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Sample records for teacher utterances emerged

  1. Gestures in Conversation--The Significance of Gestures and Utterances when Children and Preschool Teachers Create Stories Using the Computer

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    Klerfelt, Anna

    2007-01-01

    Gestures are a significant part of communication and carry particular weight when using artefacts such as computers. This study investigates how gestures and utterances are used as resources in the interaction between children and preschool teachers when creating stories with the computer. The data consists of observations of 17 preschool teachers

  2. Phenomenological Study of Special Education Teachers Using an Emergency License

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    Alborn-Yilek, Susan

    2010-01-01

    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…

  3. Emergent Literacy: Preschool Teachers' Beliefs and Practices

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    Sandvik, Jenny Miglis; van Daal, Victor H. P.; Adèr, Herman J.

    2014-01-01

    The present study reports on the construction of a research instrument developed to examine preschool teachers' beliefs and practices in relation to emergent literacy. A 130-item survey (Preschool Literacy Survey, PLS) was completed by a total of 90 preschool teachers in Norway. Items were grouped into homogenous scales, and the relationship…

  4. Emergence of Professional Identity for the Pre-Service Teacher

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    Cattley, Georgina

    2007-01-01

    This article highlights the potential influence of reflective writing upon the emergence of a professional identity during pre-service teachers' practicum placements. Links between reflective writing and identity formation were made during a project which required pre-service teachers to reflect upon their responses to, and observations of, a…

  5. Passionate Utterance and Moral Education

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    Munday, Ian

    2009-01-01

    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…

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

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

    2011-01-01

    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…

  7. THE JOURNALISTIC UTTERANCE ON TWITTER

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    Mabel Oliveira Teixeira

    2012-06-01

    Full Text Available 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 indications that led us to confirm our central assumption. In other words, the hierarchical pattern and purpose that guide the creation of standard news, and therefore, the special language that characterizes traditional journalism, begin to give way to models that are more horizontal and interactive, that redesign the standard technique (based on the model of the Inverted Pyramid and thus, modify journalistic writing - interfering in its discursive effects (GOMES, 2000.

  8. A Voyage in Emergent Writing: Case Study of Writing Instructional Practices of Two Kindergarten Teachers

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    Mack, Frances L.

    2012-01-01

    This study examined how teachers design and implement instructional strategies to enhance students' emergent writing. A case study methodology was used to examine the elements of an emergent writing program of two kindergarten teachers. The study hoped to define a classroom environment that is conducive to literacy and writing using best…

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

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

    2012-01-01

    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).…

  10. Blogging the Field: An Emergent Continuum for Urban Teacher Development

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    Domine, Vanessa

    2012-01-01

    Preparing teachers to work in urban settings poses unique challenges, as urban communities are complex and require systemic understanding of students and their families, culture, and community. Pre-service teachers often harbor misconceptions about what it means to work in urban settings and many bring to their teacher education program minimal…

  11. Emergent Theorisations in Modelling the Teaching of Two Science Teachers

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    Monteiro, Rute; Carrillo, Jose; Aguaded, Santiago

    2008-01-01

    The main goal of this study is to understand the teacher's thoughts and action when he/she is immersed in the activity of teaching. To do so, it describes the procedures used to model two teachers' practice with respect to the topic of Plant Diversity. Starting from a consideration of the theoretical constructs of script, routine and…

  12. Knowledge of physical education teachers about emergency management of tooth avulsion

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    Claudia Londero Pagliarin

    2011-01-01

    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.

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

    DEFF Research Database (Denmark)

    Larsen, Dorthe M.; Østergaard, Camilla H.

    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.

  14. A Machine Learning Approach to the Classification of Dialogue Utterances

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    Andernach, T

    1996-01-01

    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.

  15. Conversation principles and second language utterances

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    Phyllis Kaburise

    2011-08-01

    Full Text Available Conversation principles, such as those of Grice (1957, 1968, 1975, Austin (1962, Searle (1962, 1969 are formulated to enable interlocutors to interact meaningfully, in a linguistic project. Non-observance and flouting of these principles occur regularly in the verbal behaviours of users of a language, indeed, sophisticated users of a language, sometimes deliberately go against these norms, as stylistic devices in their output. When such non-conformities occur, hearers and readers resort to implicatures, maxims, inferences and their general world knowledge to interpret an utterance. Although the decision to observe some, and not all of the principles during a linguistic encounter, may seem to be taken casually, it is the contention of this paper that such decisions are made deliberately, particularly, by users of a second language. This paper attempts to identify the selection processes involved in the creation of some utterances produced by Ghanaian and Tshivenda second language users of English, using Grice’s verbal interaction maxims. The discussion will focus on the tension between semantic and pragmatic meaning, the factors involved in the creation of linguistic meaning and the role that interaction requirements such as Grice’s conversational maxims and the concept of a New Englishes approach to language play in the creation of some second language utterances.

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

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    B. Touré

    2011-09-01

    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.

  17. Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners

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    Dennis, Lindsay R.; Votteler, Nancy K.

    2013-01-01

    Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers' workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to…

  18. Teacher Language Scaffolds the Development of Independent Strategic Reading Activities and Metacognitive Awareness in Emergent Readers

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    Lee, Polly A.; Schmitt, Maribeth Cassidy

    2014-01-01

    This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted…

  19. Spatio-temporal variation of conversational utterances on Twitter

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    Alis, Christian M

    2013-01-01

    Conversations reflect the existing norms of a language. Previously, we found that utterance lengths in English fictional conversations in books and movies have shortened over a period of 200 years. In this work, we show that this shortening occurs even for a brief period of 3 years (September 2009-December 2012) using 229 million utterances from Twitter. Furthermore, the subset of geographically-tagged tweets from the United States show an inverse proportion between utterance lengths and the state-level percentage of the Black population. We argue that shortening of utterances can be explained by the increasing usage of jargon including coined words.

  20. Verbalization of Mean Field Utterances in German Instructions

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    Tayupova O. I.

    2013-01-01

    Full Text Available The article investigates ways of actualization of mean field utterances used in modern German instructions considering the type of the text. The author determines and analyzes similarities and differences in linguistic means used in mean field utterances in the context of such text subtypes as instructions to household appliances, cosmetic products directions and prescribing information for pharmaceutical drugs use.

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

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    S. Asli Özgün-Koca

    2009-01-01

    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.

  2. Insincere utterances and gaze: eye contact during sarcastic statements.

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    Williams, Jason A; Burns, Erin L; Harmon, Elizabeth A

    2009-04-01

    Anecdotal evidence suggests that speakers often gaze away from their listeners during sarcastic utterances; however, this question has not been directly addressed empirically. This study systematically compared gaze-direction of speakers in dyadic conversation when uttering sincere and sarcastic statements. 18 naïve participants were required to recite a series of contradictory statements on a single topic to a naive listener, while at the same time conveying their actual opinion about this topic. This latter task could only be accomplished through prosodic or nonverbal communication by indicating sincerity or insincerity (sarcasm) for the various statements and allowed examination of gaze across the two conditions for each participant. Subsequent analysis of the videotaped interaction indicated that, during the time for the actual utterance, sarcastic utterances were accompanied by greater gaze aversion than were sincere utterances. This effect occurred for 15 of 18 participants (3 men, 15 women; M age = 19.8, SD = 1.0) who had volunteered for a small credit in an Introductory Psychology course. Results are discussed in terms of nonverbal communication and possible miscommunication which may apply given cultural differences in use of nonverbal cues. PMID:19544962

  3. Utterance independent bimodal emotion recognition in spontaneous communication

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    Tao Jianhua

    2011-01-01

    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.

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

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    Kendon, Adam

    2014-09-19

    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

  5. Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping. Research on Stress and Coping in Education

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    Gates, Gordon S., Ed.; Wolverton, Mimi, Ed.; Gmelch, Walter H., Ed.

    2007-01-01

    This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing,…

  6. Linking School and Community To Build National Recruitment and Preparation Programs for Teachers of Color: Emerging Leadership Qualities.

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    Hudson, Mildred J.

    1998-01-01

    Discusses the emerging leadership qualities needed to establish and administer programs to recruit and prepare teachers of color. The discussion is derived from experience with the Pathways to Teaching Careers initiative funded by the DeWitt Wallace-Reader's Digest Fund. The importance of linking efforts by educational leaders is stressed. (SLD)

  7. Teachers' Use of Linguistic Scaffolding to Support the Academic Language Development of First-Grade Emergent Bilingual Students

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    Lucero, Audrey

    2014-01-01

    Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of…

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

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    Dias, Michael James

    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.

  9. Disambiguation of Korean Utterances Using Automatic Intonation Recognition

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    Jang, Tae-yeoub; Song, Minsuck; Lee, Kiyeong

    1998-01-01

    The paper describes a research on a use of intonation for disambiguating utterance types of Korean spoken sentences. Based on tilt intonation theory (Taylor and Black 1994), two related but separate experiments were performed at speaker independent level, both using the Hidden Markov Model training technique. In the first experiment, a system is established so that rough boundary positions of major intonation events are detected. Subsequently the significant parameters are extracted from the ...

  10. Emerging: The Impact of the Artist Teacher Scheme MA on Students' Pedagogical and Artistic Practices

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    Page, Tara; Adams, Jeff; Hyde, Wendy

    2011-01-01

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

  11. Emerging Empowerment: Conflict Resolution Intervention and Preschool Teachers' Reports of Conflict Behavior

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    Doppler-Bourassa, Elizabeth; Harkins, Debra A.; Mehta, Clare M.

    2008-01-01

    Research Findings: The interview responses of 4 teachers who participated in a community-based intervention for violence prevention were examined to understand the impact of the intervention on teacher development. Transcripts of teacher interviews before and after the intervention were analyzed using interpretative phenomenological analysis.…

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

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    Max, Jeffrey; Koppich, Julia E.

    2009-01-01

    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…

  13. Emergence of Confucianism from Teachers' Definitions of Guidance and Discipline in Hong Kong Secondary Schools

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    Hue, Ming-Tak

    2007-01-01

    Teachers in Hong Kong, as elsewhere, are concerned with students' misbehaviour. In secondary schools two teams of teachers, a guidance team and a discipline team, deal with it. This article examines how teachers make sense of their caring work and strategies for behaviour management. Taking an interactionist perspective, the framework suggested by…

  14. Utterance and Function in Genre Studies: A Literary Perspective

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    Auken, Sune

    2015-01-01

    Purpose Though contemporary Genre Studies, and especially American Rhetorical Genre Studies (RGS), has made great progress through prioritizing the functional aspect of genre, there is now much to be gained by giving renewed space to the formal and thematic sides of genre as well, granting the concrete utterances, making up particular genres, equal weight in the theory and analysis of genre. The purpose of this shift is emphatically not to take anything away from current Genre Studies; I admire what is being done in genre research today and want to add to it and expand it by demonstrating some of the possibilities enabled by a modified approach. Findings Current Genre Studies, as encountered in RGS, is an impressive and highly organized body of knowledge. By re-introducing literary and high rhetorical subject matter, which has been under-studied in RGS, into it, the chapter demonstrates some of the complexities involved when Genre Studies confront genres whose utterances are more complex than the “homely discourses” usually discussed in RGS. Formal and thematic features play a far too significant role in literary works to be explicable simply as derivations from function alone. But this is not limited to works of literature. The chapter finds that though more complex genres, literary and high rhetorical, most consistently invite utterance-based interpretations, other genre-based studies can benefit from them as well. Originality/value The chapter offers a perspective on genre which gives renewed weight to formal and thematic interpretations of genre, by allowing the utterances themselves to re-enter center stage. This enables an improved understanding of complex genres. It also revives close reading as a viable approach to understanding genre and thus to inform the rhetorical, linguistic, and sociological perspectives dominant in current genre scholarship. Finally, it improves our understanding of genre in both a systematic and a historical perspective. The chapter demonstrates, thus, that an understanding which puts as much weight on a genre’s utterances, as it does on its function is viable as an interpretation of genres, and is fruitful as an approach to them.

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

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

    2012-01-01

    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…

  16. The Effect of Using an Educational Poster on Elementary School Health Teachers’ Knowledge of Emergency Management of Traumatic Dental Injuries

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    Ghadimi, Sara; Seraj, Bahman; Keshavarz, Hooman; Shamshiri, Ahmad Reza; Abiri, Razieh

    2014-01-01

    Objective: The purpose of this study was to evaluate the effect of an educational poster on elementary school health teachers’ knowledge about emergency management of traumatic dental injuries. Materials and Methods: Before poster presentation, a questionnaire was distributed to 40 health teachers (30 in the study group and 10 in the control group). One month after poster distribution, the subjects were re-evaluated in both groups using the same questionnaire. Results: The percentage of participating health teachers who answered the questions correctly after poster distribution regarding crown fracture was 93.3% in the test group vs. 60% in controls; for management of luxation and avulsion, the percentages for cases and controls were 63.3% vs. 40% and 100% vs. 60%, respectively. One month after distribution of the educational poster, rate of correct responses increased in management of crown fracture, luxation, and avulsion in the test group, but there was no improvement in controls (Pteachers. Use of posters is an effective way to inform teachers of the management of traumatic dental injuries. PMID:25628691

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

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    Jusczyk, Peter W.; Thompson, Elizabeth

    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…

  18. The Dynamics of Emergent Self-Organisation: Reconceptualising Child Development in Teacher Education

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    Kim, Minkang; Sankey, Derek

    2010-01-01

    For more than half a century, child development has endured as one of the main components of teacher education. But if children do develop, as developmentalists claim, what precisely is it that develops and how? Traditionally, within education, answers to these questions have drawn heavily on the theories of Jean Piaget and Lev Vygotsky. Piaget…

  19. Leading Gen Y Teachers: Emerging Strategies for School Leaders. TQ Research & Policy Brief

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    Behrstock, Ellen; Clifford, Matthew

    2009-01-01

    A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those…

  20. Conversation Electrified: ERP Correlates of Speech Act Recognition in Underspecified Utterances.

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    Gisladottir, Rosa S; Chwilla, Dorothee J; Levinson, Stephen C

    2015-01-01

    The ability to recognize speech acts (verbal actions) in conversation is critical for everyday interaction. However, utterances are often underspecified for the speech act they perform, requiring listeners to rely on the context to recognize the action. The goal of this study was to investigate the time-course of auditory speech act recognition in action-underspecified utterances and explore how sequential context (the prior action) impacts this process. We hypothesized that speech acts are recognized early in the utterance to allow for quick transitions between turns in conversation. Event-related potentials (ERPs) were recorded while participants listened to spoken dialogues and performed an action categorization task. The dialogues contained target utterances that each of which could deliver three distinct speech acts depending on the prior turn. The targets were identical across conditions, but differed in the type of speech act performed and how it fit into the larger action sequence. The ERP results show an early effect of action type, reflected by frontal positivities as early as 200 ms after target utterance onset. This indicates that speech act recognition begins early in the turn when the utterance has only been partially processed. Providing further support for early speech act recognition, actions in highly constraining contexts did not elicit an ERP effect to the utterance-final word. We take this to show that listeners can recognize the action before the final word through predictions at the speech act level. However, additional processing based on the complete utterance is required in more complex actions, as reflected by a posterior negativity at the final word when the speech act is in a less constraining context and a new action sequence is initiated. These findings demonstrate that sentence comprehension in conversational contexts crucially involves recognition of verbal action which begins as soon as it can. PMID:25793289

  1. Conversation Electrified: ERP Correlates of Speech Act Recognition in Underspecified Utterances

    Science.gov (United States)

    Gisladottir, Rosa S.; Chwilla, Dorothee J.; Levinson, Stephen C.

    2015-01-01

    The ability to recognize speech acts (verbal actions) in conversation is critical for everyday interaction. However, utterances are often underspecified for the speech act they perform, requiring listeners to rely on the context to recognize the action. The goal of this study was to investigate the time-course of auditory speech act recognition in action-underspecified utterances and explore how sequential context (the prior action) impacts this process. We hypothesized that speech acts are recognized early in the utterance to allow for quick transitions between turns in conversation. Event-related potentials (ERPs) were recorded while participants listened to spoken dialogues and performed an action categorization task. The dialogues contained target utterances that each of which could deliver three distinct speech acts depending on the prior turn. The targets were identical across conditions, but differed in the type of speech act performed and how it fit into the larger action sequence. The ERP results show an early effect of action type, reflected by frontal positivities as early as 200 ms after target utterance onset. This indicates that speech act recognition begins early in the turn when the utterance has only been partially processed. Providing further support for early speech act recognition, actions in highly constraining contexts did not elicit an ERP effect to the utterance-final word. We take this to show that listeners can recognize the action before the final word through predictions at the speech act level. However, additional processing based on the complete utterance is required in more complex actions, as reflected by a posterior negativity at the final word when the speech act is in a less constraining context and a new action sequence is initiated. These findings demonstrate that sentence comprehension in conversational contexts crucially involves recognition of verbal action which begins as soon as it can. PMID:25793289

  2. "Very Good" as a Teacher Response

    Science.gov (United States)

    Wong, Jean; Waring, Hansun Zhang

    2009-01-01

    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…

  3. Speech repairs, intonational boundaries and discourse markers: Modeling speakers' utterances in spoken dialog

    Science.gov (United States)

    Heeman, Peter Anthony

    Interactive spoken dialog provides many new challenges for natural language understanding systems. One of the most critical challenges is simply determining the speaker's intended utterances: both segmenting a speaker's turn into utterances and determining the intended words in each utterance. Even assuming perfect word recognition, the latter problem is complicated by the occurrence of speech repairs, which occur where the speaker goes back and changes (or repeats) something she just said. The words that are replaced or repeated are no longer part of the intended utterance, and so need to be identified. The two problems of segmenting the turn into utterances and resolving speech repairs are strongly intertwined with a third problem: identifying discourse markers. Lexical items that can function as discourse markers, such as 'well' and 'okay,' are ambiguous as to whether they are introducing an utterance unit, signaling a speech repair, or are simply part of the context of an utterance, as in 'that's okay.' Spoken dialog systems need to address these three issues together and early on in the processing stream. In fact, just as these three issues are closely intertwined with each other, they are also intertwined with identifying the syntactic role or part-of-speech (POS) of each word and the speech recognition problem of predicting the next word given the previous words. In this thesis, we present a statistical language model for resolving these issues. Rather than finding the best word interpretation for an acoustic signal, we redefine the speech recognition problem to so that it also identifies the POS tags, discourse markers, speech repairs and intonational phrase endings (a major cue in determining utterance units). Adding these extra elements to the speech recognition problem actually allows it to better predict the words involved, since we are able to make use of the predictions of boundary tones, discourse markers and speech repairs to better account for what word will occur next. Furthermore, we can take advantage of acoustic information, such as silence information, which tends to co-occur with speech repairs and intonational phrase endings, that current language models can only regard as noise in the acoustic signal. The output of this language model is a much fuller account of the speaker's turn, with part-of-speech assigned to each word, intonation phrase endings and discourse markers identified, and speech repairs detected and corrected. In fact, the identification of the intonational phrase endings, discourse markers, and resolution of the speech repairs allows the speech recognizer to model the speaker's utterances, rather than simply the words involved, and thus it can return a more meaningful analysis of the speaker's turn for later processing.

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

    Science.gov (United States)

    Becker, Cynthia A.

    2010-01-01

    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…

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

    Science.gov (United States)

    Sak-Wernicka, Jolanta

    2014-01-01

    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…

  6. Influence of Interlocutor/Reader on Utterance in Reflective Writing and Interview

    Science.gov (United States)

    Collyer, Vivian M.

    2010-01-01

    The influence of the Other on utterance is foundational to language study. This analysis contrasts this influence within two modes of communication: reflective writing and interview. The data source is derived from the reflective writings and interview transcripts of a twelfth-grade physics student. In this student's case, reflective writing…

  7. Non-Native Language as the Unmarked Code in Bilingual Utterances of Libyan Children in USA

    Science.gov (United States)

    Abugharsa, Azza

    2013-01-01

    This paper investigates the effect of multiple cultures and languages on the bilingual utterances of Libyan children who live in the United States and who have acquired English after they arrived there at ages from 3 to 5. Data analysis is based on the Markedness Model (Myers-Scotton, 1993) in order to determine which language is the unmarked code…

  8. Spoken Utterance Detection Using Dynamic Time Warping Method Along With a Hashing Technique

    Directory of Open Access Journals (Sweden)

    John Sahaya Rani Alex

    2014-05-01

    Full Text Available This paper presents a technique of searching a keyword in a spoken utterance using Dynamic Programming algorithm. This method is being revisited because of the evolution in computing power. The proposed methods present less computational complexity compared with the conventional Dynamic Time Warping (DTW method. The proposed methods are tested with connected TIDIGIT data.

  9. Spoken Utterance Detection Using Dynamic Time Warping Method Along With a Hashing Technique

    OpenAIRE

    John Sahaya Rani Alex; Nithya Venkatesan

    2014-01-01

    This paper presents a technique of searching a keyword in a spoken utterance using Dynamic Programming algorithm. This method is being revisited because of the evolution in computing power. The proposed methods present less computational complexity compared with the conventional Dynamic Time Warping (DTW) method. The proposed methods are tested with connected TIDIGIT data.

  10. Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom

    Science.gov (United States)

    Trotman, Alicia M.

    2012-01-01

    The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research…

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

    Science.gov (United States)

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

    2003-02-01

    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.

  12. ICT in Teacher Education in an Emerging Developing Country: Vietnam's Baseline Situation at the Start of "The Year of ICT"

    Science.gov (United States)

    Peeraer, Jef; Van Petegem, Peter

    2011-01-01

    In many developing countries, integration of ICT is a key component of an educational reform agenda. These countries can draw on a tradition of research in the developed world on factors determining integration of ICT in education. In this tradition, this study investigates the current situation of ICT integration in teacher education in Vietnam,…

  13. From Theme-Based to Emergent Curriculum: Four Teachers Change and Learn about Themselves, the Children, and Authentic Practice

    Science.gov (United States)

    Kashin, Diane

    2011-01-01

    For those who are tired of old images and practices, Malaguzzi suggests that there is time for mistakes to be corrected. New paths of practice can be forged by being willing to consider another way of teaching and learning with young children. And as with any change in professional practice, teachers face cognitive dissonance when they try to…

  14. Changing Teachers' Perceptions about the Writing Abilities of Emerging Bilingual Students: Towards a Holistic Bilingual Perspective on Writing Assessment

    Science.gov (United States)

    Soltero-Gonzalez, Lucinda; Escamilla, Kathy; Hopewell, Susan

    2012-01-01

    This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish-English emerging bilingual students who are receiving instruction in both languages. Participants…

  15. Thinking soap But Speaking ‘oaps’. The Sound Preparation Period: Backward Calculation From Utterance to Muscle Innervation

    Directory of Open Access Journals (Sweden)

    Nora Wiedenmann

    2010-04-01

    Full Text Available

    In this article’s model—on speech and on speech errors, dyscoordinations, and disorders—, the time-course from the muscle innervation impetuses to the utterance of sounds as intended for canonical speech sound sequences is calculated backward. This time-course is shown as the sum of all the known physiological durations of speech sounds and speech gestures that are necessary to produce an utterance. The model introduces two internal clocks, based on positive or negative factors, representing certain physiologically-based time-courses during the sound preparation period (Lautvorspann. The use of these internal clocks show that speech gestures—like other motor activities—work according to a simple serialization principle: Under non-default conditions,
    alterations of the time-courses may cause speech errors of sound serialization, dyscoordinations of sounds as observed during first language acquisition, or speech disorders as pathological cases. These alterations of the time-course are modelled by varying the two internal-clock factors. The calculation of time-courses uses as default values the sound durations of the context-dependent Munich PHONDAT Database of Spoken German (see Appendix 4. As a new, human approach, this calculation agrees mathematically with the approach of Linear Programming / Operations Research. This work gives strong support to the fairly old suspicion (of 1908 of the famous Austrian speech error scientist Meringer [15], namely that one mostly thinks and articulates in a different serialization than is audible from one’s uttered sound sequences.

  16. Utterance Verification Using State-Level Log-Likelihood Ratio with Frame and State Selection

    Science.gov (United States)

    Kwon, Suk-Bong; Kim, Hoirin

    This paper suggests utterance verification system using state-level log-likelihood ratio with frame and state selection. We use hidden Markov models for speech recognition and utterance verification as acoustic models and anti-phone models. The hidden Markov models have three states and each state represents different characteristics of a phone. Thus we propose an algorithm to compute state-level log-likelihood ratio and give weights on states for obtaining more reliable confidence measure of recognized phones. Additionally, we propose a frame selection algorithm to compute confidence measure on frames including proper speech in the input speech. In general, phone segmentation information obtained from speaker-independent speech recognition system is not accurate because triphone-based acoustic models are difficult to effectively train for covering diverse pronunciation and coarticulation effect. So, it is more difficult to find the right matched states when obtaining state segmentation information. A state selection algorithm is suggested for finding valid states. The proposed method using state-level log-likelihood ratio with frame and state selection shows that the relative reduction in equal error rate is 18.1% compared to the baseline system using simple phone-level log-likelihood ratios.

  17. Changing Roles and Teacher Leadership In Schools.

    Science.gov (United States)

    Anderson, Kirk

    2002-01-01

    A study examined the changing nature of teacher leadership roles in six small rural schools without formal teacher leadership roles. Interviews with 28 teachers and principals indicate that small rural schools might see teacher leadership in unique ways. Most frequently mentioned role categories involved emergence of teacher leadership due to…

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

    Science.gov (United States)

    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

    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.

  19. Developing Accomplished Teaching and Teachers

    OpenAIRE

    Forde, C.

    2010-01-01

    This paper discusses the question of the development of accomplished teachers and teaching in Scotland and examines a number of emerging issues including the definition of accomplished teaching, the enhancement of teaching quality, the role of accomplished teachers including chartered teachers in schools, the contribution of accomplished teachers and impact on pupil learning, the question of teacher agency and enhanced professionalism and opportunities to engage with the wider social and educ...

  20. Speech Repairs, Intonational Boundaries and Discourse Markers Modeling Speakers' Utterances in Spoken Dialog

    CERN Document Server

    Heeman, P A

    1999-01-01

    In this thesis, we present a statistical language model for resolving speech repairs, intonational boundaries and discourse markers. Rather than finding the best word interpretation for an acoustic signal, we redefine the speech recognition problem to so that it also identifies the POS tags, discourse markers, speech repairs and intonational phrase endings (a major cue in determining utterance units). Adding these extra elements to the speech recognition problem actually allows it to better predict the words involved, since we are able to make use of the predictions of boundary tones, discourse markers and speech repairs to better account for what word will occur next. Furthermore, we can take advantage of acoustic information, such as silence information, which tends to co-occur with speech repairs and intonational phrase endings, that current language models can only regard as noise in the acoustic signal. The output of this language model is a much fuller account of the speaker's turn, with part-of-speech ...

  1. Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in Information and Communication Technologies: An Approach for an Emerging Country

    Science.gov (United States)

    Kabakci, Isil; Odabasi, H. Ferhan; Kilicer, Kerem

    2010-01-01

    Teacher educators need professional development in effective use of information and communication technologies (ICT) in order to keep up with the changes and developments in ICT and to pose as a model for teacher candidates. For the purpose of meeting teacher educators' professional development needs in ICT, it is necessary to take…

  2. 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)

    Liu, Huei-Mei

    2014-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    2013-01-01

    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.

  4. Exploring Utterance and Cognitive Fluency of L1 and L2 English Speakers: Temporal Measures and Stimulated Recall

    Science.gov (United States)

    Kahng, Jimin

    2014-01-01

    Although fluency constitutes an essential component of second language (L2) proficiency, there are mixed results and gaps in the literature on how L2 speakers' fluency differs from fluent speech production in a first language (L1). The research reported in this article investigated utterance fluency and cognitive fluency of L1 English…

  5. Social Responsibility of Management Teacher – Beyond Teaching -

    OpenAIRE

    Barman, Arup

    2012-01-01

    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 tha...

  6. Coding of intonational meanings beyond F0 : evidence from utterance-final /t/ aspiration in German

    DEFF Research Database (Denmark)

    Niebuhr, Oliver

    2008-01-01

    An acoustic analysis of a German read-speech corpus showed that utterance-final /t/ aspirations differ systematically depending on the accompanying nuclear accent contour. Two contours were included: Terminal-falling early and late F0 peaks in terms of the Kiel Intonation Model. They correspond to H+L*L-% and L*+HL-% within the autosegmental metrical (AM) model. Aspirations in early-peak contexts were characterized by (a) "short", (b) "high-intensity" noise with (c) "low" frequency values for the spectral energy maximum above the lower spectral energy boundary. The opposite holds for aspirations accompanying late-peak productions. Starting from the acoustic analysis, a perception experiment was performed using a variant of the semantic differential paradigm. The stimuli were varied in the duration and intensity pattern as well as the spectral energy pattern of the final /t/ aspiration. Results revealed that the different noise patterns found in connection with early and late peak productions were able to change the attitudinal meaning of the stimuli toward the meaning profile of the respective F0 peak category. This suggests that final aspirations can be part of the coding of meanings, so far solely associated with intonation contours. Hence, the traditionally separated segmental and suprasegmental coding levels seem to be more intertwined than previously thought.

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

    Scientific Electronic Library Online (English)

    Fabio Elias Verdiani, Tfouni.

    2013-06-01

    Full Text Available 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.

  8. Teacher unionism reborn

    Directory of Open Access Journals (Sweden)

    Lois Weiner

    2013-09-01

    Full Text Available This paper discusses how teachers unions have been singled out for attack because throughout the world they are the most significant barriers to this project of education reform that has been implemented in the last four decades. Teachers unions globally have experienced an astoundingly well-orchestrated, well-financed attack, and resistance elsewhere in the world has been forceful and persistent. This article presents the policies of the major teacher unions in the USA - NEA and AFT - demonstrating the efforts of an emergent resistance of activists who have questioned political actions of both national unions in the teachers battles. At last, the author defends that emergent group of activists must occupy unions in order to change their way of fighting in defense of teachers and public education.

  9. POLIFONIA EM ENUNCIADOS NEGATIVOS: VOZES QUE HABITAM O DIZER "NÃO" / Polyphony in Negative Utterances

    Scientific Electronic Library Online (English)

    Décio Orlando Soares da, Rocha.

    1998-02-01

    Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O presente artigo centra-se na análise de um questionário aplicado, por ocasião de um programa de treinamento, a um grupo de trabalhadores responsáveis pela supervisão das atividades de operários numa fábrica de produção de pneus situada no Brasil. O questionário deveria revelar o "estilo de lideran [...] ça" exercido por cada chefe de equipe, sendo consideradas cinco diferentes possibilidades: os estilos autocrata, demagógico, demissionário, mediador e participativo. O perfil participativo é visto pelo autor do questionário como "o mais adequado", uma vez que promoveria a conciliação entre os objetivos pessoais dos operários e os objetivos industriais. Com base numa concepção polifônica dos enunciados negativos, a análise realizada permitiu concluir que, além dos cinco estilos previstos no questionário, um sexto perfil se deixa entrever, o qual parece coincidir com" a voz da empresa". A presença desse sexto perfil explicita a pluralidade e complexidade dos saberes que se atualizam no contexto das interações em situação de trabalho. Abstract in english This paper focuses on the analysis of a written questionnaire administered to a group of foremen working in a tyre factory in Brazil. The questionnaire is designed to reveal the" style of leadership" carried out by each member of the group, among five possible variants: autocratical, demagogical, re [...] signing, mediative and participative. The participative profile is seen by the author of the questionnaire as "the adequate one", in as much as it harmonises workmen’s personal and organisational interests. On the basis of a polyphonic conception of negative utterances the case is made for a more complex view of the questionnaire: beyond the five profiles critically antecipated, a sixth one is contemplated, which seems to coincide clearly with what we call "the voice of the organisation", putting forward different kinds of knowledge in the context of interactions at work.

  10. Oscillatory brain responses to own names uttered by unfamiliar and familiar voices.

    Science.gov (United States)

    del Giudice, Renata; Lechinger, Julia; Wislowska, Malgorzata; Heib, Dominik P J; Hoedlmoser, Kerstin; Schabus, Manuel

    2014-12-01

    Among auditory stimuli, the own name is one of the most powerful and it is able to automatically capture attention and elicit a robust electrophysiological response. The subject's own name (SON) is preferentially processed in the right hemisphere, mainly because of its self-relevance and emotional content, together with other personally relevant information such as the voice of a familiar person. Whether emotional and self-relevant information are able to attract attention and can be, in future, introduced in clinical studies remains unclear. In the present study we used EEG and asked participants to count a target name (active condition) or to just listen to the SON or other unfamiliar names uttered by a familiar or unfamiliar voice (passive condition). Data reveals that the target name elicits a strong alpha event related desynchronization with respect to non-target names and triggers in addition a left lateralized theta synchronization as well as delta synchronization. In the passive condition alpha desynchronization was observed for familiar voice and SON stimuli in the right hemisphere. Altogether we speculate that participants engage additional attentional resources when counting a target name or when listening to personally relevant stimuli which is indexed by alpha desynchronization whereas left lateralized theta synchronization may be related to verbal working memory load. After validating the present protocol in healthy volunteers it is suggested to move one step further and apply the protocol to patients with disorders of consciousness in which the degree of residual cognitive processing and self-awareness is still insufficiently understood. PMID:25307136

  11. Teacher development and student well-being

    OpenAIRE

    Rebecca Winthrop; Jackie Kirk

    2005-01-01

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

  12. Principios de Desarrollo Profesional Docente construidos por y para Profesores de Ciencia: una propuesta sustentable que emerge desde la indagación de las propias prácticas / Principies of Teacher Professional Development built by and for Science Teachers: a sustainable proposal that emerges from the inquiry of self-practices / Principios de desenvolvimento profissional docente construidos por e para professores de Ciencias: uma proposta sustentável que emerge a partir da indagação das próprias práticas

    Scientific Electronic Library Online (English)

    Corina, González-Weil; Melanie, Gómez Waring; Germán, Ahumada Albayay; Paulina, Bravo González; Exequiel, Salinas Tapia; Damián, Avilés Cisternas; José Luis, Pérez; Jonathan, Santana Valenzuela.

    Full Text Available SciELO Chile | Language: Spanish Abstract in portuguese A transformação das práticas dos docentes na área das ciências, tanto a escolar como a universitária (incluindo formação inicial), constitui uma necessidade urgente se pretendemos alfabetizar científicamente a população. Mostra uma proposta de 5 principios para o desenvolvimento profissional docente [...] em ciências, a partir da indagação colaborativa das práticas de um grupo de docentes de educação primária, secundária e universitária que trabalha, conjuntamente, em um processo de desenvolvimento profissional, há quatro anos. Esses principios incluem a construção de uma visão comum sobre o para que ensinar ciencias, sobre a indagação das práticas a partir das particularidades da educação cientifica, sobre a reflexão individual e coletiva a cerca de tais práticas, sobre a valoração da autoridade da experiencia para a aprendizagem docente e sobre a promoção de um ambiente de desenvolvimento profissional que envolva uma diversidade de contextos e niveis de ensino. Abstract in spanish La transformación de las prácticas de los docentes en el área de ciencias, tanto a nivel escolar como universitario (incluida la formación inicial), constituye una necesidad urgente si pretendemos alfabetizar científicamente a la población. Este estudio muestra una propuesta de cinco principios para [...] el desarrollo profesional docente en ciencias, que emergen desde la indagación colaborativa de las propias prácticas de un conjunto de docentes de educación primaria, secundaria y universitaria, quienes trabajan hace cuatro años en un proceso de desarrollo profesional conjunto. Estos principios incluyen la construcción de una visión común acerca del para qué enseñar ciencias, la indagación de las prácticas a partir de las particularidades de la educación científica, la reflexión individual y colectiva sobre las prácticas, la valoración de la autoridad de la experiencia para el aprendizaje docente y la promoción de un ambiente de desarrollo profesional que involucre diversidad de contextos y niveles de enseñanza. Abstract in english The transformation of teaching practices in the area of sciences, both at school and university levels (including initial training), is an urgent need if we intend to achieve scientific literacy in the population. This study shows a proposal of five principles for teacher professional development in [...] sciences, emerged from the collaborative inquiry of self-practices in a group of primary, secondary and university teachers, who have been working together for four years in a professional development process. These principles include the construction of a common vision on the purpose for teaching sciences; the inquiry of practices starting from the distinctive features of scientific education; individual and collective reflection on practices; the valuation of the authority of experience for teacher learning; and the promotion of an environment of professional development involving diverse contexts and teaching levels. Implications for professional development are discussed.

  13. Social Responsibility of Management Teacher – Beyond Teaching -

    Directory of Open Access Journals (Sweden)

    Arup BARMAN

    2012-06-01

    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.

  14. Teachers Teaching Teachers

    Science.gov (United States)

    Mason, Diana S.

    2004-01-01

    A guide for teachers in school to make teaching chemistry in a more interesting way is given. Practical experience not only facilitates the student's own learning, but also helps them to see how teachers can influence the next generation of students.

  15. Language, Language Development and Teaching English to Emergent Bilingual Users: Challenging the Common Knowledge Theory in Teacher Education & K-12 School Settings

    Science.gov (United States)

    Faltis, Christian

    2013-01-01

    Popular views about language and how children and youth learn language are based mainly in cognitive approaches in support of a common knowledge theory of language development. This common theory feeds into the efforts to increase teacher and learner accountability as measured on narrow assessments of what it means to use language well and in…

  16. Metaphor and the 'Emergent Property' Problem: A Relevance-Theoretic Approach

    Directory of Open Access Journals (Sweden)

    Robyn Carston

    2008-08-01

    Full Text Available The interpretation of metaphorical utterances often results in the attribution of emergent properties; these are properties which are neither standardly associated with the individual constituents of the utterance in isolation nor derivable by standard rules of semantic composition. For example, an utterance of ‘Robert is a bulldozer’ may be understood as attributing to Robert such properties as single-mindedness, insistence on having things done in his way, and insensitivity to the opinions/feelings of others, although none of these is included in the encyclopaedic information associated with bulldozers (earth-clearing machines. An adequate pragmatic account of metaphor interpretation must provide an explanation of the processes through which emergent properties are derived. In this paper, we attempt to develop an explicit account of the derivation process couched within the framework of relevance theory. The key features of our account are: (a metaphorical language use is taken to lie on a continuum with other cases of loose use, including hyperbole; (b metaphor interpretation is a wholly inferential process, which does not require associative mappings from one domain (e.g. machines to another (e.g. human beings; (c the derivation of emergent properties involves no special interpretive mechanisms not required for the interpretation of ordinary, literal utterances.

  17. Sexuality Education: Analysis of Moroccan Teachers' and Future Teachers' Conceptions

    Science.gov (United States)

    Sabah, Selmaoui; Boujemaa, Agorram; Salah-Eddine, Khzami; Taoufik, EL Abboudi; Dominique, Berger

    2010-01-01

    Conceptions are analyzed as being the emergences from interactions between three poles:scientific knowledge (K), values (V) and social practices (P). The teachers' beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher's…

  18. Teacher Educators Modelling Their Teachers?

    Science.gov (United States)

    Timmerman, Greetje

    2009-01-01

    The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers' views on teaching. However, what is the impact of these teacher educator's own role models on their teaching views and practices? Do teacher educators simply imitate the positive role models and reject the bad? It is already clear…

  19. Standpoints: Perspectives on Highly Qualified English Teachers

    Science.gov (United States)

    Gere, Anne Ruggles; Berebitsky, Daniel

    2009-01-01

    The issue of teacher quality has emerged with special force recently; between 2000 and 2005, at least 15 reports addressing teacher quality from a public policy perspective have been produced (Cochran-Smith & Fries, 2005). The National Research Council has been charged by the U.S. Congress to do a national study of teacher preparation programs to…

  20. Addressing the "Essences": Making English Teachers

    Science.gov (United States)

    Davies, Larissa McLean; Grant, Ashleigh; Hehir, Emily; Matthews, Hagan; May, Caitlin; Thiel, Philip; Sparrow, Catherine; Trevaskis, Glen; Barton, Katherine; Elliot, Amelia; Ogden, Trent

    2013-01-01

    Garth Boomer's democratic and often provocative vision for English teaching continues to play an important part in the professional development of English teachers. In particular, Boomer's work is often used by Teacher Educators in preservice degrees to introduce emerging English teachers to key ideas such as curriculum negotiation and…

  1. Distributed but Undefined: New Teacher Leader Roles to Change Schools

    Science.gov (United States)

    Margolis, Jason; Huggins, Kristin Shawn

    2012-01-01

    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…

  2. Teachers’ beliefs about teaching and learning: an exploratory study

    OpenAIRE

    Gonc?alves, Teresa N. R.; Rios Azevedo, Nair; Alves, Mariana Gaio

    2013-01-01

    Within the context of globalisation, the diversification of learning contexts and the implementation of national and transnational policy measures concerning teacher education, teaching competences and lifelong learning, teacher identity has emerged as being problematic and paradoxical. Drawing on recent research concerning teachers’ professional identity, reflexivity, and cultural narratives of teaching and learning, we present an exploratory study of Portuguese teachers’ beliefs concern...

  3. Out-of-Field Teaching: A Cross-National Study on Teacher Labor Market and Teacher Quality

    Science.gov (United States)

    Zhou, Yisu

    2012-01-01

    In the past two decades, the issue of out-of-field teaching (OFT) has concerned policy makers and researchers alike who see raising teachers' subject matter knowledge as the main policy lever to improve teacher quality. The study of OFT has emerged as one of the important subfields of teacher quality and teacher labour market research.…

  4. Research in Review: Emerging Knowledge about Emergent Writing

    Science.gov (United States)

    Mayer, Kelly

    2007-01-01

    In this article, the author reviews the research on young children's emerging writing and presents a comprehensive synthesis of this research on emergent writing. She discusses children's early writing knowledge; writing skills development; the social process of learning to write; teacher support; and a supportive environment. She also lists six…

  5. Case Studies of Sudanese EFL Student Teachers' Knowledge and Identity Construction

    Science.gov (United States)

    Elsheikh, Aymen

    2012-01-01

    This study examines English as a foreign language (EFL) teachers' professional identity construction through an examination of the relationship between teachers' emerging knowledge and emerging identity. The participants in this study were four EFL student teachers enrolled in the fourth and final year of an EFL teacher education program…

  6. At the edge of intonation : the interplay of utterance-final F0 movements and voiceless fricative sounds

    DEFF Research Database (Denmark)

    Niebuhr, Oliver

    2012-01-01

    The paper is concerned with the 'edge of intonation' in a twofold sense. It focuses on utterance-final F0 movements and crosses the traditional segment-prosody divide by investigating the interplay of F0 and voiceless fricatives in speech production. An experiment was performed for German with four types of voiceless fricatives: /f/, /s/, /?/ and /x/. They were elicited with scripted dialogues in the contexts of terminal falling statement and high rising question intonations. Acoustic analyses show that fricatives concluding the high rising question intonations had higher mean centres of gravity (CoGs), larger CoG ranges and higher noise energy levels than fricatives concluding the terminal falling statement intonations. The different spectral-energy patterns are suitable to induce percepts of a high 'aperiodic pitch' at the end of the questions and of a low 'aperiodic pitch' at the end of the statements. The results are discussed with regard to the possible existence of 'segmental intonation' and its implication for F0 truncation and the segment-prosody dichotomy, in which segments are the alleged troublemakers for the production and perception of intonation.

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

    OpenAIRE

    Bottema-beutel, Kristen; Yoder, Paul J.; Hochman, Julia M.; Watson, Linda R.

    2014-01-01

    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 ...

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

    Science.gov (United States)

    Upadhyay, Bhaskar

    2009-09-01

    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).

  9. Learning By Teaching: A Cultural Historical Perspective On A Teacher’s Development

    Directory of Open Access Journals (Sweden)

    Sue Gordon

    2004-09-01

    Full Text Available How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.

  10. Teachers' Concerns About Biotechnology Education

    Science.gov (United States)

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

    2013-04-01

    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.

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

    Science.gov (United States)

    McDonald, Eric J.

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

  12. Inquiry on Teachers' Emotion

    Science.gov (United States)

    Schutz, Paul A.

    2014-01-01

    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…

  13. Aesthetic Encounters: Contributions to Generalist Teacher Education

    Science.gov (United States)

    White, Boyd

    2007-01-01

    This article describes the learning experiences of three pre-service teachers within a university-level course entitled "Aesthetics and Art Criticism for the Classroom." Discussion is focused on the nature of the meaning-making that emerges from aesthetic encounters and its educational value. Specifically, what can pre-service generalist teachers

  14. Teacher Education in the United States of America, 2011

    Science.gov (United States)

    Imig, David; Wiseman, Donna; Imig, Scott

    2011-01-01

    Teacher education in the USA is faced with an uncertain future. Unprecedented efforts on the part of government, philanthropic foundations, social entrepreneurs, professional societies and others are reshaping the enterprise. Warring camps have emerged to promote decidedly different visions for teacher education, with university-based teacher

  15. The Logic of Convergence and Uniformity in Teacher Production

    Science.gov (United States)

    Loomis, Steven; Rodriguez, Jacob; Tillman, Rachel; Gunderson, John

    2008-01-01

    This paper discusses teacher education, institutional growth and the economy of information. It compares the sector of teacher education with global markets, described by Thomas Friedman in his book "The world is flat", as emerging and "flattening" in light of rapid technological and communication advances. The institutional framework of teacher

  16. Examining the Effects of Math Teachers' Circles on Aspects of Teachers' Mathematical Knowledge for Teaching

    Science.gov (United States)

    White, Diana; Donaldson, Brianna; Hodge, Angie; Ruff, Adam

    2013-01-01

    Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to…

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

    OpenAIRE

    Mandina Shadreck; Mambanda Isaac

    2012-01-01

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

  18. Teacher's Niche

    Science.gov (United States)

    This website has information and links to resources for ocean sciences teachers located in North Carolina, South Carolina and Georgia. The resources include professional development opportunities, student opportunities, teaching resources and lessons, and organizations and agencies to connect teachers with ocean science materials.

  19. Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse

    Science.gov (United States)

    Gort, Mileidis; Sembiante, Sabrina Francesca

    2015-01-01

    In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the…

  20. Emergency planning

    International Nuclear Information System (INIS)

    This book contains 26 papers. Some of the titles are: Tri-purpose emergency management model; A feasibility study for simulating and evaluating nuclear power plant urban diaster evacuation plans; Simulation using geographic data bases: An application in emergency management; Spatial data requirements for emergency response; and Transportation emergency response personnel accident simulator (TERPAS) system

  1. Preparing Teachers for Emerging Blended Learning Environments

    Science.gov (United States)

    Oliver, Kevin M.; Stallings, Dallas T.

    2014-01-01

    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…

  2. Teacher's Guide

    Science.gov (United States)

    Christopher Griffith

    Lesson plans and exercises for teachers to use this site and the CD-ROM ?Atomic Archive: Enhanced Edition? in their classrooms. The exercises cover the following subjects: Arms Control, Atomic Physics, Delivery Systems, Fission, Fusion, History and Weapon Effects.

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

    Science.gov (United States)

    Tan, Yuen Sze Michelle; Nashon, Samson Madera

    2013-08-01

    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.

  4. Teachers Who Grow As Collaborative Leaders

    Directory of Open Access Journals (Sweden)

    Richard D. Sawyer

    2001-10-01

    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.

  5. Ophthalmologic Emergencies

    Directory of Open Access Journals (Sweden)

    Muge Gulen

    2014-04-01

    Full Text Available Ophthalmologic emergencies include many diseases in a wide spectrum. Although only a small portion of the patients who admitted to emergency services with eye complaints have urgency, it should be certainly questioned about the existence of real ophthalmic emergencies that may cause a loss of vision which is one of the most important senses of us. In this compilation, ophthalmological emergencies have been reviewed in the light of current informations.

  6. Where Have All the Teachers Gone?

    Directory of Open Access Journals (Sweden)

    Mark Fetler

    1997-01-01

    Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.

  7. Teacher as Researcher: Teacher Action Research in Teacher Education

    Science.gov (United States)

    Souto-Manning, Mariana

    2012-01-01

    Historically, "teacher action research" and "teacher research" have been terms mostly used at the PK-12 level. Yet, embracing it fully and visibly in the teacher education realm is important because it raises awareness of the critical and transformative aspects of teaching and learning. It allows teacher research to be made visible and validated…

  8. TEACHER NEEDED

    CERN Multimedia

    2002-01-01

    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

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

    OpenAIRE

    Ildiko Laczko-Kerr; Berliner, David C.

    2002-01-01

    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...

  10. Ocular emergencies

    International Nuclear Information System (INIS)

    Objective: To describe clinical data about ocular emergencies (OE) and their management. Material and Methods: A comprehensive analysis of the computer record available for admitted ocular emergencies was undertaken in terms of gender, age, etiology, procedure performed and hospital stay. Results: Ocular emergencies (1961) were 18.49% of total admissions. Male to female ratio was 2:1. Non-traumatic ocular emergencies were 1058 (53.95%) with male to female ratio of 1.47:1. In the non-traumatic ocular emergencies, majority (67.2%) were 40 years or above. Traumatic ocular emergencies were 925 (47.16%) with male to female ratio of 2.77:1. Majority (83.78%) of traumatic ocular emergencies were below 40 years and 562 (60.75%) below 20 years of age. Only 150 (16.21%) cases were 40 years and above. Corneal ulcers (44.51%) and glaucoma (24.38%) were the most common non-traumatic ocular emergencies, whereas, open globe injuries (73.4%) were leading the traumatic ocular emergencies. Total surgical procedures performed were 1382 (13.7% of total major ophthalmic surgery). Average stay in hospital was 5.5 days. Conclusion: Ocular emergencies predominantly affected the males in this series. Trauma related OE are almost as common as non-traumatic. Majority of OE need surgical intervention and the average hospital stay is longer than routine admissions. (author)

  11. language teachers

    CERN Document Server

    2007-01-01

    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

  12. Swimming Emergencies

    OpenAIRE

    Beerman, Stephen B.

    1988-01-01

    Persons who have undergone swimming emergencies are seen in emergency departments everywhere. They are frequently young healthy citizens. In some instances they will receive better care in large specialized referral hospitals. Other problems can be managed well at local facilities. This article attempts to equip all family physicians with some knowledge and management guidelines for dealing with swimming emergencies, submersion injuries including near-drowning, accidental hypothermia, and tri...

  13. Male Teacher Shortage: Black Teachers' Perspectives

    Science.gov (United States)

    Martino, Wayne; Rezai-Rashti, Goli M.

    2010-01-01

    In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role…

  14. Teacher Resources

    Science.gov (United States)

    Heather Miller

    2011-12-13

    Resources for Preschool Teachers in the classroom. This link will have emotion faces and a tool to create a solution box for student use. Behavior This is the home page to Positive Behavior Intervention System PBIS Entering data for check points Creative Curriculum NAYEC national page along with the IA page NAEYC IA AEYC Dr. Jean's main page with some YouTube songs Dr. Jean ...

  15. TEACHERS NEEDED

    CERN Document Server

    2001-01-01

    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...

  16. Innovations in Science and Technology Education through Science Teacher Associations

    OpenAIRE

    Akpan, Ben B.

    2010-01-01

    One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6)is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the important role of science teacher associations, where its members not only have the insights and experience, but also the interest in helping science tea...

  17. Student Perceptions of Secondary Science Teachers’ Practices Following Curricular Change

    OpenAIRE

    Carvalho, Carolina; Freire, Sofia; Conboy, Joseph; Baptista, Mo?nica; Freire, Ana; Azevedo, Ma?rio; Oliveira, Teresa

    2011-01-01

    Inquiry-based teaching has emerged as a highly valued strategy in science education. In Portugal, the science curriculum has been redesigned in order to promote such teaching. This implies substantial change in teacher practice. It is therefore important to understand students’ perceptions of teacher practice. Aim: In this study, we describe student perception of teacher practices and look for associations between the perceptions and student motivation. Method: Three low-achieving, seconda...

  18. Teachers ''in the Making'': Building Accounts of Teaching

    Science.gov (United States)

    Ottesen, Eli

    2007-01-01

    In this paper, mentoring practices during internship in teacher education are identified as boundary activities between schools and universities. By using the notions of common places and accounting practices, the emerging discourses of student teachers and mentors in a Norwegian school are explored to expand our understanding of how conceptual,…

  19. Promoting Reflection in Teacher Preparation Programs: A Multilevel Model

    Science.gov (United States)

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

    2012-01-01

    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…

  20. Teacher Workforce Data and Planning Processes in Australia

    Science.gov (United States)

    Owen, Susanne; Kos, Julie; McKenzie, Phillip

    2008-01-01

    Workforce planning is essential to ensure sufficient numbers of well-qualified teachers and leaders to meet the emerging needs of schools in the 21st century. Given the current ageing workforce profile in Australia, there are concerns about teacher shortage, especially in some specialist subject areas, in rural and remote locations and in…

  1. A Situational Approach to Middle Level Teacher Leadership.

    Science.gov (United States)

    White, George P.; Greenwood, Scott C.

    2002-01-01

    Examines the emerging concept of teacher as leader in the classroom, and offers a useful framework for practice. Finds that to exercise situational leadership in the classroom, teachers vary supportive behavior and directive behavior in response to four levels of student task development: telling, consulting, participating, and delegating. (SD)

  2. Women Teachers in Hong Kong: Stories of Changing Gendered Identities

    Science.gov (United States)

    Luk-Fong, Yuk Yee Pattie; Brennan, Marie

    2010-01-01

    In a time of mass schooling in most parts of the world, the discourse of the "woman primary teacher" is often the subject of discourse. Yet most stories of these women teachers emerge from other (Western) contexts, with little known about how changing education processes affect the gendered identities of women in other cultural settings. This…

  3. Emergency care.

    Science.gov (United States)

    2014-10-30

    'Exit block' describes situations when hospital staff cannot move patients out of emergency departments (EDs) into inpatient beds. According to the College of Emergency Medicine, it affects around half a million patients a year. To help managers and clinicians reduce crowding in their EDs, the college has produced a guideline that explains the causes and consequences of crowding and suggests ways of reducing the effects and improving safety in EDs. Crowding in Emergency Departments can be accessed online at tinyurl.com/exit-block NHS England and Monitor have endorsed the resource in their winter planning guidance. PMID:25355122

  4. Emergency Contraception

    Science.gov (United States)

    ... Mifeprex), which is the medicine known as the "abortion pill." This medicine is taken in the early ... diaphragm), you may go back to using it right away after taking emergency contraceptive pills. If your ...

  5. Heat emergencies

    Science.gov (United States)

    ... emergency more likely: Drinking alcohol before or during exposure to heat or high humidity Not drinking enough fluids when ... temperature, and it keeps rising. Heatstroke can cause shock, brain ... of heat cramps include: Muscle cramps and pains, that most ...

  6. Constructions of Teacher Leadership in Three Periods of Policy and Reform Activism

    Science.gov (United States)

    Little, Judith Warren

    2003-01-01

    It is primarily within the last two decades that "teacher leadership" has emerged as a prominent element of reform strategy and policy rhetoric. Three bodies of data spanning 14 years show how the meanings of teacher leadership vary, paralleling shifts in policy goals and strategies. Over time, designated teacher leadership roles have become…

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

    Science.gov (United States)

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

    2011-01-01

    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…

  8. Connecting Teaching and Learning: History, Evolution, and Case Studies of Teacher Work Sample Methodology

    Science.gov (United States)

    Rosselli, Hilda, Ed.; Girod, Mark, Ed.; Brodsky, Meredith, Ed.

    2011-01-01

    As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student learning. Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise…

  9. Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

    Science.gov (United States)

    Phillips, Donna Kalmbach; Larson, Mindy Legard

    2009-01-01

    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…

  10. Teacher Education in Practice: Reconciling Practices and Theories in the United States Context

    Science.gov (United States)

    Kozleski, Elizabeth B.; Gonzalez, Taucia; Atkinson, Laura; Mruczek, Cynthia; Lacy, Lisa

    2013-01-01

    This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound…

  11. Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program

    Science.gov (United States)

    Teemant, Annela

    2005-01-01

    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,…

  12. Pre-service teachers as innovators (2013)

    OpenAIRE

    Jonathon Henderson

    2013-01-01

    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 confer...

  13. Corporeidad y Lenguaje: La acción como texto y expresión / Bodyness and Language: The action as text and utterance

    Scientific Electronic Library Online (English)

    Sergio, Toro-Arévalo.

    2010-03-01

    Full Text Available El presente trabajo aborda un análisis sobre la dimensión encarnada del lenguaje, revisando los supuestos conceptuales de la cognición, mente y lenguaje. A partir de la emergencia de nuevos antecedentes y conocimientos provenientes de diferentes aéreas disciplinares y tomando la fenomenología de Mer [...] leau-Ponty como opción epistémica se realiza una critica de las aproximaciones funcionales del lenguaje y su contraste con descripciones fenomenológicas y de las ciencias cognitivas. Los resultados del trabajo se orientan a explicitar el lenguaje como un proceso que expresa el cuerpo vivido o corporeidad, lo que establece la posibilidad de considerar la motricidad, entendida como intencionalidad en despliegue, como un texto o interpretación discursiva no verbal. Abstract in english The present work has as objective to analyse the embodied dimension of language, reviewing the conceptual issues of cognition, mind and language. Starting from the emerging of new data and knowledge that come from different disciplinary areas and taking Merlau-Ponty’s phenomenology as epistemologica [...] l option, creating a critique to the functional approaches of language and its contrast with the mention author’s descriptions and also the cognitive sciences. The results of the study are oriented to explicit and show the language as a process of vivid body or corporeal manifestation and presence, which establish the possibility of considering movement, understood as intentionality in movement, as a text or discursive non-verbal interpretation.

  14. PBS Teachers

    Science.gov (United States)

    2002-01-01

    The PBS (Public Broadcasting Service) Teachers web site provides access to thousands of lesson plans, teaching activities, videos, and interactive games and simulations for all levels of instruction, Pre-K to 12. These resources are correlated to state, national, and Canadian educational standards and are tied to PBS' on-air and online programming (NOVA, Nature, and others). They are organized by topic (math, science and technology, social studies, and others). Within each topic area the resources are searchable by grade level and subtopic. Other materials include links to blogs on educational topics, news articles and event announcements, a frequently-asked-questions feature, and information on PBS' professional development program, Teacherline.

  15. New science teachers' descriptions of inquiry enactment

    Science.gov (United States)

    Dreon, Oliver, Jr.

    This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on professional decision-making were evidenced. Anxiety emerged as the most significant impacting emotion on instructional decision-making with the participants. Through their stories, the two participants describe how their emotions and views of self influence whether they continue using inquiry pedagogy or alter their lesson to adopt more didactic means of instruction. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity) and from various school constraints (agency). This research also demonstrates how intertwined these aspects are, informing each other in a complex, dialectical fashion. The participants' self-efficacy and professional identity emerge from their interactions with the community (their students and colleagues) and the perceived agency afforded by their schools' curricula and administration. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors that influence teachers' instructional practices and provides a basis for reforming science teacher preparation.

  16. Student Teachers' Perceptions of Teacher's Qualities

    Science.gov (United States)

    Casey, John P.; Alden, Elaine

    1977-01-01

    What qualities in teachers do student teachers feel are more important than others? Do student teachers agree as to the varying importance of these qualities? This pilot study conducted in Fall semester, 1975 at Southern Illinois University at Carbondale attempted to answer these questions. (Author)

  17. Teachers Helping Teachers: Peer Observation and Assistance.

    Science.gov (United States)

    Willerman, Marvin; And Others

    This book, a research-based text, describes peer observation and assistance (POA), a method designed to isolate behaviors and skills shown to raise student achievement levels and the process by which teachers can help their peers improve performance in these areas. The volume is organized into 10 chapters: (1) Teachers Helping Teachers: The…

  18. Teachers' Perceptions of the Effective Teacher

    Science.gov (United States)

    Watson, S.; Miller, T.; Davis, L.; Carter, P.

    2010-01-01

    In this study, researchers qualitatively analyzed middle school teacher participant perceptions of qualities of teacher effectiveness across 3 years (2006-2009) through 66 focus group sessions by comparing the participants' identified qualities to Stronge's (2007) Teacher Skills Assessment Checklist. Surprisingly, a disproportionate number (42.6%)…

  19. Emerging Viruses

    Science.gov (United States)

    Lee, Amy.

    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.

  20. Industrial Design in Education. Teacher's Manual.

    Science.gov (United States)

    Micklus, C. Samuel

    Contents of this teacher's manual for use in an industrial design course are the same as that of the companion student manual except that answers to the objective tests are included. Chapter I describes the emergence of industrial design as a profession and emphasizes specific designers and their contributions to the field. A twenty question…

  1. Emergency situations

    International Nuclear Information System (INIS)

    The nuclear activities are exercised so as to prevent the accidents. They are subjected to a rule whom application is controlled by the Asn. The risk of grave accident is so limited to a very low level of probability. He cannot be however completely pushed aside. The expression ' radiological emergency situation ' indicates a situation which ensues from an incident or of an accident risking to lead to an emission of radioactive materials or a level of radioactivity susceptible to strike a blow at the public health. The term ' nuclear crisis ' is used for the events which can lead to a radiological emergency situation on a nuclear basic installation or during a transport of radioactive materials. The preparation and the management of emergency situations, that they are of natural, accidental or terrorist origin, became a major concern of our society. We propose you of to know more about it in this file. (N.C.)

  2. Emergency preparedness

    CERN Document Server

    Cennini, E; Oortman Gerlings, P

    2009-01-01

    On September 19th 2008, a technical fault was at the centre of a sequence of events which hampered the performance of certain equipments of the LHC 3-4 sector. Once the first effects of this sequence of events were detected, the behaviour of the CERN staff confronted to this complex and critical situation became the centre of the risk control process. During such a downward spiral the preparation of all stakeholders is essential and should respect the (apparently) basic principles of emergency preparedness. Preparedness towards normal operation of CERN facilities towards minor up to major emergency situations will be presented. The main technical, organisational and legal frameworks of the CERN emergency preparedness will be recalled, highlighting the CERN risk management and risk control strategy. Then, the sequence of events experienced by different stakeholders on September 19th will be reported, thus starting the learned lessons process.

  3. Emergency neuroradiology

    Energy Technology Data Exchange (ETDEWEB)

    Scarabino, T. [Scientific Inst. ' Casa Sollievo della Sofferenza' , San Giovanni Rotondo (Italy). Dept. of Neuroradiology]|[Hospital of Andria (Italy). Dept. of Radiology, ASL BA/1; Salvolini, U. [Ancona Univ. (Italy). Neuroradiology and Dept. of Radiology; Jinkins, J.R. (eds.) [New York State Univ., Brooklyn, NY (United States). Dept. of Radiology, Downstate Medical Center

    2006-07-01

    The book is directed at emergency radiologists and neuroradiologists. It aims at providing exhaustive information that will help the reader understand the clinical problems in the full range of neurological emergencies and to select the methodological and technical options that will ensure prompt and effective response and correct interpretation of the clinical findings. The various chapters address the most common neuroradiological emergencies, summarize their fundamental physiopathological features, describe the main semiological and differential diagnostic features, and provide operative suggestions for the selection of the appropriate techniques to be applied in a sequential order. The book addresses the application of state-of-the-art techniques and their implications for clinical practice (particularly the contributions of standard and functional MRI and of spiral and multislice CT). The illustrations provide not only training but also reference material for routine clinical work. (orig.)

  4. Gauss Modular-Arithmetic Congruence = Signal X Noise PRODUCT: Clock-model Archimedes HYPERBOLICITY Centrality INEVITABILITY: Definition: Complexity= UTTER-SIMPLICITY: Natural-Philosophy UNITY SIMPLICITY Redux!!!

    Science.gov (United States)

    Kummer, E. E.; Carl-Ludwig Siegel, Edward

    2011-03-01

    Clock-model Archimedes [http://linkage.rockeller.edu/ wli/moved.8.04/ 1fnoise/ index. ru.html] HYPERBOLICITY inevitability throughout physics/pure-maths: Newton-law F=ma, Heisenberg and classical uncertainty-principle=Parseval/Plancherel-theorems causes FUZZYICS definition: (so miscalled) "complexity" = UTTER-SIMPLICITY!!! Watkins[www.secamlocal.ex.ac.uk/people/staff/mrwatkin/]-Hubbard[World According to Wavelets (96)-p.14!]-Franklin[1795]-Fourier[1795;1822]-Brillouin[1922] dual/inverse-space(k,w) analysis key to Fourier-unification in Archimedes hyperbolicity inevitability progress up Siegel cognition hierarchy-of-thinking (HoT): data-info.-know.-understand.-meaning-...-unity-simplicity = FUZZYICS!!! Frohlich-Mossbauer-Goldanskii-del Guidice [Nucl.Phys.B:251,375(85);275,185 (86)]-Young [arXiv-0705.4678y2, (5/31/07] theory of health/life=aqueous-electret/ ferroelectric protoplasm BEC = Archimedes-Siegel [Schrodinger Cent.Symp.(87); Symp.Fractals, MRS Fall Mtg.(89)-5-pprs] 1/w-"noise" Zipf-law power-spectrum hyperbolicity INEVITABILITY= Chi; Dirac delta-function limit w=0 concentration= BEC = Chi-Quong.

  5. EMERGENCY CONTRACEPTION

    Directory of Open Access Journals (Sweden)

    Dragana Panti?

    2007-10-01

    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.

  6. EMERGING MARKETS

    Directory of Open Access Journals (Sweden)

    GHEORGHE CARALICEA-M?RCULESCU

    2012-03-01

    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.

  7. Emergent spacetimes

    CERN Document Server

    Weinfurtner, Silke

    2007-01-01

    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.

  8. A New Teacher's Plea

    Science.gov (United States)

    Jones, Brian K.

    2012-01-01

    New teachers are often too overwhelmed by their new responsibilities to be the effective teachers they wish to be. Brian K. Jones, a new teacher who loves his job but still thinks of quitting at least once a month, says that teachers need a more comprehensive system of supports before and after they enter the classroom. Such a system would include…

  9. Helping Teachers become Leaders

    Science.gov (United States)

    Phelps, Patricia H.

    2008-01-01

    For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting…

  10. Technology Enhanced Teacher Evaluation

    Science.gov (United States)

    Teter, Richard B.

    2010-01-01

    The purpose of this research and development study was to design and develop an affordable, computer-based, pre-service teacher assessment and reporting system to allow teacher education institutions and supervising teachers to efficiently enter evaluation criteria, record pre-service teacher evaluations, and generate evaluation reports. The…

  11. 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)

    Oscar Rafael, Boude Figueredo.

    2013-06-01

    Full Text Available 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.

  12. 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

  13. Language teachers and teaching

    CERN Document Server

    Ben Said, Selim

    2013-01-01

    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.

  14. Study abroad as professional development for FSL teachers

    Directory of Open Access Journals (Sweden)

    Mike Wernicke

    2010-02-01

    Full Text Available In July 2009, a group of over 80 FSL teachers from British Columbia (BC participated in a two-week sojourn at the Centre d’Approches vivantes des Langues et des Médias (CAVILAM in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA research, the literature offers little insight into teachers’ professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context.

  15. Teacher Stress Questionnaire: validity and reliability study in Italy.

    Science.gov (United States)

    Zurlo, Maria Clelia; Pes, Daniela; Capasso, Roberto

    2013-10-01

    This study analyses the psychometric properties of the Italian version of the Teacher Stress Questionnaire elaborated in England by Travers and Cooper in 1996. This Italian survey was completed by 863 teachers randomly drawn from a cross-section of Italian school levels. The construct validity of the questionnaire was verified by factor analysis and by measuring the internal consistency of the single scales. All dimensions measured by the Teacher Stress Questionnaire were compared for sample subgroups of all teacher levels. Several meaningful and reliable factors emerged from the factor analysis of the scales. The internal consistency of each scale (Cronbach's alpha) revealed satisfactory values. Teachers' age and school level were determining factors for all dimensions of stress explored. The Italian version of the Teacher Stress Questionnaire showed satisfactory psychometric properties and constitutes a useful and reliable measure to analyse stress in Italian schools. PMID:24597443

  16. Emergent spin

    Energy Technology Data Exchange (ETDEWEB)

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

    2014-03-15

    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.

  17. Emergence Explained

    CERN Document Server

    Abbott, R

    2006-01-01

    Emergence (macro-level effects from micro-level causes) is at the heart of the conflict between reductionism and functionalism. How can there be autonomous higher level laws of nature (the functionalist claim) if everything can be reduced to the fundamental forces of physics (the reductionist position)? We cut through this debate by applying a computer science lens to the way we view nature. We conclude (a) that what functionalism calls the special sciences (sciences other than physics) do indeed study autonomous laws and furthermore that those laws pertain to real higher level entities but (b) that interactions among such higher-level entities is epiphenomenal in that they can always be reduced to primitive physical forces. In other words, epiphenomena, which we will identify with emergent phenomena, do real higher-level work. The proposed perspective provides a framework for understanding many thorny issues including the nature of entities, stigmergy, the evolution of complexity, phase transitions, superven...

  18. Emergency Contraception

    Directory of Open Access Journals (Sweden)

    Gemzell-Danielsson K

    2010-01-01

    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.

  19. Emerging issues

    International Nuclear Information System (INIS)

    Some formal and informal mechanisms were implemented at the Ontario Ministry of the Environment that allow the identification of emerging environmental issues. The early warning is most often provided through the expertise of the personnel and their contacts. The Ministry commissioned a study to review the process, learn from the processes in place in other organizations, and implement the appropriate changes into its emerging issues procedure. The team conducting the review answered four specific questions. The first question was: What are the necessary elements of an emerging issues tool? The second question was: What are some of the best practices in other jurisdictions? It was followed by the question: How do those jurisdictions implement emerging issues models? The final question was: What implementation is appropriate for the Ontario Ministry of the Environment? The approach involved reviewing the appropriate literature and reviewing the best practices in place in other jurisdictions, both in the United States and in Europe. Senior officials in Canada and the United States were interviewed, and the procedure was identified and described. A case study concerning the acid rain problem in the 1960s and 1970s was used to test the developed procedure retroactively. This procedure involves a variation of the top-down, bottom-up input procedure at the United States Environmental Protection Agency (US EPA), with a formal issues scanning process, and the prioritizing andscanning process, and the prioritizing and analysis of the steps. It was noted that if the procedure had been in place in the late 1960s in Ontario, it would have been possible to identify one or more impacts from the acid rain situation ten years earlier. Preventive and remedial action could have been implemented, leading to environmental and economic benefits for the province of Ontario. The broad involvement of stakeholders is required for an open and systematic prioritization of the issues. The authors concluded the study by identifying possible implementation options within the structure of the Ontario Ministry of the Environment

  20. Emergence Explained

    OpenAIRE

    Abbott, Russ

    2006-01-01

    Emergence (macro-level effects from micro-level causes) is at the heart of the conflict between reductionism and functionalism. How can there be autonomous higher level laws of nature (the functionalist claim) if everything can be reduced to the fundamental forces of physics (the reductionist position)? We cut through this debate by applying a computer science lens to the way we view nature. We conclude (a) that what functionalism calls the special sciences (sciences other t...

  1. Emergency preparedness

    International Nuclear Information System (INIS)

    According the conception of the Emergency Response Centre (ERC) of the Nuclear Regulatory Authority of the Slovak Republic (NRA), and the obtained experience from exercises, and as well as on the basis of recommendations of international missions, the NRA SR started, in 1997 the ERC extension. The new room enable the work for radiation protection group, reactor safety and logistic group separately. At the same time special room was build for work of the NECRA Technical Support Group of the Emergency Commission for Radiation Accidents of the SR.This group co-operates closely with ERC while evaluation the situation, and by using the information system of the NRA and database of ERC to generate the conditions of nuclear facilities in once of emergency. Extension of the mentioned rooms was carried out. The financing by the European Union helped to build the project RAMG. In this way the NRA gained a working site which, with its equipment and parameters belongs to the top working sites of regulatory bodies of developed European countries. The NRA preparation of exercise and special staff education was carried out in 1997, for employees of the NRA and members of Emergency Headquarters (EH) for work in ERC in case of nuclear installation accident. The task of education of member of EH was their preparation for carrying out three exercises. These exercises are described. In the area of emergency preparedness, in accordance with inspection plan of the Office, 7 team inspections were carried out in individual localities; in NPP Bohunice, two in NPP Mochovce and one in Bohunice Conditioning Centre for radioactive wastes. Solution of the task of development of science and technology in the area of 'Development of technical and programme means for analyses of accidents and solutions of crisis situations'continued in 1997. Another regulations were elaborated for activity of members of EH of the NRA. The following was was carried out: selection of data for transfer and the following display of the selected data from Technological Information System NPP Bohunice data from Teledosimetric System NPP Bohunice and meteorological data from from Slovak Hydro-meteorological Institute

  2. The Professionalism of Women Teachers

    Science.gov (United States)

    Nasstrom, Roy R.; Butler, William E.

    1975-01-01

    Article investigated the widely held assumption that female teachers are less professional than male teachers, and that family considerations make the married female teacher face more barriers to professionalism than single female teachers. (Author/RK)

  3. ChemTeacher: Neutron

    Science.gov (United States)

    2011-01-01

    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.

  4. ChemTeacher: Titration

    Science.gov (United States)

    2011-01-01

    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.

  5. The Teacher as Philosopher.

    Science.gov (United States)

    Carbone, Peter F., Jr.

    1991-01-01

    Teachers have a professional need for instruction in philosophy and philosophy of education that must be satisfied by teacher preparation institutions. Educational philosophers should devote some research effort to exploring philosophical contributions to the guidance of practice. (SK)

  6. ChemTeacher: Proton

    Science.gov (United States)

    2012-07-19

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

  7. Differentiated Teacher Evaluation.

    Science.gov (United States)

    Glatthorn, Allan A.; Holler, Richard L.

    1987-01-01

    Calvert County School District, Maryland, has developed a differentiated teacher evaluation system that promotes collaboration among supervisors and administrators in rating teacher performance. Methods involve informal observation, rating observation, and nonrating observation. Implementation is accompanied by extensive formative evaluation by…

  8. ChemTeacher: Fission

    Science.gov (United States)

    2011-01-01

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

  9. Effects of teacher training

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Larsen, Lea Lund

    2010-01-01

    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.

  10. Emergency Lighting

    Science.gov (United States)

    1977-01-01

    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.

  11. Teacher Page - Deutsch Klasse

    Science.gov (United States)

    Frau Barlow

    2009-11-02

    On this site you will find the resource needed to teach a German Level I Course. There are links below for lesson plans and a link to the student page. This page is an introductory page for the teacher. Below are four links that will provide teachers with additional resources to use in their classrooms. Teacher Page - Lesson Plans Teacher Page - Resources Student Page - Deutsch Klasse Student WebQuests ...

  12. PROFESSIONAL DEVELOPMENT OF TEACHERS

    OpenAIRE

    Kayarkanni, Dr S.

    2012-01-01

    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 focusin...

  13. `You Have to Give Them Some Science Facts': Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

    Science.gov (United States)

    Danielsson, Anna T.; Warwick, Paul

    2014-04-01

    In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: `Teaching science through inquiry', `Traditional science teacher', `Traditional primary teacher', `Teacher as classroom authority', and `Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

  14. Neuromyths among Teachers and Student Teachers

    Science.gov (United States)

    Tardif, Eric; Doudin, Pierre-André; Meylan, Nicolas

    2015-01-01

    Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers

  15. Web-Based New Literacies and EFL Curriculum Design in Teacher Education: A Design Study for Expanding EFL Student Teachers' Language-Related Literacy Practices in an Egyptian Pre-Service Teacher Education Programme

    Science.gov (United States)

    Abdallah, Mahmoud Mohammad Sayed

    2011-01-01

    With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning.…

  16. Contract Teachers in India

    Science.gov (United States)

    Goyal, Sangeeta; Pandey, Priyanka

    2013-01-01

    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…

  17. Teacher Mentoring and Collaboration.

    Science.gov (United States)

    Smith, Sean

    2002-01-01

    This article briefly reviews research supporting the value of teacher mentoring programs for beginning and experienced teachers and reports on implementation efforts including Cincinnati's Peer Assistance and Evaluation Program, the Rhode Island Teachers & Technology Initiative, and programs at the University of Texas-El Paso and Iowa State…

  18. Performance Pay for Teachers

    Science.gov (United States)

    Protheroe, Nancy

    2011-01-01

    During the past few years, interest in shifting at least a portion of what teachers are paid away from a reliance on a traditional salary schedule to one that incorporates a pay for performance component has reached a new high. Proponents of the approach view it as a way to improve teacher quality by both motivating teachers and--through higher…

  19. Assessment of Teacher Motivation

    Science.gov (United States)

    Gokce, Feyyat

    2010-01-01

    The aim of this study is to contribute to the achievement of educational goals by determining teachers' levels of motivation. With this aim in mind, the opinions of 386 teachers employed in primary schools in Tokat province were sought. According to the findings of the study, the teachers stated that their needs were not fulfilled according to…

  20. Teacher Education in Scandinavia.

    Science.gov (United States)

    Wasser, Henry

    The trend in Scandinavia is to broaden teacher education and training for academic secondary school teachers in order to overcome excessive specialization. The context of apprenticeship of pre-school, primary teachers is changing toward a more academically oriented program. However, the affective part of the learning/teaching process is becoming…

  1. Finding Exemplary Teachers

    Science.gov (United States)

    O'Donovan, Eamonn

    2010-01-01

    Teacher quality is the most crucial component in promoting student learning. For all the controversy about No Child Left Behind, one underlying emphasis of the federal law that is irrefutable is the importance placed on teacher quality. Therefore, a school organization committed to excellence must recruit and select outstanding teachers. The Obama…

  2. Mapping Teacher-Faces

    Science.gov (United States)

    Thompson, Greg; Cook, Ian

    2013-01-01

    This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and…

  3. 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, perforaintussusception, 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.

  4. Emerging holography

    International Nuclear Information System (INIS)

    We rederive AdS/CFT predictions for infrared two-point functions by an entirely four-dimensional approach, without reference to holography. This approach, originally due to Migdal in the context of QCD, utilizes an extrapolation from the ultraviolet to the infrared using a Pade approximation of the two-point function. We show that the Pade approximation and AdS/CFT give the same leading order predictions, and we discuss including power corrections such as those due to condensates of gluons and quarks in QCD. At finite order the Pade approximation provides a gauge invariant regularization of a higher dimensional gauge theory in the spirit of deconstructed extra dimensions. The radial direction of anti-de Sitter space emerges naturally in this approach

  5. Emerging Holography

    CERN Document Server

    Erlich, J; Low, I; Erlich, Joshua; Kribs, Graham D.; Low, Ian

    2006-01-01

    We rederive AdS/CFT predictions for infrared two-point functions by an entirely four dimensional approach, without reference to holography. This approach, originally due to Migdal in the context of QCD, utilizes an extrapolation from the ultraviolet to the infrared using a Pade approximation of the two-point function. We show that the Pade approximation and AdS/CFT give the same leading order predictions, even after including power corrections such as those due to condensates of gluons and quarks in QCD. At finite order the Pade approximation provides a gauge invariant regularization of a higher dimensional gauge theory in the spirit of deconstructed extra dimensions. The radial direction of anti-de Sitter space emerges naturally in this approach.

  6. Emergencia del hombre¹ en la formación de maestros y maestras en Colombia / Emergence of man in the formation of teachers in Colombia / Emergência do homem na formação de mestres na Colômbia

    Scientific Electronic Library Online (English)

    Francisco, Antonio Arias.

    2011-07-01

    Full Text Available SciELO Colombia | Language: Spanish Abstract in portuguese O artigo é mostra da pesquisa realizada na perspectiva arqueológica e genealógica de Michel Foucault. Ela se propôs fazer visível a forma home emergente nos programas de formação de mestres na Colômbia, particularmente na Universidade São Tomé. Os arquivos que a mostram provem da massa documental qu [...] e como discursos a priori -filosóficos, sociais, humanos- a terem feito viável, documentos institucionais que a sustentam, programas e textos pelos que circula e legitima como discurso formador na segunda metade do século XX. A descrição dos saberes que lhe deram forma conduz a umas análises das forças continentes que a possibilitam; aqui está à obrigatória referência ao poder como dispositivo para produzir uma Ontologia histórica do Presente. Abstract in spanish En este artículo muestro la investigación realizada en perspectiva arqueológica y genealógica de Foucault. Ésta se propuso hacer visible la forma hombre emergente en los programas de formación de maestros y maestras en Colombia, particularmente en la Universidad Santo Tomás. Los archivos que la mues [...] tran proceden de la masa documental que como discursos a priori -filosóficos, sociales y humanos- la viabilizan, documentos institucionales que la sustentan, programas y textos por los que circula y se legitima como discurso formador en la segunda mitad del siglo XX. La descripción de los saberes que le dieron forma, condujo al análisis de las fuerzas contenientes que la posibilitaron; he aquí la obligatoria referencia al poder como dispositivo para producir una Ontología histórica del Presente. Abstract in english The article shows the research made in Foucault's archaeological and genealogical perspective. Its purpose was making visible the emergencing Form Man in the Teachers' Formation Programs in Colombia, particularly in Saint Thomas University. The archives in what such a Form is registered came from th [...] e field of documentation, which is taken as: a body of a priori (philosophical, social and human) discourses that make it viable, institutional documents that uphold it, Programs and Textbooks, which work as a platform where the Form Man may circulate to and from and that give it legitimacy as forming discourse in the second half of 20th Century. The description of knowledges that gave form to it, led to the analysis of containing forces that made it possible. That's why it is required the reference to power, which is the dispositive (trigger) for producing a historical Ontology of the Present.

  7. An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

    Science.gov (United States)

    Kim, Sungho; Hand, Brian

    2015-04-01

    This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.

  8. An Analysis of Argumentation Discourse Patterns in Elementary Teachers' Science Classroom Discussions

    Science.gov (United States)

    Kim, Sungho; Hand, Brian

    2015-02-01

    This multiple case study investigated how six elementary teachers' argumentation discourse patterns related to students' discussions in the science classroom. Four categories of classroom characteristics emerged through the analysis of the teachers' transcripts and recorded class periods: Structure of teacher and student argumentation, directionality, movement, and structure of student talk. Results showed that the differences between the teachers' discourse patterns were related to their modified reformed teaching observation protocol (RTOP) scores and to how the interaction of those differences affected student learning. Teachers with high RTOP scores were more likely to challenge their students' claims, explanations, and defenses and to provide less guidance and more waiting time for their students' responses than teachers with medium- and low-level RTOP scores. Students in the high-level teachers' classes challenged, defended, rejected, and supported each other's ideas with evidence and required less guidance than students in the medium-level and low-level teachers' classes.

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

    Directory of Open Access Journals (Sweden)

    Ji-Eun LEE

    2014-03-01

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

  10. “Everybody is their own Island”: Teacher Disconnection in a Virtual School

    Directory of Open Access Journals (Sweden)

    Michael K. Barbour

    2012-04-01

    Full Text Available Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers, this study explored teachers’ perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers. Researchers discuss the implications of this disconnection as well as future avenues for research.

  11. 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)

    Hetrick, Laura Jean

    2010-01-01

    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…

  12. Common Interest, Common Visions? Chinese Science Teacher Educators' Views about the Values of Teaching Nature of Science to Prospective Science Teachers

    Science.gov (United States)

    Wan, Zhi Hong; Wong, Siu Ling; Yung, Benny Hin Wai

    2011-01-01

    Teaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension…

  13. When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

    Science.gov (United States)

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

    2013-01-01

    Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content to be…

  14. 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)

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

    2013-02-01

    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

  15. Emergency contraception.

    Science.gov (United States)

    Gemzell-Danielsson, Kristina; Rabe, Thomas; Cheng, Linan

    2013-03-01

    There have been numerous attempts to control fertility after unprotected sexual intercourse (UPSI). 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 (LNG), known as the Yuzpe regimen. The first dose had to be taken within 72 hours of UPSI, a second one 12 hours later. Later on, LNG 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 LNG pill that combined good efficacy with a high ease of use. Several efficacious and easy to use methods for emergency contraception (EC) are available on the market today with the most widely spread being LNG 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 (according to WHO up to 5 days) after UPSI. Its limitations are the non-optimal efficacy which is decreasing the later the drug is taken and the fact that it is only approved for up to 72 hours after UPSI. This regimen has no effect on the endometrium, corpus luteum function and implantation, is not abortive and don't harm the fetus if accidentally taken in early pregnancy. It has no impact on the rate of ectopic pregnancies. It has become the standard method used up to this day in most countries. Since the mid 1970s copper IUDs have been used for EC, which show a high efficacy. Their disadvantages lie in the fact that EC is considered an off label use for most IUDs (not for the GynFix copper IUD in the European Union) and that they might not be acceptable for every patient. Furthermore IUD-insertion is an invasive procedure and it is required trained providers and sterilized facilities. 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 UPSI, but has never received any significant consideration in Western countries. While high doses of mifepristone has an effect on endometrial receptivity and will inhibit ovulation if given in the follicular phase and prevent implantation if given in the early luteal phase, low doses such as 10?mg has no impact on the endometrium. Mifepristone does not increase the rate of ectopic pregnancies. The most recent development is the approval of the selective progesterone receptor modulator ulipristal acetate (UPA) in the dosage of 30?mg for EC up to 5 days after UPSI, combining the safe and easy application of the single dose LNG pill with an even higher efficacy. It has shown to be more efficacious than LNG and can be used for up to 120 hours after UPSI; the difference in efficacy is highest for 0-24 hours, followed by 0-72 hours following UPSI. No VTE has been reported following UPA-administration or any progesterone receptor modulator. No effect on endometrium, corpus luteum function and implantation has been observed with doses used for EC. 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. A pre-existing pregnancy must be excluded. Possible contraindications and drug interactions must be considered according to the individual special product informations. PMID:23437846

  16. Science Activities That Work: Perceptions of Primary School Teachers

    Science.gov (United States)

    Appleton, Ken

    2002-06-01

    Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered.

  17. Supporting student nurse professionalisation: the role of the clinical teacher.

    Science.gov (United States)

    Brown, Janie; Stevens, John; Kermode, Stephen

    2012-07-01

    This paper reports aspects of the findings from the qualitative component of a mixed methods research study that investigated the role of the Clinical Teacher in student nurse professional socialisation. Graduates and Clinical Teachers were interviewed to identify the domains where the support of a Clinical Teacher was crucial in the students' development of a professional identity. Emergent themes were clustered into seven (7) domains as follows: Professional role concept; Acculturation; Acquisition of Knowledge; Acquisition of Skill; Acquisition of Professional Values; Assimilation into the Organisation; and a seventh domain encompassing the role model attributes of Clinical Teachers. The domains are presented alongside exemplars from the interviews, in order to illustrate the importance of the support of a Clinical Teacher. PMID:21907468

  18. 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)

    Soh Shu E

    2012-12-01

    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.

  19. Emerging memories

    Science.gov (United States)

    Baldi, Livio; Bez, Roberto; Sandhu, Gurtej

    2014-12-01

    Memory is a key component of any data processing system. Following the classical Turing machine approach, memories hold both the data to be processed and the rules for processing them. In the history of microelectronics, the distinction has been rather between working memory, which is exemplified by DRAM, and storage memory, exemplified by NAND. These two types of memory devices now represent 90% of all memory market and 25% of the total semiconductor market, and have been the technology drivers in the last decades. Even if radically different in characteristics, they are however based on the same storage mechanism: charge storage, and this mechanism seems to be near to reaching its physical limits. The search for new alternative memory approaches, based on more scalable mechanisms, has therefore gained new momentum. The status of incumbent memory technologies and their scaling limitations will be discussed. Emerging memory technologies will be analyzed, starting from the ones that are already present for niche applications, and which are getting new attention, thanks to recent technology breakthroughs. Maturity level, physical limitations and potential for scaling will be compared to existing memories. At the end the possible future composition of memory systems will be discussed.

  20. Emerging technologies

    Energy Technology Data Exchange (ETDEWEB)

    Lu, Shin-yee

    1993-03-01

    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.

  1. Teacher Quality and Teacher Mobility. Working Paper 57

    Science.gov (United States)

    Feng, Li; Sass, Tim

    2011-01-01

    Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2009-01-01

    "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…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2009-01-01

    "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…

  4. Making a Difference: Measuring the Effectiveness of Mississippi Teacher Corps Teachers as Compared to Non-Mississippi Teacher Corps Teachers

    Science.gov (United States)

    Guest, James Benjamin

    2012-01-01

    The Mississippi Teacher Corps (MTC) was founded in 1989. Over the past 23 years more than 500 MTC participants have taught in critical-needs schools in Mississippi. The purpose of this study was to examine the effectiveness of Mississippi Teacher Corps teachers as compared to non-Mississippi Teacher Corps teachers. The method of research was a…

  5. 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)

    Thérèse Perez-Roux

    2009-08-01

    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.

  6. 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

    Directory of Open Access Journals (Sweden)

    Marcela Vignoli

    2011-08-01

    Full Text Available 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 Nacional. 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.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.

  7. 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)

    Beatriz, Hall.

    2010-06-01

    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.

  8. 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)

    B.Pravdová

    2013-03-01

    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.

  9. Restructuring Teachers' Work

    OpenAIRE

    Lisa Kirtman

    2002-01-01

    Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted ch...

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

    Science.gov (United States)

    Amr, Muna

    2011-01-01

    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…

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

    Science.gov (United States)

    Wiseman, Angela

    2011-01-01

    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…

  12. Japanese Nursery and Kindergarten Teachers' Beliefs and Practices Regarding Developmentally Appropriate Practices

    Science.gov (United States)

    Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige

    2014-01-01

    This study explored Japanese day nursery and kindergarten teachers' beliefs and practices regarding developmentally appropriate practices. Data were collected using in-depth interviews. Teacher interviews provided insights into the merger of the childcare and education systems of Japan. Six themes emerged from the analysis of the day nursery…

  13. Starting Small: Building Preschool Teacher Knowledge that Supports Early Literacy Development

    Science.gov (United States)

    Cunningham, Anne E.; Zibulsky, Jamie; Callahan, Mia D.

    2009-01-01

    A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children's early literacy development, considerably fewer…

  14. Introducing teachers and instructional developers to learning objects Four suggested shifts in prevailing discourse

    OpenAIRE

    Verpoorten, Dominique

    2007-01-01

    Being convinced that the learning objects yields value creation promises for e-learning, the author, drawing on state-of-the art literature, his experience of two European projects dealing with learning objects and his experience as a teacher, documents 4 issues regarding teachers' awareness and acceptance of this emergent instructional design approach.

  15. Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Liang, Jyh-Chong; Chai, Ching Sing; Koh, Joyce Hwee Ling; Yang, Ching-Ju; Tsai, Chin-Chung

    2013-01-01

    Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the…

  16. Aligned by Design: How Teacher Compensation Reform Can Support and Reinforce Other Educational Reforms

    Science.gov (United States)

    Jerald, Craig

    2010-01-01

    Over the past 10 years, approaches to compensating teachers in primary schools, middle schools, and high schools have come under increasing criticism. The so-called single-salary schedule, which emerged in the 1920s as a way to make teachers' pay less arbitrary and more equitable, seems inefficient in an era where education policy seeks to improve…

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

    Science.gov (United States)

    Da Silva, J. Lopes; And Others

    1981-01-01

    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…

  18. Understanding Enactivism: A Study of Affordances and Constraints of Engaging Practicing Teachers as Digital Game Designers

    Science.gov (United States)

    Li, Qing

    2012-01-01

    This study is intended to deepen our understanding of enactivism, an emergent theoretical paradigm, through empirical exploration of teacher undertakings as digital game creators. Specifically, it explores the affordances and constraints, two important enactivism concepts, of practicing teachers' experiences in designing and developing games for…

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

    Science.gov (United States)

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

    2012-01-01

    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…

  20. Storylines about Rural Teachers in the United States: A Narrative Analysis of the Literature

    Science.gov (United States)

    Burton, Megan; Brown, Kara; Johnson, Amy

    2013-01-01

    This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010--four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related…

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

    Science.gov (United States)

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

    2013-01-01

    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…

  2. The Moral Universe of Mr Chips: Veteran Teachers in British Literature and Drama

    Science.gov (United States)

    McCulloch, Gary

    2009-01-01

    The dominant cultural image of veteran teachers is conveyed in the fictional life story of Mr Chipping of Brookfield School as conveyed in James Hilton's short novel "Goodbye, Mr Chips." This reflects emerging ideals and practices of teacher professionalism in England from the 1920s onwards in terms of its emphasis on autonomy and individuality,…

  3. Genetic and Environmental Influences on Temperament in Middle Childhood: Analyses of Teacher and Tester Ratings.

    Science.gov (United States)

    Schmitz, Stephanie; And Others

    1996-01-01

    Used the sibling adoption design to investigate teacher and tester ratings of child temperament. Ratings on the Colorado Childhood Temperament Inventory were obtained from a teacher and a tester for pairs of adopted and nonadoptive seven-year-old siblings. Significant genetic influence emerged for tester ratings of Activity and Sociability and for…

  4. A Framework for Instructional Innovation in the Preparation of Tomorrow's Teachers

    Science.gov (United States)

    Dilworth, Paulette; Donaldson, Ana; George, Marshall; Knezek, Don; Searson, Mike; Starkweather, Kendall; Strutchens, Marilyn; Tillotson, John; Robinson, Sharon

    2012-01-01

    Emergent technologies offer opportunities to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies in effective ways. The federal initiative Preparing Tomorrow's Teachers to Use Technology (PT3) was launched in 1999 to address this…

  5. Growing and Developing as a University Teacher--Variation in Meaning.

    Science.gov (United States)

    Akerlind, Gerlese S.

    2003-01-01

    Reports the outcomes of a study, undertaken from a phenomenographic perspective, of academics' conceptions of their own growth and development as a university teacher. A range of ways of understanding teaching development emerged, representing in particular a varying focus on development experienced as an increase in: the teacher's comfort with…

  6. PE: It's Just Me: Physically Active and Healthy Teacher Bodies

    Science.gov (United States)

    Wrench, Alison; Garrett, Robyne

    2015-01-01

    This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be…

  7. Emergency Management Institute- Federal Emergency Management Agency

    Science.gov (United States)

    Emergency Management Institute (EMI) provides a nationwide training program of resident courses and non-resident courses to enhance U.S. emergency management practices. Lists the courses, programs, and activities offered.

  8. The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill

    Directory of Open Access Journals (Sweden)

    Naila Bali

    2015-01-01

    Full Text Available The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003, 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT, particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24 in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14. Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77% and a minority student-centred pedagogy (22%. A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.

  9. Innovations in Science and Technology Education through Science Teacher Associations

    Directory of Open Access Journals (Sweden)

    Ben B. Akpan

    2010-06-01

    Full Text Available One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the important role of science teacher associations, where its members not only have the insights and experience, but also the interest in helping science teacher colleagues. This paper highlights the various contributions possible from Science Teacher Associations (STAs to the development and delivery of innovative science and technology education in a world that is increasinglydriven by the outputs of science and technology. It stresses the key role of such professional bodies in developing teacher ownership, the sharing of experience at a collaborative level and to be guided to take active responsibility for the interpretations of the intended Government curriculum so as to provide innovative science education best suited to students within their school. Any shift away from ‘teaching the textbook information’,‘teaching to the examination’ and towards ‘assessment for learning’(formative assessment will be heavily enhanced by the setting up ofmultiple professional fora for enhancing the development of teacher’s PCK(pedagogical content knowledge.

  10. Emergency teams in Danish emergency departments

    DEFF Research Database (Denmark)

    Lafrenz, Thomas; Lindberg, SØren Østergaard

    2012-01-01

    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.

  11. Understanding foreign language teachers’ practical knowledge: What’s the role of prior language learning experience?

    Directory of Open Access Journals (Sweden)

    Sibel Ar1o?ul

    2007-04-01

    Full Text Available Teachers’ practical knowledge is considered as teachers’ general knowledge, beliefsand thinking (Borg, 2003 which can be traced in teachers’ practices (Connelly & Clandinin,1988 and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer,Verloop, and Beijard, 1999. This paper initially discusses how language teachers areinfluenced by three background sources: teachers’ prior language learning experiences, priorteaching experience, and professional coursework in pre- and in-service education. Bydrawing its data from the author’s longitidunal study, it also presents the findings of a crosscasetheme emerged from the investigation of three English as a foreign language (EFLteachers’ prior language learning experiences. The paper also discusses how the participationin studies on teachers’ knowledge raises teachers’ own awareness while it informs theresearch.

  12. 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 ...

  13. The Teacher as Shaman

    Science.gov (United States)

    Mayes, Clifford

    2005-01-01

    This paper examines the image of the teacher as a shaman. The shaman must suffer a wound in order to learn how to guide and heal others. Similarly, the teacher must suffer three types of wounds in order to maximize his or her professional, intellectual, and existential growth. These are the vocative wound, the interpretive wound, and the…

  14. High Tech Teacher Feedback.

    Science.gov (United States)

    Crow, Linda W.; Buckley, Pamela K.

    1988-01-01

    Discusses the use of the Training and Assessment System (TAS), a software program designed to analyze teacher behavior and interaction between teachers and students. A TAS program is described which was conducted at the Houston Community College System to help instructors analyze their classroom interaction; tables depicting the report generated…

  15. Teachers with Drive

    Science.gov (United States)

    Coggins, Celine; Diffenbaugh, P. K.

    2013-01-01

    For students in U.S. classrooms today, the odds of being assigned to an inexperienced teacher are higher than they have ever been because so many teachers, some in the top 20 percent of effectiveness are leaving the classroom in their first five years. Coggins and Diffenbaugh turn to Daniel Pink's work on drive to determine how to motivate…

  16. Children as Art Teachers

    Science.gov (United States)

    Szekely, George

    2011-01-01

    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…

  17. Alchemy and the Teacher

    Science.gov (United States)

    Mayes, Clifford

    2003-01-01

    In order for teachers to reflect deeply upon themselves, they need powerful models and images to guide their introspection. In teacher reflectivity, as in the therapeutic processes, psychic energy must ultimately be "contained" by models and modalities that enable one to make sense out of one's inner and outer experiences. This enables those…

  18. Teachers Behaving Badly.

    Science.gov (United States)

    Waggoner, Chuck

    2003-01-01

    Incivility by teachers can turn into behavior that injures careers. Workplace "mobbing" or bullying begins when an individual becomes the target of disrespectful and harmful behavior. Recounts experiences of two teachers. Offers suggestions to school leaders to stop this incivility. (MLF)

  19. Can Teachers Help?

    Science.gov (United States)

    Strategies, 1988

    1988-01-01

    A researcher who participated in a 3-year study of in-school stress involving 250 urban junior high students and a practicing psychologist are interviewed on causes of adolescent stress, signs that alert teachers to its existence, and appropriate responses for teachers when it is encountered. (IAH)

  20. LINGUISTIC PREPARATION OF TEACHERS.

    Science.gov (United States)

    MERRIMAN, DERALD

    FOREIGN LANGUAGE TEACHERS SHOULD HAVE TRAINING IN AUDIOLINGUAL COMPETENCIES, LINGUISTICS, COMPOSITION, CONVERSATION, CIVILIZATION, AND CULTURE. ONLY THOSE WHO TEACH ADVANCED COURSES NEED A STRONG BACKGROUND IN LITERATURE AND STYLE, BUT TEACHERS AT ALL LEVELS, AND ESPECIALLY THOSE WHO INSTRUCT ELEMENTARY SCHOOL PUPILS, NEED TRAINING IN ARTICULATORY…

  1. The teacher under stress

    Directory of Open Access Journals (Sweden)

    Krnjaji? Stevan B.

    2003-01-01

    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.

  2. Chemistry Teachers' Functional Paradigms.

    Science.gov (United States)

    Lantz, Oliver; Kass, Heidi

    1987-01-01

    Discusses a study which examined the interpretive process used by high school chemistry teachers in translating curriculum materials into classroom practice. Results indicate that differences exist among teachers but that commonalities are greater. Explains the functional paradigm concept and its value for the interpretation of curriculum…

  3. Aquaculture. Teacher Edition.

    Science.gov (United States)

    Walker, Susan S.

    This color-coded guide was developed to assist teachers in helping interested students plan, build, stock, and run aquaculture facilities of varied sizes. The guide contains 15 instructional units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements,…

  4. Teachers as Writers

    Science.gov (United States)

    Watts, Jeri H.

    2009-01-01

    Teachers as Readers (TAR) is a strategy often recommended to engage teachers as active readers; participants share and learn in peer groups and then connect what they learn to their instruction of reading in the classroom. The idea is supported financially by a number of reading organizations. Reading is only one part of literacy--it is time to…

  5. The Flexible Teacher

    Science.gov (United States)

    Christenbury, Leila

    2011-01-01

    In her 35-year teaching career, which has spanned the secondary and the postsecondary levels, the author has studied both effective and ineffective teaching. In this article, she asserts that there is no recipe or formula for being an effective teacher. Instead, good teaching depends on the teachers' ability to respond to the classroom context and…

  6. Teacher Technology Mentors

    OpenAIRE

    Annette Kratcoski; Karen Swan; Patricia Mazzer

    2007-01-01

    This paper reports on a situated professional development project that utilizes classroom teachers as technology mentors to their building peers. Case study findings of participating teacher teams will be shared to demonstrate project effectiveness along with recommendations for implementation in other K-12 settings.

  7. The Media Teacher's Handbook

    Science.gov (United States)

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

    2011-01-01

    "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…

  8. Beginning Teacher Programs

    Directory of Open Access Journals (Sweden)

    Carol B. Furtwengler

    1995-02-01

    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.

  9. Emotionally intelligent teachers

    Directory of Open Access Journals (Sweden)

    Rosario Cabello

    2010-04-01

    Full Text Available In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI –understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997, some of the programmes of socio-emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.

  10. Inferring Teacher Epistemological Framing from Local Patterns in Teacher Noticing

    Science.gov (United States)

    Russ, Rosemary S.; Luna, Melissa J.

    2013-01-01

    In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment-to-moment understanding of what is going on…

  11. Good Teaching Matters, Teachers Matter, and Teacher Education Matters

    Science.gov (United States)

    Gordon, Lynn Melby

    2012-01-01

    This paper was the keynote address at the June 6, 2012 Occidental College completion ceremony for new teachers completing their teacher credential program. This occasion was momentous because it was the final new teacher graduation that Occidental College would hold, due to the previously announced closure of the teacher preparation program by the…

  12. Teacher Compensation and Teacher Quality. ERS Concerns in Education.

    Science.gov (United States)

    Goldhaber, Dan D.; Eide, Eric R.

    High-quality teachers play a significant role in improving student achievement. Compensation is a critical factor in attracting and retaining skilled teachers. This publication addresses the issues of the impact of teacher compensation and the factors that influence it. The book addressees teacher compensation from an economic perspective and…

  13. Perception of Teacher Education and Professional Identity among Novice Teachers

    Science.gov (United States)

    Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

    2010-01-01

    This study examines student teachers' perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a…

  14. Teacher Leadership Development in PDSs: Perceptions of 22 Veteran Teachers

    Science.gov (United States)

    Cosenza, Michael N.

    2013-01-01

    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.…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2009-01-01

    "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)…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2009-01-01

    "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)…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2008-01-01

    "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…

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

    Science.gov (United States)

    von Frank, Valerie, Ed.

    2009-01-01

    "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…

  19. How Teachers Compare the Roles of Cooperating Teacher and Mentor.

    Science.gov (United States)

    Ganser, Tom

    2002-01-01

    A survey of 94 teachers who served as cooperating teachers or mentored beginning teachers indicated that, despite few extrinsic rewards, they were motivated to undertake these roles; many had no formal preparation for them. Without clear expectations and high-quality training, their ability to enhance student and beginning teachers' practice may…

  20. Teachers working with interpreters. The deaf student's educational experience.

    Science.gov (United States)

    Mertens, D M

    1991-03-01

    The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management. Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience. PMID:2048450

  1. Professional Development for Biology Teachers in the Knowledge Economy

    Science.gov (United States)

    Eiser, Simone; Knight, Bruce Allen

    2008-01-01

    Increasingly, the general media cover new advancements and research in the field of biology. Stem cell research, emerging diseases and bioethics are some of the issues gaining public attention. The rate of increase of these new developments creates additional challenges to teachers of biology as they try to remain abreast of new information and…

  2. Preservice Teachers' Multicultural Self-Development through Adolescent Fiction.

    Science.gov (United States)

    Chevalier, Marsha; Houser, Neil O.

    1997-01-01

    Describes the use of adolescent fiction to encourage multicultural self-development among primarily European American preservice teachers in literacy and social studies methods courses. Discusses four major themes that emerged from this analysis: struggle, resistance, heightened awareness, and the modification of plans for future action. (SR)

  3. Teacher Beliefs About Educational Software: A Delphi Study

    Science.gov (United States)

    Williams, Diana L.; Boone, Randall; Kingsley, Karla V.

    2004-01-01

    A Delphi method was used to determine the extent to which current educational software was meeting the needs of teachers; as well as what changes needed to occur in educational software to make it more effective. Five overarching themes emerged: (a) instructional design issues, (b) curriculum, (c) materials, (d) cost, and (e) meeting specific…

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

    Science.gov (United States)

    Price, Robert John

    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.

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

    Science.gov (United States)

    Roth, Wolff-Michael; Maheux, Jean-François

    2014-06-01

    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.

  6. 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)

  7. Science experiences of six elementary student teachers: A case study

    Science.gov (United States)

    Willcox, Jacqueline Kay

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

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

    Directory of Open Access Journals (Sweden)

    Kristi H. Grall

    2013-05-01

    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.

  9. Emergency care of raptors.

    Science.gov (United States)

    Graham, Jennifer E; Heatley, J Jill

    2007-05-01

    Raptors may present with a variety of conditions, such as trauma, debilitation, and disease, that necessitate emergency care. Emergency treatment should prioritize stabilization of the patient. Diagnostic testing should be delayed until feasible based on patient status. This article reviews emergency medicine in raptors, including appropriate handling and restraint, hospitalization, triage and patient assessment, sample collection, supportive care, and common emergency presentations. PMID:17577557

  10. Teacher to Teacher: Supporting English Language Learners

    Science.gov (United States)

    McElroy, Edward J.

    2005-01-01

    The student population is changing, and teachers need new tools to help their English language learner (ELL) students. ELL students are learning to read, write, and speak English at the same time as they study history, science, math, and all the other subjects taught in our schools. This article describes one tool, the Colorin Colorado website,…

  11. Teacher Identity Work in Mathematics Teacher Education

    Science.gov (United States)

    Neumayer-Depiper, Jill

    2013-01-01

    Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

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

    Science.gov (United States)

    Kearney, Matthew; Maher, Damian

    2013-01-01

    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…

  13. Emerging and re-emerging infections

    Directory of Open Access Journals (Sweden)

    Victor K E Lim

    2013-04-01

    Full Text Available An emerging infection is defined as aninfection that has newly appeared in a population whilea re-emerging infection would be one that has existedin the past but its incidence has increased in recenttimes. The reasons for the emergence or reemergenceof an infection are not completely understood butthey are multifactorial and complex in the nature oftheir interactions. These factors may be related to theetiological organism, the host or the environment.Human activity appears to be a major driver. Malaysiahad to deal with outbreaks of several emerging infectionsover the last two decades. They include Nipah virusinfection, SARS and avian influenza. Infections likedengue, tuberculosis and leptospirosis are re-emergingin Malaysia. Both human activity and climatic changesappear to be key factors in the emergence and reemergenceof infections in Malaysia. Our countryneeds to put in place a comprehensive plan to meetthe challenge of emerging diseases. A multidisciplinaryapproach is required and the strategies involved shouldnot merely confined to medical and health strategies.

  14. IN-SERVICE TEACHER EDUCATION PROGRAMME : TEACHERS' PERCEPTION

    OpenAIRE

    Suman Dala; Neetu Sharma, N. N.

    2014-01-01

    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 ...

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

    OpenAIRE

    Semra K?ranl?

    2013-01-01

    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 Odunpazar?, one of the two central municipalities in Eski?ehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazar?. 195 teachers and pri...

  16. Emerging and re-emerging infections

    OpenAIRE

    Lim, Victor K. E.

    2013-01-01

    An emerging infection is defined as aninfection that has newly appeared in a population whilea re-emerging infection would be one that has existedin the past but its incidence has increased in recenttimes. The reasons for the emergence or reemergenceof an infection are not completely understood butthey are multifactorial and complex in the nature oftheir interactions. These factors may be related to theetiological organism, the host or the environment.Human activity appears to be a major driv...

  17. Cornell Institute for Biology Teachers

    Science.gov (United States)

    Cornell Institute for Biology Teachers

    Originally designed specifically for high school biology teachers, the Cornell Institute for Biology Teachers (CIBT) now includes elementary through high school teachers and school administrators. Information on registering for teacher workshops held at the Cornell University campus in Ithaca, New York and other locations is available. Classroom resources in the form of labs and experiments may be downloaded as pdf files.

  18. In the Company of Teachers

    Science.gov (United States)

    Wood, George

    2009-01-01

    Being in the company of teachers is at the heart of the Coalition. The center of Ted Sizer's work, of his life, of CES, is the life of the teacher. "Horace's Compromise," the first of Sizer's well known series about teachers and school change, imparted a sympathetic portrait of Horace Smith, a teacher trying to make a difference in a system…

  19. Teacher Investment in Learner Identity

    Science.gov (United States)

    Reeves, Jenelle

    2009-01-01

    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…

  20. Educational Psychology within Teacher Education

    Science.gov (United States)

    Poulou, Maria

    2005-01-01

    In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an…

  1. Emergent Learning Focused Teachers and Their Ecological Complexity Worldview

    Science.gov (United States)

    Butler, Joy I.; Storey, Brian; Robson, Claire

    2014-01-01

    Although Teaching Games for Understanding (TGfU) has gained ground, pedagogical models are sustainable only when situated in a comprehensive worldview and consistent epistemology. After considering the five values orientations offered by Jewett, Bain, and Ennis, the authors conclude that ecological integration offers a useful starting point in…

  2. Enabling Distributed Learning Communities via Emerging Technologies--Part One

    Science.gov (United States)

    Dede, Chris

    2004-01-01

    In this article, the author discusses that emerging devices, tools, media and virtual environments offer opportunities for creating new types of learning communities for students and teachers. Examples of learning communities include a national mix of kids working together to create an online encyclopedia about Harry Potter's fictional world, or…

  3. Nigerian Teachers’ Integration of Personal Response System into ESL Classroom

    Directory of Open Access Journals (Sweden)

    Alaba Olaoluwakotansibe Agbatogun

    2011-08-01

    Full Text Available In the last two decades, there has been the global clamour for the integration of emerging technologies into school curriculum; hence researchers and educators have had increased focus on technology integration in schools in order to have a shift of paradigm from the teacher-centred to student-centred classroom instruction. This study examined the predictive power of teachers’ perceived usefulness (PU, perceived ease of use (PEU, behavioural intention (BI to use Personal Response System (PRS and computer experience (CE on teachers’ acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second language (ESL. Seventeen (17 teachers constituted the sample for the study. A self-report questionnaire and a semi-structured interview-guide were used for data collection. Descriptive statistics such as simple percentage, mean and standard deviation as well as inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. Results indicated that teachers were generally positively disposed to integrating PRS in ESL classrooms. Moreover, teachers’ disposition was not significantly dictated by gender. Except for CE, constructs like PU, PEU and BI showed significant positive correlation with attitude to PRS. The results of regression analysis indicated that the set of variables combined to predict teachers’ acceptance and attitude towards using PRS. Relatively, PU was the potent predictor of the dependent variable.

  4. Do teachers have a relationship with their subject? a review of the literature on the teacher-subject matter relation

    Directory of Open Access Journals (Sweden)

    Fien DEPAEPE

    2013-11-01

    Full Text Available The particular relationship between a teacher and his/her subject is the focus of this article. It reports on an analysis of the way in which this relationship is conceptualized in educational research. Four thematic fields emerged from the review,i.e., teachers’ beliefs on, knowledge of, emotions on, and commitment to the subject. Within each thematic field we described major findings regarding the way in which the relation between the teacher and the subject taught is described in educational research. Based on the review, we stress the need for research that takes not only seriously the cognitive, but also the affective relationship of the teacher with its subject.

  5. Non-native Chinese Foreign Language (CFL) Teachers: Identity and Discourse

    DEFF Research Database (Denmark)

    Zhang, Chun

    Abstract Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity-in-discourse, the paper reports on a qualitative study that explores how three Non-native CFL teachers construct their teacher identity as they interact with Danish students while teaching CFL at one Danish university. Data collected from in-depth interviews over a period of two years show that the Non-native CFL teachers face tensions and challenges in constructing their identities as CFL teachers, and the tensions and challenges that arose from Danish teaching culture could influence the Non-native CFL teachers' contributions to CFL teaching in their home cultures. The findings further show that in order to cope with the tensions and challenges, the Non-native CFL teachers create an alternative space in ways that enable them to construct their identities as Non-native CFL teachers.

  6. Becoming a teacher : leraar worden

    OpenAIRE

    Huizen, P. H.

    2000-01-01

    This study examines the professional image of teaching as it develops in prospective teachers in the course of their participation in initial teacher education. The setting for this study is university-based teacher education in the Netherlands, providing one year of postgraduate teacher education for university graduates wanting to qualify for teaching in secondary and higher education. The development of the image of teaching among these prospective teachers is studied in relation with a pr...

  7. Teachers’ Narratives indicate Professional Stamina

    DEFF Research Database (Denmark)

    Daugbjerg, Peer SchrØder

    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.

  8. Information Literacy for Future Teachers

    OpenAIRE

    Ivana Batarelo Koki?

    2012-01-01

    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 ...

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

    Science.gov (United States)

    Boody, Robert M.

    2008-01-01

    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

  10. Geography Teacher Education.

    Science.gov (United States)

    Slater, Frances; Rask, Raymond

    1983-01-01

    This article, on mediating theory and practice through experience in geography teacher education at the University of London Institute of Education, offers a conceptual framework for establishing an interelationship of theory and practice. (Authors/CJ)

  11. Wind Energy Teachers Guide

    Energy Technology Data Exchange (ETDEWEB)

    anon.

    2003-01-01

    This guide, created by the American Wind Association, with support from the U.S. Department of Energy, is a learning tool about wind energy targeted toward grades K-12. The guide provides teacher information, ideas for sparking children's and students' interest, suggestions for activities to undertake in and outside the classroom, and research tools for both teachers and students. Also included is an additional resources section.

  12. Teachers and Humanism

    OpenAIRE

    Sophie Devineau

    2010-01-01

    Following the large investigation in the labor universe, teachers give a good illustration for “Working to be happy” (Christian Baudelot, Michel Gollac, 2003). But the question is about the reasons: what are the anthropological needs that profession answer through its sociological organization? This article investigates the cohesion of the French teachers of all grades, from pre-school level to university, manifest in the last social movement, and which can be understood as an expression ...

  13. Teachers before the 'threshold'

    OpenAIRE

    Marsden, David

    2000-01-01

    During the summer of 2000, the government will introduce a new system of pay and performance management for teachers. The Centre for Economic Performance is conducting a ‘before-andafter’ panel study of teachers and schools to ascertain its effects on motivation and performance. This paper reports preliminary findings from the first wave of the survey, before the introduction of the new system. The likely effects of the new system, on the basis of these results, are examined from the poin...

  14. Lava Layering: Teacher Page

    Science.gov (United States)

    This is the Teacher Page of an activity that teaches students about the stratigraphy of lava flows produced by multiple eruptions. This page has background information on lava flows (with an emphasis on the Moon), recipes for the play dough required for the activity, and questions for the teacher to ask. The procedures for this activity can be found on the Student Page. This activity is part of Exploring Planets in the Classroom's Volcanology section.

  15. 'ICTs' IN TEACHER EDUCATION

    OpenAIRE

    Girdhar lal Sharma

    2012-01-01

    Education in the Indian region faces a number of problems. These problems include the shortage of qualified teachers, very large student populations, high drop-out rates of students and teachers, and weak curriculum. All of these negative aspects result in poor delivery of education. The education crisis is worsened by the devastating effects of the HIV/AIDS pandemic, increasing poverty, a brain drain in the teaching community, budgetary constraints, poor communication, and inadequa...

  16. Teachers Voices Interpreting Standards

    OpenAIRE

    Rigsby, Leo C.; Demulder, Elizabeth K.

    2003-01-01

    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 ...

  17. The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea

    Science.gov (United States)

    Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo

    2013-01-01

    This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…

  18. Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections

    Science.gov (United States)

    Zeece, Pauline Davey

    2010-01-01

    Literature-rich interactions provide strategies that help emergent readers to develop knowledge about print, including the production and recognition of letters, and generate familiarity with the basic purposes and mechanisms of reading. Yet teacher understanding of these multiple dimensions of emergent literacy does not ensure that a child will…

  19. Teachers' victimization-related beliefs and strategies: associations with students' aggressive behavior and peer victimization.

    Science.gov (United States)

    Troop-Gordon, Wendy; Ladd, Gary W

    2015-01-01

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

  20. Analysis of Teacher’s Professional Ethic in China

    Directory of Open Access Journals (Sweden)

    Jie Zhang

    2014-12-01

    Full Text Available Teachers ' professional ethic is the sum of the codes of conducts and essential virtues. It is special presentation ofgeneral professional ethics for teaching career. After analysis the relationship of basic requirement and ultimategoal, humanity and sacralization, ethic and technique about the teacher’s professional ethic, this article give thethree ideas of teachers ' professional ethic on taking professional responsibility, professional boundaries,establishing service consciousness in the perspective of professional development. Then, end up with the fourpaths of improving the teacher’s professional ethic.

  1. 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 ...

  2. 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...

  3. Patient Emergency Grants

    Science.gov (United States)

    ... family and friends to get connected! Patient Emergency Grants The Kidney & Urology Foundation of America, now in ... Kidney & Urology Foundation of America’s (KUFA) PATIENT EMERGENCY GRANT PROGRAM (PEG) provides financial assistance to End Stage ...

  4. Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

    Science.gov (United States)

    Brock, Laura L.; Curby, Timothy W.

    2014-01-01

    Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support…

  5. Teachers' Uses of a Learning Trajectory to Support Attention to Students' Mathematical Thinking

    Science.gov (United States)

    Edgington, Cynthia Page

    2012-01-01

    Teachers' ability to elicit and build on students' mathematical thinking during instruction is critical in order to support students' mathematical growth. An emerging hypothesis in the field is that the construct of a "learning trajectory" (LT) has the potential to support teachers in making sense of and using student…

  6. Greek Primary School Teachers' Understanding of Current Environmental Issues: An Exploration of Their Environmental Knowledge and Images of Nature

    Science.gov (United States)

    Michail, Sirmo; Stamou, Anastasia G.; Stamou, George P.

    2007-01-01

    In this article, the Greek primary school teachers' understanding of three current environmental issues (acid rain, the ozone layer depletion, and the greenhouse effect) as well as the emerging images of nature were examined. The study revealed that teachers held several environmental knowledge gaps and misconceptions about the three phenomena.…

  7. Social Media Use--and Misuse--by Teachers: Looking to the Courts for Human Resource Policy Guidance

    Science.gov (United States)

    Bon, Susan C.; Bathon, Justion; Balzano, Anne-Marie

    2013-01-01

    School districts are facing a sensationalized and alarming trend of unprofessional conduct and social media misuse by public school teachers. Likewise, recent court cases as well as highly publicized scandals raise concern that inappropriate relationships between teachers and students can be initiated through online social media. These emergent

  8. 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)

  9. Qualifying online teachers

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2007-01-01

    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.

  10. 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)

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

    Directory of Open Access Journals (Sweden)

    Lea Baratz

    2012-02-01

    Full Text Available The literature on Teacher’s Guides combines knowledge of discipline-related content and pedagogy-related content in reference to the objectives and contents of the Ministry of Education curriculum. It serves as a self-study tool that provides guidelines of how to teach in light of the various changing goals and needs of the teacher. The corpus on which this research focused was the Teacher’s Guide for Hebrew literature and the question we focused on was: Do student-teachers of Hebrew literature at a teacher education college who use this tool find that it meets their expectations? The qualitative and quantitative findings of the research, which involved 21 student-teachers for Hebrew literature at a teacher education college, led to the conclusion that the students’ expectations of the Teacher’s Guide differ from the disciplinary qualities and especially the didactic qualities it actually contains. The Teacher’s Guide is not organized in a manner suited to student-teachers even though they are a primary target audience for it.

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

    Directory of Open Access Journals (Sweden)

    Yi-Ching Huang

    2010-11-01

    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.

  13. Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices

    Science.gov (United States)

    Stolle, Elizabeth Joy Petroelje

    2007-12-01

    The purpose of this study was to share the details, complexities, contradictions, parallels, conceptualizations, and practices of secondary content area teachers' use of information and communication technologies (ICTs) to enhance literacy practices and learning. Specifically, the research questions were: How do English, Science, and Social Studies teachers conceptualize the impacts ICTs have on literacy practices and learning? What is the relationship between English, Science, and Social Studies teachers' conceptualizations and their use of ICTs in their everyday pedagogical practices to enhance literacy practices and learning? I used the notions of literacy as a social practice to frame the study and writing as a method of inquiry to analyze the teachers' conceptualizations and practices. Through observations and interviews, I learned the teachers' stories. Within these stories, four tensions emerged in regard to how the teachers negotiate between their conceptualizations and classroom practices: (1) access to ICTs adequate for the task; (2) sufficient levels of ICT knowledge for the task; (3) fear of the unknown; and (4) identification of who benefits form the ICTs and how these benefits can be determined. The conclusions, or major themes highlighted in the teachers' stories, are that: (a) technology seems to be an add-on to support well-established practices, (b) teachers cling to traditional literacy practices, (c) teachers take up and use ICTs and literacy for unique purposes based on their individual classroom contexts, and (d) teachers' tensions limit their ability to envision beyond what they currently see and do in regards to ICTs and literacy.

  14. Evaluation that Accommodates Minority Teacher Contributions.

    Science.gov (United States)

    Peterson, Kenneth D.; And Others

    1988-01-01

    Discusses issues concerning teacher evaluation and the evaluation of minority group teachers, in particular. Describes an alternative teacher evaluation strategy used in two Utah school district teacher career ladder evaluation systems. (FMW)

  15. Reading strategy instruction and teacher change: implications for teacher training

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2012-01-01

    Full Text Available 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.

  16. Emerging and Re-Emerging Infectious Diseases

    Science.gov (United States)

    ... on. Read more information on enabling JavaScript. Emerging Infectious Diseases/Pathogens Skip Content Marketing Share this: Main ... medical research and treatments during the 20th century, infectious diseases remain among the leading causes of death ...

  17. Restructuring Teachers' Work

    Directory of Open Access Journals (Sweden)

    Lisa Kirtman

    2002-05-01

    Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams and leadership (governance committees, but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.

  18. From emerging economies toward the Emerging Triad

    OpenAIRE

    Dehnen, Sebastian; Dinther, Jan H.; Koubek, Norbert

    2013-01-01

    In this article an entirely new structural approach called the ‘Emerging Triad’ is identified, which is dealing with the increasing regional, intra- and interregional integration of the emerging regions Latin America, Southeast Asia and sub-Saharan Africa. In this context the increasing south-south cooperation’s, specific transregional free trade agreements as well as foreign direct investments are identified as the main driver for this ongoing networking process. For a deeper analysis ...

  19. Medical emergencies in Goa

    Directory of Open Access Journals (Sweden)

    Saddichha Sahoo

    2010-01-01

    Full Text Available Background: Most emergencies in Goa arise due to road traffic accidents and drowning, which have been compounded by the rise in number of recorded accidents in 2007 to be above 4000. It is believed that 11 people meet with an accident on Goa?s roads every day and this is expected to rise by 10% by next year. Similar is the case with drownings and other medical emergencies. We therefore aimed to conduct a cross-sectional survey of medical emergencies and identify various types of emergencies presenting to emergency departments. Materials and Methods: Using a stratified random sampling design, all emergencies presenting to the three government hospitals in Goa, which handle 90% of all emergencies currently, were studied on specially designed data sheets in order to collect data. Emergency medical technicians (ETs were placed in the Casualty Ward of the medical colleges and they recorded all emergencies on the data sheet. The collected data were then analyzed for stratification and mapping of emergencies. Results: GMC Hospital attended to majority of emergencies (62%, which were mainly of the nature of accidents or assaults (17% and fever related (17%. Most emergencies were noncritical and about 1% expired. Maximum emergencies also presented from Salcette and Bardez, and occurred among young males in the age group of 19-45 years. Males were also more prone to accidents while females had pregnancies as emergencies. Conclusion: Potential emergency services need to target young males with higher concentrations required in Salcette in South Goa and Bardez in North Goa.

  20. Emerging and re-emerging swine viruses.

    Science.gov (United States)

    Meng, X J

    2012-03-01

    In the past two decades or so, a number of viruses have emerged in the global swine population. Some, such as porcine reproductive and respiratory syndrome virus (PRRSV) and porcine circovirus type 2 (PCV2), cause economically important diseases in pigs, whereas others such as porcine torque teno virus (TTV), now known as Torque teno sus virus (TTSuV), porcine bocavirus (PBoV) and related novel parvoviruses, porcine kobuvirus, porcine toroviruses (PToV) and porcine lymphotropic herpesviruses (PLHV), are mostly subclinical in swine herds. Although some emerging swine viruses such as swine hepatitis E virus (swine HEV), porcine endogenous retrovirus (PERV) and porcine sapovirus (porcine SaV) may have a limited clinical implication in swine health, they do pose a potential public health concern in humans due to zoonotic (swine HEV) or potential zoonotic (porcine SaV) and xenozoonotic (PERV, PLHV) risks. Other emerging viruses such as Nipah virus, Bungowannah virus and Menangle virus not only cause diseases in pigs but some also pose important zoonotic threat to humans. This article focuses on emerging and re-emerging swine viruses that have a limited or uncertain clinical and economic impact on pig health. The transmission, epidemiology and pathogenic potential of these viruses are discussed. In addition, the two economically important emerging viruses, PRRSV and PCV2, are also briefly discussed to identify important knowledge gaps. PMID:22225855

  1. A extensão média do enunciado (EME como medida do desenvolvimento de linguagem de crianças com síndrome de Down Mean length utterance (MLU as a measure of language development of children with Down syndrome

    Directory of Open Access Journals (Sweden)

    Suelen Fernanda Marques

    2011-01-01

    Full Text Available OBJETIVO: Caracterizar a extensão média de enunciados em morfemas (EME-m e palavras (EME-p produzida por crianças com síndrome de Down (SD e verificar a eficácia da utilização da EME-p como medida do desenvolvimento linguístico geral de crianças com SD. MÉTODOS: Participaram 15 crianças com SD, com idades entre cinco e 12 anos, que foram submetidas à situação de interação livre. As crianças foram divididas em três grupos, com base na idade cronológica e mental, a partir da aplicação do Primary Test of Nonverbal Intelligence. Os 100 primeiros enunciados foram analisados quanto a: número de morfemas gramaticais para artigos, substantivos e verbos (MG-1 e pronomes, preposições e conjunções (MG-2; extensão média dos enunciados considerando-se morfemas (EME-m e palavras (EME-p. RESULTADOS: A comparação intergrupos mostrou que quanto maior a idade, mais altas foram as médias obtidas, havendo diferença para todas as variáveis, com exceção de MG-2. Os mesmos resultados foram obtidos na comparação intragrupo para todas as variáveis. Houve forte correlação entre EME-m e EME-p. CONCLUSÃO: A EME-p pode ser utilizada como medida de identificação de desenvolvimento linguístico geral. No entanto, ressalta-se que a utilização de todas as variáveis relacionadas à extensão média de enunciados fornece maior eficiência na identificação do desenvolvimento linguístico e na análise de suas alterações.PURPOSE: To characterize the mean length utterance in morphemes (MLU-m and words (MLU-w produced by children with Down syndrome (DS, and to verify the effectiveness of using EME-w as a measure of general language development of children with DS. METHODS: Participants were 15 children with ages between 5 and 12 years, who were submitted to a free interaction situation. They were divided into three groups, according to chronological and mental age, as established by the results of the Primary Test of Nonverbal Intelligence. The first 100 utterances were analyzed considering: number of grammatical morphemes (GM for articles, nouns and verbs (GM-1, and pronouns, prepositions and conjunctions (GM-2; mean length utterance for morphemes (MLU-m and words (MLU-w. RESULTS: The between-groups comparison showed that the MLU averages were higher for older groups, and differences were found for all variables, except for GM-2. The same results were obtained in the within-group comparison, for all variables. There was a strong correlation between MLU-m and MLU-w. CONCLUSION: MLU-w can be used as an identification measure of general linguistic development. However, it is emphasized that the use of all MLU variables provides more efficacy in the characterization of linguistic development and the analysis of language impairments.

  2. A extensão média do enunciado (EME) como medida do desenvolvimento de linguagem de crianças com síndrome de Down / Mean length utterance (MLU) as a measure of language development of children with Down syndrome

    Scientific Electronic Library Online (English)

    Suelen Fernanda, Marques; Suelly Cecilia Olivan, Limongi.

    Full Text Available SciELO Brazil | Languages: English, Portuguese Abstract in portuguese OBJETIVO: Caracterizar a extensão média de enunciados em morfemas (EME-m) e palavras (EME-p) produzida por crianças com síndrome de Down (SD) e verificar a eficácia da utilização da EME-p como medida do desenvolvimento linguístico geral de crianças com SD. MÉTODOS: Participaram 15 crianças com SD, c [...] om idades entre cinco e 12 anos, que foram submetidas à situação de interação livre. As crianças foram divididas em três grupos, com base na idade cronológica e mental, a partir da aplicação do Primary Test of Nonverbal Intelligence. Os 100 primeiros enunciados foram analisados quanto a: número de morfemas gramaticais para artigos, substantivos e verbos (MG-1) e pronomes, preposições e conjunções (MG-2); extensão média dos enunciados considerando-se morfemas (EME-m) e palavras (EME-p). RESULTADOS: A comparação intergrupos mostrou que quanto maior a idade, mais altas foram as médias obtidas, havendo diferença para todas as variáveis, com exceção de MG-2. Os mesmos resultados foram obtidos na comparação intragrupo para todas as variáveis. Houve forte correlação entre EME-m e EME-p. CONCLUSÃO: A EME-p pode ser utilizada como medida de identificação de desenvolvimento linguístico geral. No entanto, ressalta-se que a utilização de todas as variáveis relacionadas à extensão média de enunciados fornece maior eficiência na identificação do desenvolvimento linguístico e na análise de suas alterações. Abstract in english PURPOSE: To characterize the mean length utterance in morphemes (MLU-m) and words (MLU-w) produced by children with Down syndrome (DS), and to verify the effectiveness of using EME-w as a measure of general language development of children with DS. METHODS: Participants were 15 children with ages be [...] tween 5 and 12 years, who were submitted to a free interaction situation. They were divided into three groups, according to chronological and mental age, as established by the results of the Primary Test of Nonverbal Intelligence. The first 100 utterances were analyzed considering: number of grammatical morphemes (GM) for articles, nouns and verbs (GM-1), and pronouns, prepositions and conjunctions (GM-2); mean length utterance for morphemes (MLU-m) and words (MLU-w). RESULTS: The between-groups comparison showed that the MLU averages were higher for older groups, and differences were found for all variables, except for GM-2. The same results were obtained in the within-group comparison, for all variables. There was a strong correlation between MLU-m and MLU-w. CONCLUSION: MLU-w can be used as an identification measure of general linguistic development. However, it is emphasized that the use of all MLU variables provides more efficacy in the characterization of linguistic development and the analysis of language impairments.

  3. Student-Identified Exemplary Teachers: Insights from Talented Teachers

    Science.gov (United States)

    Gentry, Marcia; Steenbergen-Hu, Saiying; Choi, Byung-yeon

    2011-01-01

    What roles do teachers play in the development of talent and in the attitude of students toward school? Research indicates that teacher enthusiasm, feedback, and content knowledge are keys to student motivation, learning, and engagement. Research also reveals the importance of positive and supportive student/teacher relationships. In previous work…

  4. Teacher Efficacy of High School Mathematics Co-Teachers

    Science.gov (United States)

    Rimpola, Raquel C.

    2011-01-01

    High school mathematics inclusion classes help provide all students the access to rigorous curriculum. This study provides information about the teacher efficacy of high school mathematics co-teachers. It considers the influence of the amount of collaborative planning time on the efficacy of co-teachers. A quantitative research design was used,…

  5. Teachers' Planning Processes: Seeking Insights from Australian Teachers

    Science.gov (United States)

    Sullivan, Peter; Clarke, Doug M.; Albright, James; Clarke, David J.; Farrell, Lesley; Freebody, Peter; Gerrard, Jessica; Michels, Deborah

    2012-01-01

    The Australian Curriculum: Mathematics (AC:M) prompts consideration of planning processes teachers typically use (as a whole school, in grade levels, and at the classroom level). In order to gain insights into the nature of the planning decisions teachers make, Australian teachers drawn from every state and territory were invited to respond to a…

  6. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    Science.gov (United States)

    Wagner, Brigid Daly; French, Lucia

    2010-01-01

    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher

  7. Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

    Science.gov (United States)

    Baird, Dean

    2013-01-01

    Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

  8. South African teacher profiles and emerging teacher factors : the picture painted by PIRLS 2006

    OpenAIRE

    Staden, Surette; Howie, Sarah J.

    2010-01-01

    The Progress in International Reading Literacy Study (PIRLS) assessment is an international comparative study of reading skills of Grade Four learners. South Africa’s first participation in the study took place in the 2006 cycle (Mullis et al., 2007), with repeat participation planned to take place for PIRLS 2011. PIRLS 2006 results pointed to serious issues of under achievement among South African Grade Four learners, resulting in the adoption of the National Reading Strategy (Department o...

  9. ChemTeacher: Charles' Law

    Science.gov (United States)

    2011-01-01

    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.

  10. ChemTeacher: Boyle's Law

    Science.gov (United States)

    2011-01-01

    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.

  11. ChemTeacher: Dalton's Law

    Science.gov (United States)

    2011-01-01

    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.

  12. ChemTeacher: Avogadro's Law

    Science.gov (United States)

    2011-01-01

    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.

  13. ChemTeacher: Periodic Trends

    Science.gov (United States)

    2011-01-01

    ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Periodic Trends page includes resources for teaching students about trends found in the periodic table.

  14. ChemTeacher: Arrhenius Theory

    Science.gov (United States)

    2012-07-23

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

  15. ChemTeacher: Electric Potential

    Science.gov (United States)

    2011-01-01

    ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Electric Potential page includes resources for teaching students about calculating standard electrode potentials for oxidation-reduction reactions.

  16. ChemTeacher: Atomic Radius

    Science.gov (United States)

    2011-01-01

    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.

  17. Incompetent Teachers and Misguided Courts.

    Science.gov (United States)

    Leiser, Burton M.

    1981-01-01

    The questionable quality of many teachers and related court action are described. It is suggested that teacher competence in subject matter, the English language, and in related areas should be demonstrated before hiring. (MLW)

  18. Parent-Teacher-Student Involvement

    Science.gov (United States)

    Morrison, Donald

    1972-01-01

    Excerpts from a discussion between teachers, parents, and students on the subject of parent, teacher, and student responsibility in ensuring a good education for students and their envolvement in educational decision making. (RB)

  19. Liberal Arts and Teacher Education

    OpenAIRE

    Almqvist, Jonas; Bjork, Christopher; Mccloskey, Erin

    2009-01-01

    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...

  20. Revisiting Foreign Language Teacher Beliefs

    OpenAIRE

    Gabillon, Zehra

    2012-01-01

    This state of the art paper revisits foreign language teacher beliefs. The first part of the paper reviews some factors that have an impact on foreign/second language (L2) teachers' beliefs. The second part outlines some characteristics of teacher beliefs by providing examples from a range of research studies conducted in the field. In the final part, the paper attempts to illuminate the complex nature of L2 teacher beliefs and belief formation processes by addressing Moscovici's social repre...

  1. Acadia National Park: Teachers

    Science.gov (United States)

    This National Park Service website contains information on: saving the habitats of peregrine falcons; the water cycle; becoming a junior ranger; and ranger-led school programs, which contain student field activities about the history, biology and geology of the park. Teacher resources include information on a library for educators at the visitor center of the park and teacher guides for preparing to visit the park. The kids' section explains what rangers do, gives tips on leaving no trace in the park, provides a history of Mount Desert Island, and contains an activity to match some park animals to their habitats.

  2. Teacher of primary English

    CERN Multimedia

    2003-01-01

    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/)

  3. TEACHER OF ENGLISH NEEDED

    CERN Multimedia

    2002-01-01

    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.

  4. Differentiation: Lessons from Master Teachers

    Science.gov (United States)

    Carolan, Jennifer; Guinn, Abigail

    2007-01-01

    Carolan and Guinn assert that differentiated instruction helps diversity thrive. Observing how experienced teachers practice differentiation in real-life situations helps teachers who are reluctant to try such strategies take the plunge. The authors draw on two observational studies they conducted of five expert teachers in a high-performing,…

  5. Teacher Incentives in Rural Schools.

    Science.gov (United States)

    Reed, Daisy F.; Busby, Doris W.

    1985-01-01

    Describes the number and types of incentives offered to teachers in 67 rural schools in Virginia and examines effect on teacher recruitment and retention. Finds success in recruitment/retention directly related to the range of incentives and rewards. Notes most school districts offer no rewards to superior teachers. (LFL)

  6. Student-Teacher Mentoring Targeted

    Science.gov (United States)

    Sawchuk, Stephen

    2012-01-01

    With state and national policymakers eyeing ways to improve teacher preparation, a handful of education programs are becoming more intentional about how such "cooperating" teachers--as they're known in the lingo of teacher preparation--are selected and trained. That interest could grow as programs wrestle with the finer points of how to transform…

  7. Supporting Newly Hired Science Teachers

    Science.gov (United States)

    Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.

    2014-01-01

    New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

  8. "Teacher Leadership": Values and Voice

    Science.gov (United States)

    Frost, David

    2008-01-01

    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,…

  9. Teacher Evaluation: Archiving Teaching Effectiveness

    Science.gov (United States)

    Nielsen, Lance D.

    2014-01-01

    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…

  10. Teachers' Reactions to Children's Aggression

    Science.gov (United States)

    Nesdale, Drew; Pickering, Kaye

    2006-01-01

    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…

  11. Teachers' Views on Educational Research

    Science.gov (United States)

    Beycioglu, Kadir; Ozer, Niyazi; Ugurlu, Celal Teyyar

    2010-01-01

    Exploring teachers' attitudes toward educational research has been an important subject for researchers. This study aimed to determine teachers' views on educational research. A three-part survey questionnaire, the first part of which consists of demographic questions, the second part of which consists of statements aiming to determine teachers'…

  12. Teacher Flexibility in Mathematical Discussion

    Science.gov (United States)

    Leikin, Roza; Dinur, Sariga

    2007-01-01

    The significance of discussion in mathematics classes has been prominently debated in the research literature. Different studies have stressed the importance of teacher flexibility in orchestrating the discussion. We introduce an operational definition of teacher flexibility. In a case study with one secondary-school mathematics teacher, we…

  13. The EBD Teacher Stressors Questionnaire.

    Science.gov (United States)

    Center, David B.; Steventon, Candace

    2001-01-01

    Two studies examined the validity of a self-report instrument that assesses occupational stressors in teachers of students with emotional and behavioral disorders (EBD). Differences were found in the stress management resources of low and high scoring EBD teachers on the measure and between scores of EBD and general education teachers, although…

  14. Rewarding Teachers without Pay Increases.

    Science.gov (United States)

    Hayden, Gary

    1993-01-01

    Today's educational institutions should establish a system of intrinsic rewards for teachers and other staff. This article reviews research on intrinsic motivators, including Deming's total quality concepts, and recommends providing teachers with more individualized instruction, reorganizing faculty supervision practices, giving teachers greater…

  15. TEACHERS? ACCOUNTS OF LANGUAGE VARIATIONS

    OpenAIRE

    Telles João A.

    1998-01-01

    This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers? implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research ...

  16. Military Deployments: Evaluating Teacher Knowledge

    Science.gov (United States)

    Thomas, Richard M.

    2011-01-01

    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…

  17. Teacher Burnout: A Laughing Matter

    Science.gov (United States)

    McKenzie, Kemberly Elaine

    2009-01-01

    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…

  18. Help Teachers Feel Less Stressed

    Science.gov (United States)

    Richards, Jan

    2011-01-01

    The author's concern for how teachers nationwide are coping with unrelenting levels of stress is the topic of current research. A national sample of 1,200 teachers was asked to complete a survey addressing three areas: the sources of teacher stress; the manifestations of stress; and coping strategies they found most successful. Knowing the areas…

  19. 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)

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

    2013-06-01

    Full Text Available SciELO Brazil | Languages: English, 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.

  20. On College English Teacher’s Training and Creativity

    Directory of Open Access Journals (Sweden)

    Shuying An

    2011-05-01

    Full Text Available The main purpose of this paper is to discuss some of the interpretations of the term “teacher”, as well as the implications for course content and design, and for the formal qualifications that might be thought appropriate for a “teacher”. It also discusses some problems existing in college English teachers themselves in China, and then calls for the urgent need for teacher training. The teacher plays a very important role in ELT (English Language Teaching and ELL (English Language Learning. Therefore, if we want to apply creativity teaching in ELT, the first and most important thing to do is arouse the teachers’ creativity. The teachers themselves should try to improve their quality and use some teaching strategies to better their teaching effect and should also have creative mind to arrange active tasks and activities to arouse students’ interests and to cultivate their creativity.

  1. Influences of Teacher Preparation Program on Preservice Science Teachers’ Beliefs

    Directory of Open Access Journals (Sweden)

    Prasart Nuangchalerm

    2010-01-01

    Full Text Available Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students’ understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what preservice teachers are capable of performing the pedagogical practices. Sixty seven preservice science teachers were described the influences of teacher preparation. Results indicated that preservice teachers enrolled in professional experiences courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.

  2. 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

  3. Emergent Cosmology Revisited

    CERN Document Server

    Bag, Satadru; Shtanov, Yuri; Unnikrishnan, Sanil

    2014-01-01

    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...

  4. Language Teachers' Conceptions of Intelligence and Their Roles in Teacher Care and Teacher Feedback

    Science.gov (United States)

    Pishghadam, Reza; Meidani, Elham Naji; Khajavy, Gholam Hassan

    2015-01-01

    The purpose of this study was to find the relationships among teachers' conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL)…

  5. Aviation. Teacher Resources.

    Science.gov (United States)

    2001

    This teacher's guide contains information, lesson plans, and diverse student learning activities focusing on aviation. The guide is divided into seven sections: (1) "Drawing Activities" (Airmail Art; Eyewitness; Kite Power); (2) "Geography" (U.S. Airports); (3) "Information" (Aviation Alphabet; Glossary; Four Forces of Flight; What about Wind?;…

  6. Bonus Pay for Teachers.

    Science.gov (United States)

    Sultanik, Jeffrey T.

    2000-01-01

    In a Philadelphia-area school district, teachers who substantially improve student performance (as individuals or as groups) now receive up to $5,000 more yearly. One of only three performance-pay plans in the country, the plan relies on objective evaluative data, not administrator observations. (MLH)

  7. Water Pollution, Teachers' Edition.

    Science.gov (United States)

    Lavaroni, Charles W.; And Others

    One of three in a series about pollution, this teacher's guide for a unit on water pollution is designed for use in junior high school grades. It offers suggestions for extending the information and activities contained in the textual material for students. Chapter 1 discusses the problem of water pollution and involves students in processes of…

  8. Sustainability and Teacher Education

    Science.gov (United States)

    Martin, Ken; Summers, Denise; Sjerps-Jones, Harriet

    2007-01-01

    Sustainability is now a key concept in both government policy and wider global concerns. Issues of climate change and global warming can no longer be ignored in teacher education programs in the post-compulsory education and training sector. Government policy-makers, notably the Department for Education and Skills (DfES), Learning Skills Council…

  9. Recruiting Teachers in Colombia

    Science.gov (United States)

    Blair, Robert

    2009-01-01

    In this article, the author talks about a system of special schools in Colombia which introduces students to teaching careers as early as the 8th grade. The Colombian system is based on a simple idea: Every student is a potential teacher. Principals talk about molding "ciudadano-pedagogos"--citizen-educators who view teaching as a way of…

  10. Teachers and Gypsy Travellers.

    Science.gov (United States)

    Lloyd, Gwynedd; Stead, Joan; Jordan, Elizabeth; Norris, Claire

    1999-01-01

    Interviews in 12 Scottish schools examined how teachers and staff perceived and responded to the culture and behavior of Traveller children--both Gypsies and occupational migrants. The findings raise issues about "difference" versus deviance and the extent to which schools can accommodate cultural diversity when it challenges norms of behavior and…

  11. Improving Teacher Induction

    Science.gov (United States)

    Wayne, Andrew J.; Youngs, Peter; Fleischman, Steve

    2005-01-01

    A common problem faced by new teachers is lack of supervisory support and learning on the job through trial and error can often dishearten the rookie enough to abandon the job and often the profession. Suggestions are offered on how to redress this problem and a starting point could be the implementation of what the Alliance for Excellent…

  12. Combating Teacher Burnout

    Science.gov (United States)

    Williams, Cheryl Scott

    2012-01-01

    Generation Y teachers--those under 30 years of age--have higher expectations for technology than their colleagues from earlier generations--for good reason. Improved instructional and networking technology is one important aspect of a modern high-performing workplace. This generational difference is important, since a majority of seasoned…

  13. Media Objectives for Teachers.

    Science.gov (United States)

    Arrasjid, Harun, Ed.; Arrasjid, Dorine, Ed.

    The purpose of this book is to provide a compendium of instructional objectives concerning instructional media and materials. It is useful for either teacher training programs or college level media courses. Each objective is stated behaviorally, such as "list the important features of a tape recorder." Objectives are arranged by medium. The media…

  14. It's the Teacher, Stupid

    Science.gov (United States)

    Fletcher, Geoffrey H.

    2012-01-01

    The author has taken the liberty of borrowing from past candidate (and president) Bill Clinton's "War Room" mantra to suggest that those who are working toward preparing schools for online assessments of Common Core State Standards (CCSS) might be forgetting the most important element in the process: the classroom teacher. The author argues that…

  15. SOCMATICAS Teacher's Guide.

    Science.gov (United States)

    Frame, Laurence

    Instructions for use of Socmaticas, a bilingual (Spanish-English), multicultural, multidisciplinary sports learning program are given in this teacher's guide. The program is based on the use of World Soccer team rosters (which include lists of players' names, ages, heights, weights, etc.) to teach English as a second language or Spanish. Students…

  16. Teachers and Test Feedback.

    Science.gov (United States)

    Stough, Laura M.; Emmer, Edmund T.

    This study investigated teachers' emotions as they prepared and administered test feedback sessions related to exams delivered in undergraduate educational psychology courses. Qualitative methodology was used to gather data over two semesters, using grounded theory to collect and analyze data. Seven instructors were observed and interviewed…

  17. Stirrings in Teacher Education.

    Science.gov (United States)

    Smith, Gerald R.; And Others

    This book, comprising seven chapters, describes the TTT (Trainers of Teacher Trainers) program at the national and local levels, discusses some concerns of the program, and describes the impact of the program on individuals and institutions. Chapter 1 provides background information, including definitions and a review of TTT at the national and…

  18. Air Pollution, Teachers' Edition.

    Science.gov (United States)

    Lavaroni, Charles W.; O'Donnell, Patrick A.

    One of three in a series about pollution, this teacher's guide for a unit on air pollution is designed for use in junior high school grades. It offers suggestions for extending the information and activities contained in the textual material for students. Chapter 1 discusses the problem of air pollution and involves students in processes of…

  19. Queering Art Teacher Education

    Science.gov (United States)

    Cosier, Kimberly; Sanders, James H., III

    2007-01-01

    This article sounds a call to action and addresses the challenges of creating inclusive, queer-affirming art teacher education curricula. We examine such challenges through case study vignettes of our varied US university settings and explore the perils of teaching in an increasingly queer-hostile culture. Strategies are given for avoiding attacks…

  20. Teacher Work Group Effectiveness

    Science.gov (United States)

    Conley, Sharon; Fauske, Janice; Pounder, Diana G.

    2004-01-01

    Recent research links the development of a collaborative community of educators to enhanced teaching and learning effectiveness. This study contributes to this research by testing a work group effectiveness model with a sample of teachers from middle school teams. The study assesses the interrelationships among the model's antecedent variables…

  1. Teacher is Environmental Arrangement

    Science.gov (United States)

    Onwuegbu, Obed I.

    1976-01-01

    Teaching must arrange environments so learners can make maximum use of these educational environments. Effective educational systems must begin with teacher training. Instructors must show mastery in the areas of subject matter, techniques of delivery and getting to know the learner. Better educational systems and testing techniques are needed.…

  2. Teachers’ interactions and mathematics learning within a virtual environment

    Directory of Open Access Journals (Sweden)

    Aline Terra Salles

    2012-09-01

    Full Text Available The use of information and communication technology brings new ways of enrolment and motivation of individuals. These technologies have been an important vehicle for sharing information and constitute various communities. For this reason, it is necessary analysis of learning in virtual environments. The aim of this article focuses on the analysis of teachers interactions in the environment Virtual Math Team (VMT-Chat in addressing one problem of taxicab geometry. We study learning through different forms of participation of individuals within the environment. The results shows that the identification of different types of interlocution (evaluative, interpretative, informative and negociative allows the teacher the creation of strategies to contribute with the continuity of the debate and to promote the development of mathematical ideas emerged from interlocutions. The analysis also illustrates how teachers interacted online with the use of combinatorial analysis on the metric in taxicab geometry.

  3. Emergence and Reflexive Downward

    OpenAIRE

    John Symons

    2002-01-01

    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.

  4. Flux Emergence (Theory

    Directory of Open Access Journals (Sweden)

    Mark C. M. Cheung

    2014-07-01

    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.

  5. Energy emergency handbook

    Energy Technology Data Exchange (ETDEWEB)

    1979-01-01

    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.

  6. Emergency preparedness for libraries

    CERN Document Server

    Todaro, Julie

    2009-01-01

    Despite the volumes of information they contain, few libraries, whose population at any given moment is as unpredictable as the weather, know how to prepare for, endure, and survive a disaster, whether natural or man-made, and even fewer put their know-how to paper. Emergency Preparedness for Libraries provides library management with a comprehensive guide to planning and executing emergency procedures. Based, in part, on an emergency preparedness seminar the author has presented for the American Library Association, Emergency Preparedness for Libraries provides library personnel with detailed

  7. Emergency Nurses Association

    Science.gov (United States)

    ... TNCC Educational Products Publications Connection Journal of Emergency Nursing News Center Permissions Practice & Research Position Statements Clinical Practice Guidelines Injury Prevention Government & Advocacy EN411 Advocacy ...

  8. Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers' Perspectives

    Science.gov (United States)

    Mansour, Nasser; EL-Deghaidy, Heba; Alshamrani, Saeed; Aldahmash, Abdulwali

    2014-12-01

    The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended questionnaires and interviews) with Saudi Arabian science teachers framed by a socio-cultural perspective. This study argues that science teachers' voices concerning their professional development needs should be the key guide for their CPD. Our study shows the significance of engaging critically with science teachers' voices and views of their CPD programme. One of the unique findings of this study indicated CPD programmes should take place at school where teachers have the opportunity to collaborate with others in an authentic context and where they can participate in the content of the CPD that directly meets their needs within their work context. The study has shown that science teacher development can be effective and successful when science teachers are able to talk with each other as part of the learning activities of the CPD programmes about what they are doing in the classroom, and how they can implement the ideas of the CPD programmes into their classroom and school settings. This might shed light on why teachers were either able or unable to put some aspects of their CPD learning into practice.

  9. 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

  10. Emerging systems and machine intelligence

    Energy Technology Data Exchange (ETDEWEB)

    Glasgow, J.C. II.

    1989-01-01

    A theory of mind or intelligence that derives from elements of philosophical, biological, linguistic, and psychological thought as well as of physics and information theory is presented. The hypothesis is defended that intelligence is not a thing but a composite of activities and attributes that must be described in terms of the evolution and interactions of systems, emerging into the environments in which they are embedded. It is proposed that a machine intelligence that emulates human intelligence must conform to certain restrictions that derive from accepting this hypothesis. In particular an implication is that for machine intelligence to be accepted as human-like intelligence it must be produced by a machine that functions in a manner substantially similar to a man and that interacts, grows or learns in and with an environment similar to that in which a man grows and learns. It is proposed that it should be possible to create machines and programs capable of this and that they can achieve intelligence with a large, but not arbitrarily large, degree of human-like characteristics. One system (of many possible systems), in development, based on grammars, and that satisfies some of those requirements is described. It consists of an artificial environment in which a grammar like program based on augmented transition networks, interacts with a human teacher. The purpose of KARA is to learn about the environment by being told and by imitation.

  11. IN-SERVICE TEACHER EDUCATION PROGRAMME : TEACHERS' PERCEPTION

    Directory of Open Access Journals (Sweden)

    Suman Dala

    2014-04-01

    Full Text Available 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 widely recognized as essential factors in the development of teachers's quality because teacher quality is a major factor contributing to improvement in learning outcomes of students. The purpose of this paper is to explore the perception of teachers towords in-service teacher education programme. The study was carried out at the In-Service education programme which was conducted by SCERT under SSA from MAY 13,2013 to MAY 17,2013 for primary teachers working in primary schools running under Municipal Corporation Delhi (M.C.D.

  12. A Study Of Personality Factors In Relation To Emotional Intelligence Of Student-teachers

    Directory of Open Access Journals (Sweden)

    Rakesh Bharti

    2013-08-01

    Full Text Available Emotional intelligence seems to be everywhere. In recent years, it has emerged as a critical factor forsustaining high achievement, retention, and positive behaviour as well as improving life success. Emotionalintelligence (EI and personality traits play a major role in maintaining work effectiveness and efficiency in anyorganization. The purpose of this study is to see the impact of emotional intelligence on personality traits of studentteacherswho aspire to become effective teachers. A total of 600 student-teachers of various colleges of educationaffiliated to University of Jammu, Jammu were selected as a sample randomly for the purpose of classification inlow and high emotional intelligent student-teachers. Finally 80 student-teachers (40 low and 40 high emotionallyintelligent were selected randomly by using P40 and P60 percentiles. To test hypothesis t-test was used. Results ofthis study indicated significant differences between high and low emotional intelligent student teachers onpersonality factors.

  13. Teachers Create a Professional Learning Community to be a Place of their Own

    Directory of Open Access Journals (Sweden)

    Della R. Leavitt

    2013-04-01

    Full Text Available In Spring, 2012, seven New Jersey middle school mathematics teachers volunteered to lead an afterschool Professional Learning Community. The teachers set the meeting format, selected topics, and rotated facilitation of six 90-minute sessions.  A university researcher, working within a National Science Foundation-sponsored Mathematics/Science Partnership, designed the project to investigate how, if at all, these activities would enhance teachers’ leadership.  The researcher videotaped the teachers’ meetings, elicited written reflections, conducted interviews, and analyzed these data.  Emergent themes included cohesiveness,commitment,focus on practice, respectful participation in controversies, changes in confidence and leadership. All seven teachers planned to continue meeting during the 2012-2013 school year.

  14. A comparison of teacher stress and school climate across schools with different matric success rates

    Scientific Electronic Library Online (English)

    Karen, Milner; Harriet, Khoza.

    2008-05-01

    Full Text Available Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25 [...] % were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.

  15. Postmethod Era and Glocalized Language Curriculum Development: A Fresh Burden on Language Teachers

    Directory of Open Access Journals (Sweden)

    Mehrshad Ahmadian

    2014-05-01

    Full Text Available The disappearance of method from academic discussions and the rise of the postmethod debate emanating from both the postmodernist philosophy and a globalized world have stirred a fresh round of discussion in academic circles in the field of the second language (L2 teaching profession. As a result of postmethod pedagogy, the teacher comes to the center of language learning and teaching and his/her beliefs, experiences and knowledge are greatly valued. Although postmethodists favor teacher autonomy, they do not favor the one-way flow of information inherent in a top-down syllabus, and provide a theoretical basis for the re-emergence of a learner-centered process syllabus and the negotiated contributions to syllabus development by both teachers and learners. Finally, although postmethod pedagogy favors a glocalized learner-centered curriculum, it is highly teacher-dependent since this is the postmethod teacher who can fulfill postmethod promises.

  16. A comparison of teacher stress and school climate across schools with different matric success rates

    Directory of Open Access Journals (Sweden)

    Karen Milner

    2008-05-01

    Full Text Available Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.

  17. Enhancers and inhibitors of teacher change among secondary physical educators

    OpenAIRE

    Bechtel, Pamela A.; O Sullivan, Mary

    2007-01-01

    The purpose of this study was to explore enhancers and inhibitors that impacted 4 secondary physical education teachers to make changes in their programs. An interpretivist approach was used to understand the physical educators’ change process. Data were collected from document analyses, participant information sheets, interviews, discussion groups, and observing classes. Data were analyzed as 4 case studies using inductive analysis that examined emergent themes for each p...

  18. How representation and communication infrastructures can enhance mathematics teacher training

    OpenAIRE

    Arzarello, F.; Drijvers, P. H. M.; Thomas, Mike

    2012-01-01

    Information and Communication Technology (ICT) is used more and more in pre-service or in-service mathematics teacher training according to different approaches: face to face, blended, on-line only. Based on some experiences from different countries (Italy, New Zealand, The Netherlands), the paper points out some problems, which emerge in such cases, and poses a few related questions that will be discussed during the Workshop.

  19. The Nature of Recognition in TEFL Teachers’ Lives

    OpenAIRE

    Scholes Gillings de González Barbara

    2011-01-01

    This article aims at sharing a vital issue that emerged from the findings of a qualitative research study into collective responses of teachers of English as a foreign language to an extended change process in their Mexican university context from 1989 to 2003. The data generation process employed was comprised of semi-structured interviews as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry demonstrated features of the com...

  20. New Faculty Cross Borders Through Self-Study in Teacher Education: Global Horizons

    Directory of Open Access Journals (Sweden)

    Candace Figg

    2008-07-01

    Full Text Available This paper outlines findings from a self-study group’s investigation of personal and professional experiences between four new education faculty members. Bringing diverse teacher education experiences from three different countries, the group is situated in a Canadian university undergoing a transition toward becoming a comprehensive institution in the competing global era. Three identified themes emerged: professional value, survival, and maintaining balance. Findings revealed that self-study allows participants to share information, identify issues, appreciate personal and professional life, enjoy being teacher educators, understand teacher education, console and support each other to survive in the initial years, and maintain a balanced professional life.

  1. Helping technophobic teachers ease the burden of marking with easy-to-use online quizzes

    OpenAIRE

    Lip, Paul Chi Hong

    2008-01-01

    A number of studies have shown that teacher stress was due to teachers spending long hours in marking their students’ work such as quizzes and examination papers from large class sizes. With this problem in mind, a new web 2.0 technology has emerged, Quiz Center supported by DiscoverySchool.com which can help technophobic teachers make a free and easy-to-use online quiz. Online quizzes can be automatically marked by a script or managed by a server. In this paper, the following sections were...

  2. Emergency presurgical visit

    Directory of Open Access Journals (Sweden)

    Alfredo Castro Díaz

    2009-07-01

    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.

  3. Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

    Science.gov (United States)

    Sheth, Manali J.

    Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices, they are constituted by but not reduced to practices in the initial dimensions. 2) Ideas from the foundational dimensions are filtered through teachers' stances on science. Thus, teachers' practices in the emergent dimensions and the foundational dimensions are mediated by teachers' pedagogical ideas about science and school science. 3) Teachers' articulations of practice influence the possibility of on-going work towards equitable science pedagogy.

  4. 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.)

  5. Electric power emergency handbook

    Energy Technology Data Exchange (ETDEWEB)

    Labadie, J.R.

    1980-09-01

    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.

  6. Emergency planning in Italy

    International Nuclear Information System (INIS)

    The emergency situations which could arise are strictly connected with the possible accident type and strongly depend on the facilities existing in the country. This paper concerns the situation in Italy. Pre and post-Chernobyl accident situation are presented. Until 1986, a decree dated 1964 set out the actions to implement following a nuclear accident (preventing procedures, definition of the accident situation, emergency zones, responsibilities and duties of various bodies in case of emergency). In 1987, the Italian government decided a nuclear moratorium. Reference scenario for nationwide emergencies were defined as well as protective measures. An organisation structure was set up called the National Emergency plan. It was never implemented as far as nuclear power plant are concerned. However, it will become effective if the need arises (for example, in case of accidents involving nuclear release of nuclear plans, ships, satellites, etc...). (TEC). 2 refs., 3 figs., 3 tabs

  7. Using Remote Labs to Serve Different Teacher’s Needs - A Case Study with VISIR and RemotElectLab

    OpenAIRE

    Andre Vaz Fidalgo; Gustavo Ribeiro Alves; Maria Arcelina Marques; Maria Clara Viegas; Maria Cristina Costa-Lobo; Unai Hernandez; Javier Garcia-Zubia; Ingvar Gustavsson

    2012-01-01

    Remote Laboratories are an emergent technological and pedagogical tool at all education levels, and their widespread use is an important part of their own improvement and evolution. This paper describes several issues encountered on laboratorial classes, on higher education courses, when using remote laboratories based on PXI systems, either using the VISIR system or an alternate in-house solution. Three main issues are presented and explained, all reported by teachers that gave support to st...

  8. The Massachusetts Signing Bonus Program for New Teachers: A Model of Teacher Preparation Worth Copying?

    Science.gov (United States)

    Fowler, R. Clarke

    2003-01-01

    Studied the Massachusetts Signing Bonus Program for New Teachers, a teacher recruitment program. Findings for 4 years show many failings of the program, which has produced relatively few urban teachers with low rates of teacher retention. (SLD)

  9. Teaching science to English Language Learners: Instructional approaches of high school teachers

    Science.gov (United States)

    Frank, Betty-Vinca N.

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional approaches including, the structure of the school, working on instructional teams, collaborating and working with other teachers especially English teachers and including science teachers, and participating in various professional development activities. The findings indicated that the instructional approaches used by teachers were largely supported by literacy education and science education done at elementary level. Findings also revealed that teachers in this study encouraged their ELLs to participate in classroom conversations and involved them in answering open-ended questions. However, not all teachers in this study had the same repertoire of instructional strategies for their ELL students and some teachers demonstrated a better understanding of these approaches than others. All teachers perceived that the structure of the school as well as collaborating and working with other teachers, especially English teachers, as their main source of support in designing instructional approaches. This study suggests that teacher educators and professional development providers need to develop courses and programs to help high school teachers learn about how to design instructional activities that simultaneously promote both academic science and English literacy. Also, administrators need to create conditions at their schools that would allow teachers to interact, collaborate, and learn from each other.

  10. Teachers under examination: reflections on teacher assessment policies

    Directory of Open Access Journals (Sweden)

    Eneida Oto Shiroma

    2011-06-01

    Full Text Available This article discusses the current proposals of teacher assessment in Brazil. Based on historical materialism, we analysed national and international documents aiming at identifying the goals of this sort of assessment, the justifications for its implementation and debates about its outcomes. We found convergences between the policies recommended by the multilateral agencies, especially by the World Bank and the Organization for Economic Co-operation and Development, and those adopted in Brazil, which indicates the great interest and influence of multilateral organizations in the development of policies for teachers. The first reactions of teachers, researchers, teacher associations and training institutions, added to the experiences of other countries that have adopted teacher assessment policies earlier, help us to understand possible outcomes and implications of these policies for teachers as a class, their careers and unions.

  11. Nanotechnology and Secondary Science Teacher's Self-Efficacy

    Science.gov (United States)

    Cox, Elena K.

    The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

  12. 'ICTs' IN TEACHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Girdhar lal Sharma

    2012-07-01

    Full Text Available Education in the Indian region faces a number of problems. These problems include the shortage of qualified teachers, very large student populations, high drop-out rates of students and teachers, and weak curriculum. All of these negative aspects result in poor delivery of education. The education crisis is worsened by the devastating effects of the HIV/AIDS pandemic, increasing poverty, a brain drain in the teaching community, budgetary constraints, poor communication, and inadequate infrastructure.While societies in the region undergo rapid changes as a result of increased access to information, the majority of the school-going youth continue to undergo traditional rote learning. ICTs are one of the major contemporary factors shaping the global economy and producing rapid changes in society. They have fundamentally changed the way people learn, communicate, and do business.

  13. Teamwork between special education teachers and classroom teachers

    OpenAIRE

    Havaj, Petra

    2014-01-01

    Providers of extra professional support usually work with children with special needs individually in resource rooms because individual instruction allows them to focus on one’s individual needs. Despite that, teamwork between providers of extra professional support and teachers is necessary. Some foreign surveys show benefits of teamwork, especially team teaching between teachers and special education teachers for children with and without special needs. They believe that children with spe...

  14. The Master Teacher Program: Professional Development for College Teachers

    OpenAIRE

    Susan Kerwin-Boudreau

    2009-01-01

    In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered p...

  15. Teachers and Humanism

    Directory of Open Access Journals (Sweden)

    Sophie Devineau

    2010-06-01

    Full Text Available Following the large investigation in the labor universe, teachers give a good illustration for “Working to be happy” (Christian Baudelot, Michel Gollac, 2003. But the question is about the reasons: what are the anthropological needs that profession answer through its sociological organization? This article investigates the cohesion of the French teachers of all grades, from pre-school level to university, manifest in the last social movement, and which can be understood as an expression of values and educational background. As one of a number of social strategies, the quest for a certain standard of living may outline the main side of this professional choice: a humanist career resolution for women and men as well.At the first level, the study provides evidences of the public-private and republican-liberal cleavage, which against all expectations, actually cuts through the male-female divide. So, if we go back to the analyses of Alain Chenu and Nicolas Herpin (2006, we cannot make conclusions on behalf of this professional category, which has shown strong, compact or homogeneous resistance to the restructuring of the order of civic priorities between equality and freedom. However, the study finds in a second level, that the humanism of the majority of teachers is based on equality of the sexes, security and respect in their work, modest material needs and the importance of time for themselves and their families. This category has found that teaching offers the conditions in which they may uphold values founded on human rights. The cohesion of the French teachers can be understood as an expression against indivudual competition.

  16. On Teachers Quality Decline

    OpenAIRE

    Amodio, Francesco

    2009-01-01

    Evidence suggests the average ability of teachers to have progressively declined in developed countries over the last decades. Many explanations have been proposed, all suggesting the idea of a lower attractiveness of teaching professions (both in monetary and non monetary terms) with respect to feasible alternative working opportunities. This should apply to women at least, because of the great expansion of job opportunities which interested female cohorts in the second half of the century. ...

  17. Mirror Images: New Reflections on Teacher Leadership

    Science.gov (United States)

    Reason, Casey; Reason, Clair

    2011-01-01

    What inspires teachers to see themselves as leaders? "Mirror Images" takes a comprehensive look at what teacher leadership means today and how teachers can transform the future of their profession. Included are ten iconic images of teacher leadership roles to help teachers move beyond teaching as they were taught. The authors make a compelling…

  18. 2011 State Teacher Policy Yearbook. Hawaii

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher

  19. 2011 State Teacher Policy Yearbook. New York

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher

  20. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  1. The Missing Link: Research on Teacher Education

    Science.gov (United States)

    Wiens, Peter D.

    2012-01-01

    Teacher education has recently come under attack for its perceived lack of efficacy in preparing teachers for classroom duty. A lack of comprehensive research in teacher education makes it difficult to understand the effects of teacher education programs on student learning. There is a missing link between what happens in teacher education…

  2. 2011 State Teacher Policy Yearbook. Kansas

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher

  3. 2011 State Teacher Policy Yearbook. Montana

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher

  4. Facilitating Teachers' Professional Growth through Action Research.

    Science.gov (United States)

    Herndon, Kathleen; Fauske, Janice

    Beginning teachers' experiences in university-based teacher preparation are rapidly replaced by the norms and expectations of the school setting and teachers with whom they work. To interrupt this pattern by which new teachers are pulled from the practices they have learned at the university, teachers must be encouraged to reflect about their…

  5. 2011 State Teacher Policy Yearbook. Maine

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher

  6. Make Parent-Teacher Conferences Better.

    Science.gov (United States)

    Brown, Lisbeth; Jalongo, Mary Renck

    1986-01-01

    This article discusses ideal roles for both parents and teachers in parent-teacher conferences. Parents should use a team approach, prepare questions for the teacher, and listen to what the teacher has to say. Teachers should prepare students for the conference, create a welcoming environment for parents, and plan a general outline for the…

  7. Emergent quantum mechanics and emergent symmetries

    OpenAIRE

    Hooft, G. T.

    2007-01-01

    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...

  8. The role of an external environmental analysis in the strategic management of teacher training colleges in South Africa / Jacoba Elizabeth Fourie

    OpenAIRE

    Fourie, Jacoba Elizabeth

    1994-01-01

    The aims of this study are to determine the nature of strategic management, with specific reference to the external environmental analysis; to analyze emerging trends and challenges in the external environment of teacher training colleges and to provide guidelines for the strategic repositioning of teacher training colleges in South Africa. By means of a literature study it was determined that fundamental changes in the external environment of teacher training colleges in South Africa nec...

  9. Medical Emergencies in Goa

    OpenAIRE

    Saddichha Sahoo; Saxena Mukul

    2010-01-01

    Background: Most emergencies in Goa arise due to road traffic accidents and drowning, which have been compounded by the rise in number of recorded accidents in 2007 to be above 4000. It is believed that 11 people meet with an accident on Goa?s roads every day and this is expected to rise by 10% by next year. Similar is the case with drownings and other medical emergencies. We therefore aimed to conduct a cross-sectional survey of medical emergencies and identify various types o...

  10. The use of German aha in the classroom: Teachers’ demonstration and instrumentalization of aha as a response to the storytelling of children with cochlear implants : The use of German aha in the classroom with cochlear-implanted children

    DEFF Research Database (Denmark)

    Mourtou, Eleni

    2014-01-01

    Response particles serve a variety of interactional purposes and are as such an essential element of conversations. One of the purposes response particles are used for is to index a change of state, that is to the display that the speaker has undergone a shift from being un-informed to being informed. In this paper I investigate one specific type of response particle, the German change-of-state token ‘aha’ and how it is used by a teacher in the classroom with prelingually deafened and cochlear-implanted children. ‘Aha’ has been documented to display surprise, thus indicating that an utterance has informed the speaker and marking an epistemic shift from that of –K (not knowing) to + K (knowing) of the producer. Based on 60 storytellings of children with cochlear-implants I show that the teacher in fact uses ‘aha’ for two purposes: firstly, as a demonstration of news receipt after unknown information within the story and secondly, as a tool to acknowledge the child’s effort to improve his/her language production. I conclude with a summary of the findings, discussing the implications the teacher’s differentiated use of ‘aha’ may have for the children and their acquisition of interactional competence.

  11. Teacher Absenteeism in Urban Schools

    Directory of Open Access Journals (Sweden)

    James E. Bruno

    2002-07-01

    Full Text Available School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S. to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income and negative (low income geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.

  12. Insights for Teachers of Adults

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    In this paper, I examine the field of adult learners from the teachers’ perspective. Firstly, I identify the characteristics of adults as learners and their particular needs, which teach- ers must be aware of and deal with. Secondly, I propose a combination of adult learners’ characteristics with ‘teaching orientations’, as a basis for further research on teachers of adults’ professional development. Some competencies can be taught in formal settings, but a large amount of the teacher’s career is spent in the classroom where (s)he manage the teaching by practising, and hopefully learning by experience in the field.

  13. Responding to adaptation emergencies

    Science.gov (United States)

    Hall, Jim W.; Berkhout, Frans; Douglas, Rowan

    2015-01-01

    The impacts of extreme events are triggering action and reaction -- sometimes in unexpected ways. Confronted by 'adaptation emergencies', the private sector is rapidly innovating climate risk management, but governments must also fulfil their responsibilities.

  14. Synchronní a diachronní emergence.

    Czech Academy of Sciences Publication Activity Database

    Havlík, Vladimír

    2014-01-01

    Ro?. 21, Supplementary Issue 1 (2014), s. 57-69. ISSN 1335-0668 Institutional support: RVO:67985955 Keywords : diachronic * emergence * reduction * supervenience * synchronic Subject RIV: AA - Philosophy ; Religion http://hdl.handle.net/11104/0239405

  15. Wireless Emergency Alerts

    Science.gov (United States)

    ... reporter feature in the FEMA App (available on Android & Apple ) allows you to take GPS photos in ... Federal Emergency Management Agency U.S. Department of Homeland Security 500 C Street SW, Washington, DC 20472 General ...

  16. Federal Emergency Management Agency

    Science.gov (United States)

    ... reporter feature in the FEMA App (available on Android & Apple ) allows you to take GPS photos in ... Federal Emergency Management Agency U.S. Department of Homeland Security 500 C Street SW, Washington, DC 20472 General ...

  17. Emergency medicine in space.

    Science.gov (United States)

    Stewart, Lowan H; Trunkey, Donald; Rebagliati, G Steve

    2007-01-01

    Recent events, including the development of space tourism and commercial spaceflight, have increased the need for specialists in space medicine. With increased duration of missions and distance from Earth, medical and surgical events will become inevitable. Ground-based medical support will no longer be adequate when return to Earth is not an option. Pending the inclusion of sub-specialists, clinical skills and medical expertise will be required that go beyond those of current physician-astronauts, yet are well within the scope of Emergency Medicine. Emergency physicians have the necessary broad knowledge base as well as proficiency in basic surgical skills and management of the critically ill and injured. Space medicine shares many attributes with extreme conditions and environments that many emergency physicians already specialize in. This article is an introduction to space medicine, and a review of current issues in the emergent management of medical and surgical disease during spaceflight. PMID:17239732

  18. Winter Weather Emergencies

    Science.gov (United States)

    Severe winter weather can lead to health and safety challenges. You may have to cope with Cold related health problems, including ... there are no guarantees of safety during winter weather emergencies, you can take actions to protect yourself. ...

  19. Emerging topics in FXTAS

    OpenAIRE

    Hall, Deborah A.; Birch, Rachael C.; Anheim, Mathieu; Jønch, Aia E.; Pintado, Elizabeth; O’keefe, Joanne; Trollor, Julian N.; Stebbins, Glenn T.; Hagerman, Randi J.; Fahn, Stanley; Berry-kravis, Elizabeth; Leehey, Maureen A.

    2014-01-01

    This paper summarizes key emerging issues in fragile X-associated tremor/ataxia syndrome (FXTAS) as presented at the First International Conference on the FMR1 Premutation: Basic Mechanisms & Clinical Involvement in 2013.

  20. High school teachers' perspectives on effective approaches for teaching biology to students with special needs

    Science.gov (United States)

    Kos, Agnieszka

    The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

  1. Computer technology teacher candidates’ views on the concepts of literacy related to information technology

    Directory of Open Access Journals (Sweden)

    Gonca K?z?lkaya Cumao?lu

    2013-05-01

    Full Text Available This study examines the views of teacher candidates in the department of Computer Education and Educational Technology at Yeditepe University on the concepts of information literacy, digital literacy and media literacy. A descriptive research method was employed in the data analysis procedure. Data was collected through a questionnaire involving 5 questions. The questionnaire was divided into two main parts: a subject profile and open-ended questions. The profile contained demographic and educational characteristics of teacher candidates such as gender, grade level, type of school attended and grade point average. The open-ended questions explored teacher candidates’ views on the concepts of literacy. Qualitative data derived from the open-ended questions was analyzed using content analysis techniques. Two main themes emerged from the analysis of data, including: teacher candidates’ definitions of the concepts and teacher candidates’ views on the use of these concepts in different fields. The findings of the study indicated that teacher candidates’ definitions of information literacy were more complete than their definitions of digital literacy and media literacy. However, they could not identify the main components of information literacy such as using diverse information resources and synthesizing them. It was also determined that teacher candidates’ knowledge of digital literacy was inadequate, and they defined the concept in different ways. As for media literacy, which was one of the major themes of the study, teacher candidates were unable to sufficiently define media literacy in terms of media sources.

  2. Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey

    Directory of Open Access Journals (Sweden)

    Pradipta Halder

    2014-10-01

    Full Text Available Teachers’ knowledge and perceptions of bioenergy, and their motivation to teach such a topic, can largely determine the success of implementing bioenergy related education in schools. The study aimed to explore science teachers’ knowledge and perceptions of bioenergy in India. A questionnaire-based survey was conducted among 28 science teachers from four urban schools in India. Results indicated that the science teachers were fairly knowledgeable regarding bioenergy and they also demonstrated positive perceptions of bioenergy. In addition, they were positive towards the prospect of receiving more information to increase their own knowledge of bioenergy. However, the science teachers appeared to have some misconceptions regarding the issue of CO2 emission from using bioenergy. It also emerged that although the existing Science syllabus for Grade X in Indian schools includes a topic on bioenergy, the majority of the science teachers were not aware of it. Policy makers and educators are recommended to provide science teachers more support to improve their capacity for teaching energy and environmental topics in schools in India. In addition, an improvement of the current learning and teaching environment in Indian schools could help teachers to deliver energy and environmental education more effectively to their students.

  3. Teacher Expectations: Determinants of Pupils' Reading Achievement.

    Science.gov (United States)

    Elijah, David

    1980-01-01

    Results of a study of teacher rankings of reading readiness suggested that teacher rankings are as reliable as reankings using the Metropolitan Readiness Tests; the results did not indicate that teacher expectations of student achievement can be altered. (FL)

  4. 79 FR 71819 - Teacher Preparation Issues

    Science.gov (United States)

    2014-12-03

    ...intends to be a teacher may receive...engineering; or mathematics). Majoring...prospective teacher to develop content knowledge in that field...found that a teacher's content specialization in mathematics or science...

  5. Teachers Helping Teachers: A Professional Development Model that Promotes Teacher Leadership

    Directory of Open Access Journals (Sweden)

    Norma Ghamrawi

    2013-03-01

    Full Text Available This mixed methods study reports on the outcomes of a professional development model (PDM developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist approach whereby teachers train colleague teachers and some high school students provide ushering services during professional development events. Data was collected using focus group interviews with teacher trainers, surveying teacher trainees and asking student ushers to describe their most important gain from this model using a single statement. Findings of the study highlight resonant school gains from this PDM and underscore its potential in developing not only teacher leadership but also student leadership. The study provides important implications for professional development program designers.

  6. Examining small "c" creativity in the science classroom: Multiple case studies of five high school teachers

    Science.gov (United States)

    Lasky, Dorothea Shawn

    As the US continues to strive toward building capacity for a workforce in STEM fields (NSF, 2006), educational organizations and researchers have constructed frameworks that focus on increasing competencies in creativity in order to achieve this goal (ISTE, 2007; Karoly & Panis, 2004; Partnership for 21st Century Skills, 2007). Despite these recommendations, many teachers either do not believe in the relevance of nurturing creativity in their students (Kaufman & Sternberg, 2007) or accept the importance of it, but do not know how best to foster it in their classrooms (Kampylis et al., 2009). Researchers conclude that teachers need to revise their ideas about the kind of creativity they can expect from their students to reflect the idea of small 'c' versus large 'C' creativity. There is a dearth of literature that looks closely at teacher practice surrounding creativity in the US and gives teachers a set of practical suggestions they can follow easily. I examined five case studies of teachers as they participated in and implemented a large-scale, NSF-funded project premised on the idea that training teachers in 21 st century pedagogies, (for example, problem-based learning), helps teachers create classrooms that increase science competencies in students. I investigated how teachers' curricular choices affect the amount of student creativity produced in their classrooms. Analysis included determining CAT scores for student products and continua scores along the Small 'c' Creativity Framework. In the study, I present an understanding of how teachers' beliefs influence practice and how creativity is fostered in students through various styles of teacher practice. The data showed a relationship between teachers' CAT scores, framework scores, and school context. Thus, alongside CAT, the framework was determined to be a successful tool for understanding the degree to which teachers foster small 'c' creativity. Other themes emerged, which included teachers' allotment of time and small group collaboration, how science teachers valued creativity, the importance of transdisciplinarity, teachers' student knowledge, and school context. This study contributes to the growing body of literature surrounding teacher practice and creativity by revealing a clear and concrete set of practical recommendations based on the Small 'c' Creativity Framework.

  7. Reconceptulizing the Design and Delivery of Teacher Preparatory Programmes: Insights from Zimbabwe

    Directory of Open Access Journals (Sweden)

    Jonathan Mswazie

    2013-02-01

    Full Text Available This study evaluated the design and delivery of an innovative teacher education programme that was intended to produce a prototype primary school teacher. The study was prompted by unprecedented resistance to the programme by the intended beneficiaries of the programme namely post-sixth form student teachers. The primary purpose of the study was to assess the adequacy and efficacy of the faculty based teacher education programme in transforming post-sixth form students into prototype primary school teachers. The Concerns-Based Adoption Model (CBAM was utilized as a conceptual and interpretive framework for conducting the study whereas Wang (1983 concept of critical programme dimensions provided a framework for identifying aspects of the programme to be evaluated. The participants in the study consisted of 54 post-sixth form student teachers who were the first group to pioneer a pre-service primary teacher education degree programme for post-sixth form students, 15 teacher educators and 12 school based mentors participating in the implementation of the programme. The results of the study indicate that design and operational flaws of the programme subvert the impacts of the programme. More precisely, the design weaknesses of the programme which include among other things, an inadequate needs assessment system, rationalist top-down curriculum development strategies, ambiguous goals, skewed content and a costly format in terms of resources undermines the impacts of the innovative teacher education programme. Operationally, the programme was found to lack an adequate emotional support infrastructure, informed and motivated implementers and an adequate budget. More significantly, the programme lacked social and moral props to sustain student teachers’ interests and concerns in primary teaching. In light of the above this study proposes a major overhaul in the conceptualisation, design and delivery of post sixth form pre-service primary teacher education programmes. First, the socio-moral concerns of post-sixth form should be regarded as problematic and should be accorded space in both the design and delivery of primary teacher education programmes. Secondly, successful implementation of pre-service primary teacher education programmes require more than the mastery of teacher education technologies. It requires among other things effective emotional support systems, quality pre-implementation planning, faculty wide cohesion among university departments and motivated teams of implementers seeking to attain shared goals. For such a landscape to emerge in primary teacher education, systemic and concerns- based approaches should be incorporated in the design and delivery of teacher education programmes.

  8. Researching the Contested Place of Reflective Practice in the Emerging Culture of Performativity in Schools: Views from the Republic of Ireland

    Science.gov (United States)

    Macruairc, Gerry; Harford, Judith

    2008-01-01

    This article examines the role of reflective practice in a growing culture of new managerialism and performativity which has emerged in schools in the Republic of Ireland over recent years. Ten student teachers participating in a Postgraduate Diploma in Education and 24 experienced teachers participating in a Master's in Education programme…

  9. Emergence in the Foresight

    OpenAIRE

    Éva Hideg

    2007-01-01

    The aim of this paper to present some items of emergence in the foresight that should be meant and handled scientifically. It highlights three resources of social emergence. One of them is originated from the development of shared future views at a community level from the individual future shapes. The second one is originated from the relations among the foresight and its social environment and the outer conditions. The third one is originated from the double loop of discourse between subjec...

  10. Emerging contaminants in groundwater

    OpenAIRE

    Lapworth, Dan; Stuart, Marianne; Hart, Alwyn; Crane, Emily; Baran, Nicole

    2011-01-01

    The term ‘emerging contaminants’ is generally used to refer to compounds previously not considered or known to be significant to groundwater (in terms of distribution and/or concentration) which are now being more widely detected. As analytical techniques improve, previously undetected organic micropollutants are being observed in the aqueous environment. Many emerging contaminants remain unregulated, but the number of regulated contaminants will continue to grow slowly ove...

  11. Emergent Universe by Tunneling

    OpenAIRE

    Labrana, Pedro

    2011-01-01

    In this work we propose an alternative scheme for an Emergent Universe scenario where the universe is initially in a static state supported by a scalar field located in a false vacuum. The universe begins to evolve when, by quantum tunneling, the scalar field decays into a state of true vacuum. The Emergent Universe models are interesting since they provide specific examples of nonsingular inflationary universes.

  12. Book review: Africa emerges

    OpenAIRE

    Elbra, Ainsley

    2013-01-01

    "Africa Emerges." Robert I. Rotberg. Polity. April 2013. --- Many countries in Sub–Saharan Africa are now enjoying significant economic growth and political progress. The new Africa has begun to banish the miseries of the past, and appears ready to play an important role in world affairs. Africa Emerges draws on a wealth of empirical data to explore the key challenges Africa must overcome in the coming decades, from peacekeeping to health and disease, from energy needs to education. Ains...

  13. Emergence of memory

    OpenAIRE

    Klemm, Konstantin; Alstrom, Preben

    2002-01-01

    We propose a new self-organizing mechanism behind the emergence of memory in which temporal sequences of stimuli are transformed into spatial activity patterns. In particular, the memory emerges despite the absence of temporal correlations in the stimuli. This suggests that neural systems may prepare a spatial structure for processing information before the information itself is available. A simple model illustrating the mechanism is presented based on three principles: (1) ...

  14. Emergency reactor cooling device

    International Nuclear Information System (INIS)

    An emergency nuclear reactor cooling device comprises a water reservoir, emergency core cooling water pipelines having one end connected to a water feeding sparger, fire extinguishing facility pipelines, cooling water pressurizing pumps, a diesel driving machine for driving the pumps and a battery. In a water reservoir, cooling water is stored by an amount required for cooling the reactor upon emergency and for fire extinguishing, and fire extinguishing facility pipelines connecting the water reservoir and the fire extinguishing facility are in communication with the emergency core cooling water pipelines connected to the water feeding sparger by system connection pipelines. Pumps are operated by a diesel power generator to introduce cooling water from the reservoir to the emergency core cooling water pipelines. Then, even in a case where AC electric power source is entirely lost and the emergency core cooling system can not be used, the diesel driving machine is operated using an exclusive battery, thereby enabling to inject cooling water from the water reservoir to a reactor pressure vessel and a reactor container by the diesel drive pump. (N.H.)

  15. Accident and emergency management

    International Nuclear Information System (INIS)

    There is an increasing potential for severe accidents as the industrial development tends towards large, centralised production units. In several industries this has led to the formation of large organisations which are prepared for accidents fighting and for emergency management. The functioning of these organisations critically depends upon efficient decision making and exchange of information. This project is aimed at securing and possibly improving the functionality and efficiency of the accident and emergency management by verifying, demonstrating, and validating the possible use of advanced information technology in the organisations mentioned above. With the nuclear industry in focus the project consists of five main activities: 1) The study and detailed analysis of accident and emergency scenarios based on records from incidents and rills in nuclear installations. 2) Development of a conceptual understanding of accident and emergency management with emphasis on distributed decision making, information flow, and control structure sthat are involved. 3) Development of a general experimental methodology for evaluating the effects of different kinds of decision aids and forms of organisation for emergency management systems with distributed decision making. 4) Development and test of a prototype system for a limited part of an accident and emergency organisation to demonstrate the potential use of computer and communication systems, data-base and knowledge base technology, and applications of expert systems and methods used in artificial intelligence. 5) Production of guidelines for the introduction of advanced information technology in the organisations based on evaluation and validation of the prototype system. (author)

  16. Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

    Directory of Open Access Journals (Sweden)

    George Gowrie

    2012-06-01

    Full Text Available The study examined the extent to which there were changes in pre-service teachers’ beliefs, expectations and other teacher preparation issues over a four-year period at the University of Trinidad and Tobago. The study was guided by the conceptual framework of Calderhead and Shorrock (1997 – the personal, critical, academic, practical and technical orientation - and compared pre-service teachers’ reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 12 males and 24 females whose average ages were 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four year period. The interview data were audio-taped and later transcribed in the tradition of grounded theory (Glaser and Strauss, 1967. Systematic coding was used to uncover key features and emerging themes from the first and second phases of the study. Five categories consistent with the conceptual framework of the study were identified: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support and classroom experiences. Recommendations were made for the continuing professional development of these novice teachers.

  17. Fostering Leadership Skills in Pre-Service Teachers

    Science.gov (United States)

    Xu, Yuejin; Patmor, George

    2012-01-01

    Teacher leadership is about empowering teachers to take a more active role in school improvement. Current pathways to teacher leadership, namely the Teacher Leader Master (TLM) degree program and teacher-led professional development, mainly target in-service teachers. Less attention has been paid to teacher leadership training in current teacher

  18. Model of „healthy personality“ in the teacher’s professiography.

    Czech Academy of Sciences Publication Activity Database

    ?ehulka, Evžen

    St. Peterburg : Peterburgskaja Akademia postdiplomovo pedagogi?eskogo obrazovania, 2006, s. 97-99. [Care of educational institutions about children health . St. Peterburg (RU), 28.06.2006-30.06.2006] Institutional research plan: CEZ:AV0Z70250504 Keywords : health * personality * teacher’s professiography Subject RIV: AN - Psychology

  19. Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

    Science.gov (United States)

    Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

    2011-09-01

    This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

  20. Teacher Professional Leadership in Support of Teacher Professional Development

    Science.gov (United States)

    Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

    2011-01-01

    Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

  1. Teacher's Questions: A Survey of English Teachers' Questioning Techniques

    Directory of Open Access Journals (Sweden)

    King, Irene

    1983-01-01

    Full Text Available Central to classroom teaching is the teacher/student interaction known as the "recitation", a process described by Gage and Berliner in this fashion:the continually repeated chain of events in which1. the teacher provides structuring, briefly formulating the topic or issue to be discussed, then2. the teacher solicits a response or asks a question of one or more students; then3. the student responds or answers the question; and4. the teacher reacts to the student's answer.Most of works spoken by teachers are emitted in the form of questions. In his review of studies which consider the role of questions in teaching, Gall reports a figure as high as 150 questions per hour for elementary school teachers, whicle Guilford notes that questioning represents as much as 80 percent of teacher talk.In the Bahamian context there has been little empirical research carried out of any kind, and as classroom teaching is the basic procedure in Bahamian education, many of the teacher behaviour variables that are involved, such as questioning, have yet to be assessed.

  2. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    Science.gov (United States)

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

  3. Teacher Salaries and Teacher Aptitude: An Analysis Using Quantile Regressions

    Science.gov (United States)

    Gilpin, Gregory A.

    2012-01-01

    This study investigates the relationship between salaries and scholastic aptitude for full-time public high school humanities and mathematics/sciences teachers. For identification, we rely on variation in salaries between adjacent school districts within the same state. The results indicate that teacher aptitude is positively correlated with…

  4. Preparing Teachers for Inclusion: Jordanian Preservice Early Childhood Teachers' Perspectives

    Science.gov (United States)

    Fayez, Merfat; Dababneh, Kholoud; Jumiaan, Ibrahim

    2011-01-01

    This study was conducted during a period of national educational reforms in Jordan to investigate Jordanian preservice early childhood teachers' attitudes toward inclusion and the adequacy of their current preparation for implementing inclusion. The study also sought to identify the perceived concerns of preservice early childhood teachers about…

  5. Classroom Research for Language Teachers. Teacher Development Series

    Science.gov (United States)

    Stewart, Tim

    2013-01-01

    Why should English language teachers conduct classroom research? As teachers gain experience, they instinctively want to learn more about their practice, the profession, and ways to contribute to the field. The way to dig deeper into their passion for teaching is through researching their own classroom contexts. This easy-to-follow guide…

  6. The Commercialisation of Teacher Education: Teacher Education in the Marketplace

    Science.gov (United States)

    Gilroy, Peter

    2005-01-01

    This article discusses the three "Rs" of teacher education in the twenty-first century: recruit, retain, and re-train teachers. The author argues that, as with other "caring" professions, such as nursing and social work, the marketisation of the professions will impact to such an extent that all three "Rs" will be under pressure. He believes it…

  7. The Perceived Usefulness of Teachers' Guides for Science Teachers

    Science.gov (United States)

    Lin, Shu-Fen; Chang, Wen-Hua; Cheng, Yeong-Jing

    2011-01-01

    The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers' guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials align instruction with the goals of reform. Well-designed teachers' guides contribute to…

  8. Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong

    Science.gov (United States)

    Leung, Chi-hung

    2012-01-01

    A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally…

  9. The teacher stressing situations in the teacher - adololescent pupil relationship.

    Czech Academy of Sciences Publication Activity Database

    ?ehulková, Oliva; ?ehulka, Evžen

    Brno : Nakladatelství K?epela, 2003, s. 129-138. [U?itelé a zdraví /5./. Brno (CZ), 26.09.2002-27.09.2002] Institutional research plan: CEZ:AV0Z7025918 Keywords : Teacher stress * teacher -pupil relationship * adolescence Subject RIV: AN - Psychology

  10. Integrating Ict Into Teacher Education Programme

    OpenAIRE

    Geeta Thakur

    2012-01-01

    Teacher educators are faced with the challenges of preparing a new generation of teachers to effectively use the new learning tool in their teaching practices. ICT is an ocean. This paper focuses the possible usage of ICT in teacher education. ICT teacher training can take many forms. We can organize various ICTuse as: Main content focus of teacher training, Part of teaching methods, Core technology for delivering teacher training, and Facilitate professional development & networking. ICT can...

  11. Research trends in mathematics teacher education

    CERN Document Server

    Lo, Jane-Jane; Van Zoest, Laura R

    2014-01-01

    Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teac

  12. Teacher Behavior under Performance Pay Incentives

    OpenAIRE

    Jones, Michael D.

    2012-01-01

    Over the last decade many districts have implemented performance pay incentives to reward teachers for improving student test scores. Economic theory suggests that these programs could alter teacher work effort, cooperation, and retention. Because teachers can choose to work in a performance pay district that has characteristics correlated with teacher behavior, I use the distance between a teacher’s undergraduate institution and the nearest performance pay district as an instrumental var...

  13. Being an Innovative Teacher: Pre-service Teachers’ Conceptions of Technology and Innovation

    Directory of Open Access Journals (Sweden)

    Heather A Davis

    2010-04-01

    Full Text Available Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} The purpose of this study was to understand how first-semester, pre-service teacher education students understand the concept of innovation including its role in promoting students’ learning and development. Participants included 51 (46 Female, 5 Male students enrolled in an introductory educational psychology course. As part of this course, opportunities were integrated to explore educational technologies and the role technologies play in learning and development. Qualitative data were drawn from a culminating philosophy of teaching statement and journal entries students generated as part of the normal class routine. In this paper we describe emergent themes identified across participants’ understandings of technology (e.g. shared conceptions and individual differences in pre-service teachers understandings of innovation (e.g. unique conceptions. Finally, we present a grounded model of pre-service teachers’ perceptions of innovation. Findings are discussed in terms of the larger contexts of pre-service teacher education and technology adoption in k-12 settings.

  14. Evaluation of Teacher’s Performance Using Fuzzylogic Techniques

    Directory of Open Access Journals (Sweden)

    Sirigiri Pavani, P.V.S.S.Gangadhar, Kajal Kiran Gulhare

    2012-04-01

    Full Text Available Most Institutes and Organization use performance appraisal system to evaluate the teachers performance. The teachers performance is very important to the students and as well as school management, in which usually involves crisp and uncertain values to evaluate teacher’s performance. In this paper we proposed to evaluate teachers performance on the basis of different factors, applying into fuzzy inference system (FIS , FIS is the process of formulating the mapping from a given input to an output using fuzzy logic. We can consider some of the most relevant factors, and developed rules will be fuzzified. As input fuzzy variable performance will be fuzzified with suitable fuzzy linguistic variable and ultimately FIS will be developed. This paper explains the comparison of two different membership function and getting more or less similar, So as to achieve the shape of membership function, which is not playing much role to evaluate the performance in positive or negative direction.

  15. Radiological emergencies - planning and preparedness

    International Nuclear Information System (INIS)

    This information and training film in three parts deals with the technical background for emergency planning, emergency planning concepts and emergency preparedness. It describes the technical characteristics of radiological emergencies on which important emergency planning concepts are based and the purpose of those concepts. The film also demonstrates how emergency organizations must work together to ensure adequate preparedness. The programme reflects the standards, guidance and recommendations of the International Atomic Energy Agency

  16. MODERN TEACHER IN VIRTUAL EDUCATIONAL ENVIRONMENT ???????? ??????? ? ???????????? ?????????? ????????

    Directory of Open Access Journals (Sweden)

    M.?. ????????

    2010-08-01

    Full Text Available The modern professional teacher environment is analyzed in the article. There are selected the basic teacher functions in accordance with the type of educational environment.? ?????? ???????????? ??????? ?????????? ?????????? ???????. ??????????? ??????? ??????? ??????? ?????????? ?? ???? ??????????? ??????????.

  17. Aviation Teachers Resource

    Science.gov (United States)

    The Aeronautics Learning Laboratory presents a basic guide to teaching and learning aviation. The collection of links and articles provides exploration into the science and math behind aviation, in addition to practical considerations such as government qualification requirements. The teacher-focused research provides lesson plans for K-4, 5-8, and 9-12, but versions of the 9-12 have been adapted for college-level study. Florida International University hopes that this website will encourage more young people to go into aviation by preparing them with the knowledge and skills necessary to find gainful employment in the aviation industry.

  18. Viscosity: Teacher Page

    Science.gov (United States)

    This site teaches students to determine how fluid a liquid really is by measuring its viscosity. The Teacher Page provides background information on viscosity and its relevance to volcanology (the viscosity of magma influences how it will behave in eruptions and lava flows), the formula for determining viscosity, an explanation of the experiment (procedures are on the Student Page), links to the Viscosity Data Tables and the Viscosity Histogram, and densities and viscosities of common liquids and lavas. This activity is part of Exploring Planets in the Classroom's volcanology section.

  19. Seismology Resources for Teachers

    Science.gov (United States)

    This list of reference material was prepared by the Seismological Society of America to provide teachers (primarily grades K-12) with resource information that will be of use in teaching topics related to seismology. The resources are separated into seven categories, the first of which is reference information (primarily books, scientific papers and pamphlets). Other resources include maps, slide sets, videotapes, computer hardware/software, seismographs, and databases. Several of the references include links to order material, view it on line, or provide more information. This site also includes suggestions for "first time users" of seismology materials and some information about how to obtain copies of the resources listed at this site.

  20. Mathematics for primary teachers

    CERN Document Server

    Koshy, Valsa; Ernest, Paul

    2014-01-01

    This book combines accessible explanations of mathematical concepts with practical advice on effective ways of teaching the subject. Section A provides a framework of good practice. Section B aims to support and enhance teachers subject knowledge in mathematical topics beyond what is taught to primary children. Each chapter also highlights teaching issues and gives examples of tasks relevant to the classroom. Section C is a collection of papers from tutors from four universities centred around the theme of effective teaching and quality of learning during this crucial time for mathematics educ

  1. Urban Legend in Teacher Education

    Science.gov (United States)

    Smiley, Azure Dee

    2006-01-01

    Many European American pre-service special education teachers participate in activities and coursework to prepare them to engage with diverse students in urban settings. This qualitative study explores the experience of two teacher candidates taking part in one such program. Specifically, the interactions and perceptions of the participants' first…

  2. Teacher's Guide to "Artes Latinae".

    Science.gov (United States)

    Masciantonio, Rudolph; And Others

    The purpose of this guide is to assist teachers in the classroom utilization of "Artes Latinae", the Encyclopaedia Britannica Latin instructional system. This guide is intended as a supplement to the publisher's teacher's manual and presupposes familiarity with it. Stress has been placed on the early units of the textbook, since the inexperienced…

  3. Teacher Salaries and Fringe Benefits.

    Science.gov (United States)

    Mowrey, Corma A.

    The director of the NEA Organization Relations Division provides guidelines to assist school boards in establishing professional salaries and fringe benefits. The NEA supports the idea that teachers' salaries should compare favorably with those of other professions and occupations that require comparable preparation and experience. Five teacher

  4. Education Quality and Teacher Salary.

    Science.gov (United States)

    Land, Arthur J.

    In view of the emphasis on money as a motivator mentioned in reports examining theoretical notions about teacher motivation, this paper focuses on the efficacy of using salary to attract quality teacher candidates. Although standarized testing and internship programs often supplement inadequate certification requirements, critics question the…

  5. Immigration: A Teacher's Resource Packet.

    Science.gov (United States)

    Banit, Thomas

    1993-01-01

    Asserts that teachers often need information on a variety of topics. Provides a list of recommended resources on immigration in the United States. Includes a "dictionary" of immigration-related topics, court case summaries related to immigration law and education, and teacher resources on the topic of immigration. (CFR)

  6. Teacher Scripts in Science Teaching

    Science.gov (United States)

    Monteiro, Rute; Carrillo, Jose; Aguaded, Santiago

    2010-01-01

    Awareness of teacher scripts is of crucial importance to reflection on practice, and represents one means of widening the scope of classroom performance. The first part of this work provides a full description of three scripts employed by a novice science teacher within the topic of The "Structure of Flowers", and offers a detailed illustration…

  7. Organizational Climate and Teacher Commitment

    Science.gov (United States)

    Douglas, Stephen Michael

    2010-01-01

    This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ).…

  8. Gifted Children's Relationships with Teachers

    Science.gov (United States)

    Kesner, John E.

    2005-01-01

    Educators exert a tremendous influence on gifted children's academic and social-emotional development, thus their perceptions of these students is critical. Many factors are associated with a successful classroom experience for the gifted child, and the classroom teacher plays a vital role in that success. The teacher influences not only the…

  9. Strategic Design of Teacher Compensation

    Science.gov (United States)

    Shields, Regis

    2012-01-01

    Spurred by the national focus on revitalizing the teacher evaluation and support/development process, as well as the current economic downturn, many school districts are reviewing how teachers are compensated. While a few courageous districts have completely upended current structures, most districts are undertaking changes that leave the most…

  10. Can Teachers Cope with Creationism?

    Science.gov (United States)

    Pearson, Craig

    1981-01-01

    The creation/evolution controversy has gained renewed popularity in the last few years. This has resulted in serious implications for science teachers. All classroom teachers need to protect themselves by learning the distinctions between scientific law and theory and to acquire knowledge of the various theories of evolution. (JN)

  11. Dogmatism of Indian Teacher Educators.

    Science.gov (United States)

    Raina, T. N.

    This document investigates the extent, degrees, and educational implications of the dogmatism of Indian teacher educators. The study is reported to have involved 126 teacher educators in the state of Rajasthan who filled out the Dogmatic Scale (E form) by Rokeach. The document discusses the scores as to general distribution of scale scores,…

  12. Equipping Teachers to Infuse Technology

    Science.gov (United States)

    Schrock, Kathy

    2012-01-01

    On a district-wide professional development day, a consultant presents to an auditorium of 250 teachers and conducts follow-up sessions with smaller groups throughout the day. The event is chock-full of information, and the teachers feel good about the resources and skills they have learned. The consultant departs at the end of the day knowing she…

  13. Organizational Health and Teacher Education.

    Science.gov (United States)

    Klingele, William E.; Lyden, Julie A.

    2001-01-01

    Surveyed teacher education faculty and administrators regarding their views on organizational health in teacher education programs, measuring organizational health on 11 dimensions. Results supported an average view of organizational health. There were relatively high levels of interpersonal trust. The weakest dimension of organizational health…

  14. 21st Century Teacher Education

    Science.gov (United States)

    Walsh, Kate

    2013-01-01

    For almost as long as there have been institutions dedicated to the preparation of new teachers, the endeavor has come in for criticism. Teacher education has long struggled both to professionalize and to fully integrate itself into mainstream academia. At the core of this struggle was a perception that there was no body of specialized knowledge…

  15. Teachers' Perspectives on Educational Research

    Science.gov (United States)

    Drill, Karen; Miller, Shazia; Behrstock-Sherratt, Ellen

    2012-01-01

    Based on two studies that we conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look for research in response to an immediate, pressing concern, such as how to best teach fractions…

  16. Performance Appraisal Systems for Teachers.

    Science.gov (United States)

    Conley, Sharon C.; Mitchell, Stephen M.

    Pay-for-performance measures and reward systems for teachers fail to consider the role of performance appraisal and give too little attention to how changes in performance appraisal and reward systems affect organizational processes, such as interteacher cooperation and teacher-administrator relations. Presented are three strategic considerations…

  17. Becoming a Professional Reading Teacher

    Science.gov (United States)

    Aaron, P. G.; Joshi, R. Malatesha; Quatroche, Diana

    2008-01-01

    Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook…

  18. Mock Interviews for Student Teachers

    Science.gov (United States)

    Sullivan, Jill M.

    2007-01-01

    Each semester during student-teacher seminars, the author invites local administrators to come to campus and participate in mock job interviews. These practice interviews provide students an opportunity to prepare for a successful interview and give administrators the chance to meet graduating students who will help alleviate Arizona's teacher

  19. Three Characteristics of Effective Teachers

    Science.gov (United States)

    Steele, Natalie A.

    2010-01-01

    This article discusses three characteristics that are often associated with successful music educators. The three characteristics discussed include nonverbal communication, teacher self-efficacy, and servant leadership. Although there is no magical combination of characteristics that will produce an effective music teacher, these three attributes…

  20. Kodaly Strategies for Instrumental Teachers.

    Science.gov (United States)

    Howard, Priscella M.

    1996-01-01

    Advocates using the singing voice and the study of folk music in instrumental instruction. Recommends instrumental teachers confer with voice teachers to coordinate ideas and terminology. Includes several excerpts of scores and musical exercises, as well as a list of selected resources. (MJP)