Available ... Search MedlinePlus Health Topics Drugs & Supplements Videos & Cool Tools To use the sharing features on this page, ... also outline how school staff should respond in case of a medical emergency. The lead author on ...

476

Reduction, Emergence and Renormalization  

CERN Document Server

In previous work, I described several examples combining reduction and emergence: where reduction is understood a la Ernest Nagel, and emergence is understood as behaviour or properties that are novel (by some salient standard). Here, my aim is again to reconcile reduction and emergence, for a case which is apparently more problematic than those I treated before: renormalization. Renormalization is a vast subject. So I confine myself to emphasizing how the modern approach to renormalization (initiated by Wilson and others between 1965 and 1975), when applied to quantum field theories, illustrates both Nagelian reduction and emergence. My main point is that the modern understanding of how renormalizability is a generic feature of quantum field theories at accessible energies gives us a conceptually unified family of Nagelian reductions. That is worth saying since philosophers tend to think of scientific explanation as only explaining an individual event, or perhaps a single law, or at most deducing one theory ...

Butterfield, Jeremy

2014-01-01

477

Looking beyond emergency response  

Digital Repository Infrastructure Vision for European Research (DRIVER)

International concerns and practical attention (includingthose outlined in the Guiding Principles on InternalDisplacement) have been weighted on the side ofemergency responses to displacement. No matter howeffective they are, however, emergency responses arenot solutions.

Patricia Weiss Fagen

2003-01-01

478

Federal Emergency Management Agency  

Science.gov (United States)

Federal Emergency Management Agency Skip to Main Content About Contact Us FAQs Languages English Español Français Ti?ngVi?t ??????? ???? Kreyól Ayisyen ... Business National Preparedness National Preparedness System National Incident Management System Training Continuity of Operations Integrated Public Alert ...

479

School Emergency Plans  

Medline Plus

Full Text Available ... be made aware of how important emergency health management plans are for children with chronic conditions. I'm Dr. ... Guidelines Viewers & Players U.S. National Library of Medicine ...

480

Ten Questions about Emergence  

CERN Document Server

Self-Organization is of growing importance for large distributed computing systems. In these systems, a central control and manual management is exceedingly difficult or even impossible. Emergence is widely recognized as the core principle behind self-organization. Therefore the idea to use both principles to control and organize large-scale distributed systems is very attractive and not so far off. Yet there are many open questions about emergence and self-organization, ranging from a clear definition and scientific understanding to the possible applications in engineering and technology, including the limitations of both concepts. Self-organizing systems with emergent properties are highly desirable, but also very challenging. We pose ten central questions about emergence, give preliminary answers, and identify four basic limits of self-organization: a size limit, a place limit, a complexity limit and finally a combinatorial limit.

Fromm, J

2005-01-01