Jamieson, Jeremy P; Koslov, Katrina; Nock, Matthew K; Mendes, Wendy Berry
Prior research has revealed racial disparities in health outcomes and health-compromising behaviors, such as smoking and drug abuse. It has been suggested that discrimination contributes to such disparities, but the mechanisms through which this might occur are not well understood. In the research reported here, we examined whether the experience of discrimination affects acute physiological stress responses and increases risk-taking behavior. Black and White participants each received rejecting feedback from partners who were either of their own race (in-group rejection) or of a different race (out-group rejection, which could be interpreted as discrimination). Physiological (cardiovascular and neuroendocrine) changes, cognition (memory and attentional bias), affect, and risk-taking behavior were assessed. Significant participant race × partner race interactions were observed. Cross-race rejection, compared with same-race rejection, was associated with lower levels of cortisol, increased cardiac output, decreased vascular resistance, greater anger, increased attentional bias, and more risk-taking behavior. These data suggest that perceived discrimination is associated with distinct profiles of physiological reactivity, affect, cognitive processing, and risk taking, implicating direct and indirect pathways to health disparities. PMID:23257767
A survey to principals of high schools without astronomy points to the conditions needed to increase the number of high school astronomy courses and acceptable justifications for adding in a course. The former includes the need for more and better trained teachers, changing the perceptions of higher officials from local administrations to…
Milam, Edward E.
Teachers are permitted to deduct certain education expenses for income tax purposes--one way of letting Uncle Sam bear part of the financial burden. Keeping accurate records and properly claiming the deductions on the tax return are necessary. (Author/MW)
McCarthy, Ellen H.
School administrators, eager to raise student achievement levels to meet the requirements of President Bush's No Child Left Behind Act, are increasingly looking to staff development for the purpose of enhancing student achievement. How would it be possible for staff development to be more effective than it now is? Mountain View Alternative High…
Erika Swarts Gray
Full Text Available Since the inception of No Child Left Behind (NCLB, standardized tests have been on the minds of students, parents, and educators, who are consistently concerned with how to increase test scores. In this article, the authors suggest that it is time to look beyond tests to enable willing, focused, and persistent - that is self-regulated - students and teachers. Self-regulated students and teachers take control of their learning, set goals, monitor progress, reflect on outcomes, are intrinsically motivated to learn, and demonstrate higher levels of achievement (Harter, 1996; Markman, 1979; Mason, Snyder, Sukhram, & Kedem, 2006; Perry, Nordby, & VandeKamp, 2003; Zimmerman, 2000, 2002. Supporting such self-regulation not only promotes more independent, competent, and motivated students and teachers, but is also likely to raise test scores (Paris & Paris, 2001. The authors suggest specific strategies for, and benefits of, the development of self-regulation in both students and teachers.
Greher, Gena R.; Tobin, R. Nicholas
This article describes the long view toward music teacher preparation and the rationale of a dual-degree program. Taking a longer, more thoughtful approach to new teacher preparation that is concentrated on developing highly qualified and caring teachers will positively affect teachers and students. Furthermore, this article presents some…
Bireda, Saba; Chait, Robin
The lack of diversity in the teaching force is troubling for several reasons. Fewer minority teachers may indicate that few minorities are interested in pursuing a career in teaching. The low number of minority teachers also may indicate that there are fewer minority candidates with the skills and qualifications to enter the field. The inability…
Harste, Jerome C.; Albers, Peggy
This qualitative study investigates how 90 teachers explored critical curriculum through their reading, analysis and creation of counter advertisements. Located in visual discourse analysis, we designed a study to investigate the question "To what extent can teachers engaged in a critical literacy curriculum talk back to messages of consumerism,…
In this research, attitudes of teacher candidates (N = 583) studying at the Faculty of Technical Education on ability to take general roles of teachers are analyzed with respect to class, gender, educational level of parents, reason to do major at the university, feeling themselves appropriate to the major, seeing themselves adequate, and desire…
This study investigates how Turkish teachers take and give stances in the discourse on globalization and language by using linguistic resources. According to the findings obtained through the discourse analysis of the corpus that consisted of 36 h of recording of the discussion among 4 teachers with 5 to 10 years of teaching experience, the…
A.C. LAL KUMAR; R.MUTHUMANICKAM
The aim of the study is to investigate the risk taking behaviour and assertiveness behaviour of D.T.Ed., Teacher Trainees. The sample of the study consisted of 400 D.T.Ed., Teacher Trainees (129 male and 271 female). The tools used in the study were the Risk Taking Behaviour Scale by Answer Yousuf and Assertiveness Inventory by Tasneem Naqvi (1988).After framing necessary objectives and hypotheses, appropriate analysis was carried out on the collected data .From this analysis ...
A.C. Lal Kumar
Full Text Available The aim of the study is to investigate the risk taking behaviour and assertiveness behaviour of D.T.Ed., Teacher Trainees. The sample of the study consisted of 400 D.T.Ed., Teacher Trainees (129 male and 271 female. The tools used in the study were the Risk Taking Behaviour Scale by Answer Yousuf and Assertiveness Inventory by Tasneem Naqvi (1988.After framing necessary objectives and hypotheses, appropriate analysis was carried out on the collected data .From this analysis it was found that the risk taking behaviour and assertiveness behaviour of D.T.Ed., Teacher Trainees are in an average level and they do not differ significantly in their risk taking behaviour and assertiveness behaviour based on their parental qualification
Olivero, María Matilde
Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge…
Forlin, Chris; Chambers, Dianne
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some…
Fischer, Peter; Greitemeyer, Tobias; Morton, Thomas; Kastenmüller, Andreas; Postmes, Tom; Frey, Dieter; Kubitzki, Jörg; Odenwälder, Jörg
The present studies investigated why video racing games increase players’ risk-taking inclinations. Four studies reveal that playing video racing games increases risk taking in a subsequent simulated road traffic situation, as well as risk-promoting cognitions and emotions, blood pressure, sensation seeking, and attitudes toward reckless driving. Study 1 ruled out the role of experimental demand in creating such effects. Studies 2 and 3 showed that the effect of play...
Briere, Donald E., III
This dissertation explored the effects of within-school consultation provided by mentors (i.e., veteran teachers) on new teachers' specific praise rates during teacher-directed instruction. Specific praise is an empirically-supported classroom management strategy associated with increases in desired academic and social student outcomes when…
Advocates the use of the environment as a learning tool to increase student achievement, motivation, and skills in lifelong learning. Includes a number of tips to assist teachers in taking it outside. (DDR)
Mizoue, Yasushi; Inoue, Wataru
Part 1 of this article discusses changes in Japanese teacher education since 1949, particularly the arrangement and reorganization of teacher education universities and faculties and the establishment of graduate schools of education. Part 2 presents findings from three studies that examine the psychological adjustment of teacher education…
Valenza, Joyce Kasman
Like many teacher librarians, this author is often blessed with the opportunity to mentor preservice teacher librarians. There are "apps" she would like to "load" onto every student teacher-librarian's "screen," if he or she is to have true credibility in leading a school through an information and communication landscape that is continually in…
Robinson, Daniel H.; Katayama, Andrew D.; Beth, Alicia; Odom, Susan; Hsieh, Ya-Ping; Vanderveen, Arthur
In 3 quasi-experiments using intact classrooms and 1 true experiment using random assignment, students completed partially complete graphic organizers (GOs) or studied complete GOs that covered course content. The partial task led to increased overall examination performance in all experiments. Also, the authors measured students' note-taking…
Stronge, James H.; Hindman, Jennifer L.
Turn your teacher hiring process into a research-based protocol that is more apt to select teachers who will increase student achievement. Using the teacher quality indicators from the ASCD best-selling book "Qualities of Effective Teachers, 2nd Edition," the authors take the guesswork out of teacher hiring with a systematic structure and steps…
Sarah, Bansilal; Lyn, Webb; Angela, James.
Full Text Available With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the f [...] ield of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.
This study was designed to increase gender equity awareness in elementary school teachers withrespect to student computer and technology usage. Using professional development methods with agroup of teachers, the writer attempted to help them become more aware of gender bias intechnology instruction. An analysis of the data revealed that teachers who were exposed to genderequity professional development training sessions were more likely to exhibit gender equitableteaching behaviors than they ...
A common question raised by new coaches is: When can I share my experience and expertise with teachers I am coaching to help them improve? It is a logical question. Many coaches know that they were chosen for the role in part because their peers respect them as a teacher. They know the instructional strategies they have used give them credibility…
Full Text Available Adolescence is a period of major physical, hormonal and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform during the pre-pubertal period (postnatal days 28-30, we reported sex-specific effects on auditory and contextual fear conditioning. Here, we study the short-term impact of psychogenic stress before and during puberty (postnatal days 28-42 on behavior (novelty seeking, risk taking, anxiety and depression and hypothalamus-pituitary-adrenocortical (HPA axis activation during late adolescence (postnatal days 45-51. Peri-pubertal stress decreased anxiety-like behavior and increased risk taking and novelty seeking behaviors during late adolescence (measured with the elevated plus maze, open field and exposure to novel object tests and intake of chocopop pellets before or immediate after stress. Finally neither depressive-like behavior (measured at the forced swim test nor HPA response to stress (blood corticosterone and glucose were affected by peri-pubertal stress. Nevertheless, when controlling for the basal anxiety of the mothers, animals exposed to peri-pubertal stress showed a significant decrease in corticosterone levels immediate after an acute stressor. The results from this study suggest that exposure to mild stressors during the peri-pubertal period induces a broad spectrum of behavioral changes in late adolescence, which may exacerbate the independence-building behaviors naturally happening during this transitional period (increase in curiosity, sensation-seeking and risk taking behaviors.
Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.
To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand their knowledge in the geosciences and incorporate technology into their classrooms by utilizing state-of-the-art resources from NOAA, NASA, and other lead scientific organizations. Upon completion of each course, teachers receive three free graduate credits from SUNY Brockport. The DataStreme courses have directly trained almost 17,000 teachers, impacting over one million students. The DataStreme courses have increased teachers' geoscience knowledge, pointing them to the resources available online, and building their confidence in understanding dynamic Earth systems. Through courses modeled on scientific inquiry and fashioned to develop critical thinking skills, these teachers become a resource for their classrooms and colleagues.
Full Text Available Taking Nanjiang county in Sichuan Province as object?by using questionnaire and interview, this research tried to investigate the rural and urban primary teachers’ Income. The investigation showed that: there is an obvious gap between urban and rural primary teachers’ income. Compared with the rural primary school teachers, the urban primary teachers’ basic wage, allowance, Welfare and other income are all generally higher. The author analyzed the reasons for the gap and gave some advices. Keywords: impoverished areas; rural and urban primary teachers; income
Kupor, Daniella M; Laurin, Kristin; Levav, Jonathan
Religiosity and participation in religious activities have been linked with decreased risky behavior. In the current research, we hypothesized that exposure to the concept of God can actually increase people's willingness to engage in certain types of risks. Across seven studies, reminders of God increased risk taking in nonmoral domains. This effect was mediated by the perceived danger of a risky option and emerged more strongly among individuals who perceive God as a reliable source of safety and protection than among those who do not. Moreover, in an eighth study, when participants were first reminded of God and then took a risk that produced negative consequences (i.e., when divine protection failed to materialize), participants reported feeling more negatively toward God than did participants in the same situation who were not first reminded of God. This research contributes to an understanding of the divergent effects that distinct components of religion can exert on behavior. PMID:25717040
Swars, Susan L.; Meyers, Barbara; Mays, Lydia C.; Lack, Brian
This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys,…
Ramaswamy, Vidya; Bergin, Christi
Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention…
Project TRREE is a three-year, federally funded project conducted by the Kentucky Department of Education. The purpose of the project is to develop a systemic approach to increase the number of highly qualified special education teachers with a focus on recruitment of linguistically, culturally and ethnically diverse educators. Taskforce members…
Full Text Available Preschool students are generally sedentary at school, and few interventions have addressed whether teacher-led activities can increase physical activity at preschools. The current study aimed to increase physical activity in preschool children enrolled in childcare centers by training childcare providers to deliver a physical activity curriculum. A within-group pre-test/post-test design was used including 32 children at 4 preschools. A teacher-led physical activity curriculum, the Coordinated Approach to Child Health Early Childhood Education Curriculum (CEC was implemented in each childcare center for six weeks. Activity levels of participants were monitored through the use of accelerometers and direct observation for approximately five hours pre- and post-intervention. Time spent in moderate/vigorous physical activity in preschoolers in three of the four preschools suggested a positive trend increasing from 34.5% ± 13.2% baseline to 39.3% ± 15.4% at follow-up (p = 0.10. Teachers from all four centers reported spending 24.6 ± 13.0 minutes per activity session with up to two activity sessions completed per day. These results justify larger trials to determine the impact of a teacher-led physical activity curriculum on the intensity and duration of preschool students’ physical activity at school.
Adolescence is a period of major physical, hormonal, and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) during the pre-pubertal period (postnatal days 28-30),...
Toledo-rodriguez, Maria; Sandi, Carmen
Adolescence is a period of major physical, hormonal, and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) during the pre-pubertal period (postnatal days 28–30...
Adolescence is a period of major physical, hormonal and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) during the pre-pubertal period (postnatal days 28-30), ...
This Ordinance, based on atomic energy legislation, public safety, military organisation and the defense council, replaced a previous ordinance of 1966 on alert in case of increased radioactivity. It sets up the body responsible for this work and describes the tasks to be performed in case of an occurrence which could create hazards for the population due to increased radioactivity. If a Swiss nuclear installation creates such a hazard, the 1982 Ordinance on emergency measures in the neighbourhood of nuclear installations also applies. The Ordinance entered into force on 1 May 1987 (NEA)
Bleiler, Sarah K.
Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…
Moffat, Thecla Kudakwashe
A single subject design was used to investigate the effectiveness of an increase in teacher behaviour-specific praise statements to address anti-social behaviours demonstrated by a student who displays aggressive behaviours. Researchers agree that praise is effective in improving problem behaviours. They also agree that training teachers to use…
The issues surrounding minority participation are multifaceted and complex. To be successful in increasing minority participation in the earth and life sciences requires multiple layers of support both in formal and nonformal settings. A comprehensive approach to broadening participation needs to build in: 1) Awareness and exposure to the wide range of career options 2) Nurture of multiple professional experiences from novice to leadership over multiple years 3) mentoring and advice at critical decision stages 4) opportunities for peer networking among other like-minded minority scientists and 5) institutional leadership and investment. The presentation will share the major accomplishments of the award-winning SEEDS program of the Ecological Society of America which recognizes and welcomes the diversity of cultures and perspectives. It seeks to create a professional home for its students, nearly 90% of whom are from minority backgrounds. No single organization can do it all. We will also share how we have partnered with other organizations including the Institute for Broadening Participation's MSPhD's program and discuss strategies that universities can develop to work with professional societies to accomplish your diversity goals.
Mitchell, Elizabeth Ann
This qualitative, quasi-experimental study examined if lesson-study could be a successful approach in improving lesson plan quality and increasing self-efficacy levels toward teaching science at the preservice elementary teacher level in North Mississippi. Lesson-Study can be defined as a cycle of instructional improvement in which small groups work together to design and teach a lesson, revising again as needed over the course of a semester. This study described the experiences of two sections of preservice teachers enrolled in a science methods course as they engaged in lesson-study at a comprehensive university in Northeast Mississippi. One section of the class served as the control group while the other section, as the treatment group, received lesson-study over the course of the semester. Data was gathered in the form of interviews, observations, and a self-efficacy survey (STEBI-B). Lesson plans were also graded using a rubric to determine quality level. Findings indicated that, while not statistically significant, the treatment groups scores on the self-efficacy instrument increased more on average than the control groups' scores. There were also positive comments about the lesson study process from the teacher candidates in the treatment group as well as positive behaviors recorded by the researcher. Additionally, according to the external evaluators who graded the final drafts of the lessons, the treatment group had greater gains than the control class on average. These conclusions suggested the lesson study process implemented during the preservice teaching level can be beneficial.
Webster, Collin A.
Communication skills are central to teacher effectiveness and instructional expertise. A teacher's communication behaviors can also serve motivational purposes that facilitate a number of important instructional outcomes. This article highlights six skills that every physical education teacher should master. Three of the skills are rhetorical in…
Full Text Available Purpose: Research universities with industry characteristics play an irreplaceable role in national economic development and social development. With the rapid development of research universities with industry characteristics in China, these universities face new challenges in managing teachers and promoting their quality. This paper aims to examine the impact of teachers’ competency on job performance in research university with industry characteristics Design/methodology/approach: Based on the behavioral event interview and questionnaire methods, a four-dimension (i.e. basic quality, teaching ability, industry awareness and research capacity competency model was proposed, the influence mechanism of competency on job performance was examined using empirical research. Findings: We found that there is a significant positive correlation between the teachers’ competency level, four dimensions and job performance in research universities with industry characteristics, especially between research capacity, teaching ability, industry awareness and job performance. And academic atmosphere plays a regulatory role in the interaction between the competency and job performance. Practical implications: Our findings can help to improve the management level of teachers in research universities with industry characteristics.Originality/value: The paper introduces the competency theory to the teacher management in research universities with industry characteristics, and gives some interesting findings.
Brown, Keffrelyn D.
In this paper, I examine how what I call a "pedagogy of fear" played a role in the sociocultural context of research on teachers and teaching. Drawing from multiple literature on emotions, qualitative research, and race, I examine how a racialized field context framed my subsequent emotional responses and performance as an…
Brooks, Frank B.; Darhower, Mark Anthony
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL…
Coffey, Heather M.; Fitchett, Paul G.; Farinde, Abiola A.
Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants…
Objective: To investigate if intragastric acidification at the ingestion of 14C-urea can decrease the likelihood of false-negative (FN) results of urea breath test (UBT) in patients taking a proton pump inhibitor (PPI). Methods: Twenty-three patients with positive 14C-UBT (UBT-1) results underwent an acid suppression treatment with omeprazole 40 mg/d for 14 d. On day 13, patients underwent second standard UBT (YBT-2). On day 14, patients underwent a modified UBT (UBT-3), which included consuming 200 mL of 0.1 mol/L citric acid solution 30 min before and at the administration of 14C-urea. Mean 14CO2 expiration and the number of FN results were compared for the three UBTs. Results: Omeprazole caused a significant decrease in mean 14CO2 excretion between UBT-1[(5.57 +- 3.90) Bq/mmol] and UBT-2[(1.98 +- 1.42) Bq/mmol, t=5.867, P=0.000]. Omeprazole caused 10(43.5%) FN UBT-2 results. Mean 14CO2 expiration in UBT-3 [(4.93 +- 3.77) Bq/mmol] was greater than that in UBT-2 (t=-4.538, P=0.000). UBT-3 caused only 2 FN results (8.7%, x2=6.66, P14C-urea increases 14Co2 expiration and decreases FN 14C-UBT results in patients taking PPI
The relationship between teachers and Computer Algebra Systems is generally problematic. The extensive capabilities of CAS provide opportunities for learning but also bring a new complexity that makes it difficult for teachers to take advantage of these opportunities. Barzel's paper contrasts with this observation: in a "Lernwerkstatt"…
Pickett, Jill A.
This study examined teacher technology skill levels and the impact that skill level has on technology integration in the classroom. There have been many studies that have focused exclusively on the importance of principals, teachers, and students attitudes toward technology. However, much less information is available regarding the effectiveness…
This practicum was designed: (1) to familiarize elementary school teachers with pertinent measurement and evaluation concepts and tests; (2) to delineate the teacher's role in the referral process and to provide selection criteria to identify potential referrals more accurately; (3) to provide information on the interpretation of aptitude test…
Morgan, Daniel; And Others
The study investigated the efficacy of training three behaviorally disordered elementary grade students to recruit reinforcement and assistance from teachers. The study also investigated the effect of systematically fading external experimenter reinforcement of students for prompting and praising teachers in the regular classroom. The three…
Eckes, Suzanne; McCarthy, Martha
This article addresses the Supreme Court's 2003 decision in "Lawrence v. Texas" and its implications for the rights of gay and lesbian public school teachers. The authors provide a context by reviewing the teacher role-model theory, traditional standards used in dismissals for immoral conduct, and pre-"Lawrence" cases regarding public employees'…
This paper reports a study that is done in an English Language Teaching (ELT) pre-service teacher undergraduate course at a university in Turkey. Seventy six EFL pre-service teachers were asked to create Thematic Blogs in groups by using WordPress. Each group was assigned a specific topic
Espelage, Dorothy L
This commentary reviews research findings of the five papers in the special entitled "School-related Factors in the Development of Bullying Perpetration and Victimization", which represent critical areas that are often overlooked in the literature. First, one paper points to the complex interaction between a genetic disposition for aggression and classroom norms toward aggression. Second, an intervention paper unpacks the underlying mechanisms of an efficacious school-wide bully prevention program by opening the "black box" and testing for mediators. Third, the remaining studies employ a wide range of rigorous designs to identify how teachers' attitudes, behaviors, and classroom practices play a critical role in the prevalence of victimization and bullying in the classroom. Further, teachers' attitudes and behaviors are shown to be predictive of youth's willingness to intervene to assist a peer who is being victimized. Results are situated in what is known about bullying prevention, and how the findings from these studies could maximize the sensitivity of future prevention efforts. PMID:25345834
Mónica, Baptista; João Pedro da, Ponte; Isabel, Velez; Estela, Costa.
Full Text Available O estudo de aula é um processo formativo que leva os professores a refletirem, através de um trabalho eminentemente colaborativo, sobre a sua prática profissional. Trata-se de uma experiência que envolve três momentos principais: planejamento, observação da aula, e reflexão pós-aula e seguimento. O [...] seu objetivo é criar condições para uma maior compreensão dos processos de raciocínio dos alunos por parte dos professores e, assim, contribuir para o seu desenvolvimento profissional. Neste artigo, analisamos as possibilidades formativas dos estudos de aula no que se refere às aprendizagens profissionais dos professores relativas à prática letiva, com enfoque na seleção de tarefas e na análise do raciocínio dos alunos, bem como à sua visão da colaboração e reflexão profissional. Para isso, seguiu-se uma metodologia qualitativa e interpretativa, tendo por base a observação participante. O estudo de aula que apresentamos decorreu num Agrupamento de Escolas, situado numa zona rural, e envolveu cinco professoras dos primeiros anos e uma equipe do Instituto de Educação. Os resultados reforçam a ideia de que os estudos de aula podem proporcionar aos professores um olhar mais atento sobre a natureza das tarefas a propor em sala de aula e levá-los a valorizar mais os processos de raciocínio dos seus alunos. Além disso, este trabalho evidencia o contributo do estudo de aula para o desenvolvimento de um trabalho colaborativo entre professores e para a sua valorização da reflexão. Abstract in english The study of an instructional class is a process of schooling that helps teachers to think through an eminent and collaborative work and their professional career. That study deals with the experience which involves three mostly important events: planning, observation of the instructional class and [...] questioning pos-classroom and follow-ups. Its objective is to create conditions for a bigger comprehension of the processes which involve reasoning from students motivated by teachers and, on that manner, the report contributes to the professional development. On this article, we analyze the schooling possibilities of studies for the classroom due respect to teachers' forms of learning skills related to their elective practice with the focus on selecting tasks along with students forms of reasoning as well as their professional vision of collaboration and the importance of questioning. This report follows a qualitative and interpretative methodology having on the background the actor as a basis of observation. The study of the instructional class we present takes place on a Given Number of Schools which can be located in a farming area in a rural zone and it involved a crew of 5 teachers from the 5th primary years from the Institute of Education. The results reinforce the idea that the studies of schooling class provide teachers with an attentive look over the nature of tasks to be suggested in the classroom and teachers help students to attribute more values over the tasks and the reasoning of their pupils. Thus, this work sets light over the contribution of the schooling class for the development of a collaborative work between teachers for its questioning.
Hsieh, Wu-Ying; Hemmeter, Mary Louise; McCollum, Jeanette A.; Ostrosky, Michaelene M.
This single-subject study assessed the effects of in-classroom coaching on early childhood teachers' use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching…
Syed, Ehsan Ullah; Hussein, Sajida Abdul
Objectives: ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The…
CHLOË ELIZABETH LEE-ZORN
Full Text Available In the college subculture of Greek Life, members adhere to specific rules and norms in order to remain accepted, which could beindicative of conformity. This notion raises the question: what is the role of conformity on the risk taking behaviors of alcoholusage and sexual promiscuity as well as on the academic performance across years of membership? The article examines conformityin 31 fraternity members, cross-sectionally, using a compressed longitudinal design and hypothesizes members develop lower levelsof conformity after initiation, making them less susceptible to risk taking behaviors such as binge drinking, sexual promiscuityand decreased academic performance. Surveys were administered in paper format, and results were evaluated using a series ofanalysis of variance equations. The results indicated an interaction effect between peer conformity (high, low and alcoholicbeverages consumed as well as a main effects for between peer involvement (high, low and time on college GPA.
CHLOË ELIZABETH LEE-ZORN; WILLIAM BUHROW JR.; BRETT VICARIO
In the college subculture of Greek Life, members adhere to specific rules and norms in order to remain accepted, which could beindicative of conformity. This notion raises the question: what is the role of conformity on the risk taking behaviors of alcoholusage and sexual promiscuity as well as on the academic performance across years of membership? The article examines conformityin 31 fraternity members, cross-sectionally, using a compressed longitudinal design and hypothesizes members devel...
This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on…
Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef
This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…
Full Text Available The process of evaluating risks and benefits involves a complex neural network that includes the dorsolateral prefrontal cortex (DLPFC. It has been proposed that in conflict and reward situations, theta-band (4–8 Hz oscillatory activity in the frontal cortex may reflect an electrophysiological mechanism for coordinating neural networks monitoring behavior, as well as facilitating task-specific adaptive changes. The goal of the present study was to investigate the hypothesis that theta-band oscillatory balance between right and left frontal and prefrontal regions, with a predominance role to the right hemisphere, is crucial for regulatory control during decision-making under risk. In order to explore this hypothesis, we used transcranial Alternating Current Stimulation (tACS, a novel technique that provides the opportunity to explore the functional role of neuronal oscillatory activities and to establish a causal link between specific oscillations and functional lateralization in risky decision-making situations. For this aim, healthy participants were randomly allocated to one of three stimulation groups (LH stimulation / RH stimulation / Sham stimulation, with active AC stimulation delivered in a frequency-dependent manner (at 6.5 Hz; 1mA peak to-peak. During the AC stimulation, participants performed the Balloon Analog Risk Task. This experiment revealed that participants receiving LH stimulation displayed riskier decision-making style compared to sham and RH stimulation groups. However, there was no difference in decision-making behaviors between sham and RH stimulation groups. The current study extends the notion that DLPFC activity is critical for adaptive decision-making in the context of risk-taking and emphasis the role of theta-band oscillatory activity during risky decision-making situations.
GUO, LIYING; Meng, Bo
The paper selects 159 teachers of Changchun University of Science and Technology (CUST) by stratifi ed sampling method to perform questionnaire survey, determines five factors that influence the job stress of university teachers by principal component analysis. It also analyzes the influence of academic title, gender, age, education background, length of service and discipline difference on the job stress so as to guide universities to deal with teachers’ job stress.
Otchoun, Akotchayé Koba Eric
Nowadays, teachers are facing increasing demands in their work: dealing with diverse groups, supporting the learning process, taking into account the students needs, interacting with students parents …etc…These challenges require student teachers to be prepared for real professional contexts of their profession. It also requires teacher’s educators to be well aware of these challenges.The aim of this study is to identify the assessment tasks teachers’ educators assign in cooperative l...
Glazzard, Jonathan; Dale, Kirsty
This article uses a life history approach to explore personal experiences of dyslexia of one higher-education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. Copyright © 2015 John Wiley & Sons, Ltd. PMID:25582621
Ntuli, Esther; Keengwe, Jared; Kyei-Blankson, Lydia
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their learning during a specific period of time. While many teacher education programs have adopted electronic…
Webb, L. Dean
A growing emphasis on teacher accountability, coupled with declining enrollments and reduced revenues, has increased the importance of teacher evaluations as a basis for staffing decisions, even though there is no clear definition of teacher effectiveness. Accordingly, legal standards are provided for the procedural and substantive issues of due…
Al Tiyb Al Khaiyali
Full Text Available Reluctant reading, aliteracy, and readicide are issues that were recently developed as a result of the remarkable decline of learners’ reading motivation. One of the major causes of these vexing issues was the paucity of materials that could be implemented to increase learners’ reading motivation. To fill this gap, the current study explored teachers’ experiences of using children’s picture books to increase students’ reading motivation. Two English as a second language teachers from the fifth and sixth grades participated in this study. Classrooms were observed and both teachers were interviewed at the end of the fieldwork of this study. Findings from classroom observation notes indicated that teachers spent 462 minutes in delivering reading instructions, tasks, and activities. In the same vein, students spent 329 minutes in reading practices throughout the assigned reading sessions. Finally, both teachers affirmed an increasing interest of reading practices in the participating classrooms comparing to previous reading-periods.Keywords: reading, motivation, picture books, explicit instruction
Sezenler, Alpay; Caglar, Mehmet
Nutrition is indispensable for human beings from the day they were born to the day they die. Besides having the right information for a balanced diet, it is also important to know how to use such information. This paper evaluates the nutritional knowledge of primary school teachers in Guzelyurt district. The questionnaire was given to 71 teachers…
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The paper selects 159 teachers of Changchun University of Science and Technology (CUST by stratifi ed sampling method to perform questionnaire survey, determines five factors that influence the job stress of university teachers by principal component analysis. It also analyzes the influence of academic title, gender, age, education background, length of service and discipline difference on the job stress so as to guide universities to deal with teachers’ job stress.
Key words: University teacher; Job stress; Job performance
Résumé Le présent texte sélectionne 159 professeurs de l’Universitéde de la science et de la technologie de Changchun (CUST par la méthode d’échantillonnage stratifié pour effectuer enquête par questionnaire, détermine cinq facteurs qui infl uencent le stress au travail des professeurs d’université par l’analyse en composantes principales. Il analyse également l’influence du titre de formation, le sexe, l’âge, l’éducation de base, la durée de service et de la différence de discipline sur le stress au travail afi n de guider les universités à faire face au stress d’emploi des enseignants.
Mots clés: Professeur d’université; Le stress au travail; Le rendement au travail
National Council on Teacher Quality, 2009
State laws and regulations can either help or hinder the ability of school districts to hire effective teachers for STEM (science, technology, engineering and mathematics) subjects. State officials wanting to tackle this critical problem need to begin with a thorough review of relevant policies, asking themselves: "Are we part of the problem, and…
Bleicher, R. E.
Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.
Ben Said, Selim
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.
Krog Skott, Charlotte; Slot, Marie Falkesgaard
The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.
Castello, M.; Monereo, C.
Note-taking is the hegemonic study activity at university and, in many cases, the main ground for educational interaction between teacher and students. This observation has given rise to an increasing interest in studying students’ notetaking and its impact on learning. In broad terms, three lines of research have been developed in the last 40 years: the effects of note-taking and note-rewriting on some cognitive variables (attention, memory, comprehension, and so on); the relationship betwee...
Mason, Kevin O.
Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…
Xu, Yuejin; Patmor, George
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…
The issue of low graduation rates among Indigenous learners transcends borders. Some argue that racism and discrimination in schools and in wider society impede the success of Indigenous learners. Although teachers may not intend to make discriminatory decisions based on a learner's ascribed characteristics, research has demonstrated that…
Over the past few decades, school teachers have been embracing a number of electronic technologies for use in the classroom. Computers are now prevalent; overhead projectors are being replaced with dynamic teaching tools such as data projection, electronic whiteboards, and video media. One key technology is just beginning to catch up to the…
Molinari, Luisa; Speltini, Giuseppina; Passini, Stefano
In this study, we have investigated the associations between the students' perceptions of teachers' interpersonal behaviour and some school outcomes--namely, academic achievement, learning motivation, and a sense of class belonging--considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The…
Matz, Debbie S.
This study examined how the use of teacher think-alouds influenced and transferred to the reading comprehension and metacognition of seventh grade middle school social studies students in two Reading Apprenticeship classrooms. The researcher conducted classroom observations at a middle school in a mid-size suburban and rural school district in…
Full Text Available ... taking and help them understand how your medications work. They can demonstrate how to inject insulin or explain how diabetes pills work and when to take them. Effective drug therapy ...
PBS has gathered together Kids Resources, links to art-related activities for kids from throughout the PBS site, including Sesame Street Coloring Books and Theodore Tugboat Interactive Stories. The Arts Classroom link takes users to the Arts section of TeacherSource, a collection of Online Teacher's Guides prepared by the Teacher Resource Service at PBS. The teacher's guides are arranged by area: Arts, Science and Math, Social Studies, and Preschool. Areas may contain links to relevant PBS programs, educational resources for students, or curriculum ideas for teachers. PBS TeacherSource also includes information about off-air taping rights of PBS programs for educators.
Harding, Alex; Sweeney, Grace
The opening of a new medical school is a cause for celebration. Starting with a clean slate often gives the opportunity to adopt more modern teaching practices. However, encouraging large numbers of clinicians to start teaching and to adopt these new methods brings its own set of challenges. During the expansion phase of a new medical school, it was often noted that new teachers seemed to have considerable difficulties, and often expressed these as negativity towards student placements. This did not chime with much of the work from established schools, which seemed to evaluate expansion of teaching more positively. We wanted to better understand the issues involved. Semi-structured interviews were conducted involving GPs who had received medical students over the first four years of a newly established medical school. The aims were to assess the impact of the students on the new teachers, and to try to better understand why some teachers were experiencing difficulties. We collected qualitative and quantitative data at the interviews. The qualitative data were analysed using grounded theory which aims to link emerging themes together. The findings suggest that as the quantity of teaching medical students increases, the enjoyment and commitment to teaching may decrease. Concerns over the administration of teaching may begin to predominate. Two factors may help to reduce this: 1 Adequate investment in manpower and premises to reduce time and space constraints on teaching. 2 Practices considering themselves as teaching practices where education is a part of the practice identity. PMID:23906166
Merriam, Sharan B.
A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)
Full Text Available ... Taking Medication Problem Solving Reducing Risks Healthy Coping Education & Career Webinars Upcoming Webinars Recorded Webinars Live Courses CORE Concepts Course DSME Workshop Online Courses Course Catalog CORE Concepts Course Online Books ...
Education Digest: Essential Readings Condensed for Quick Review, 2011
The Baltimore City Public Schools made national headlines late last year when the district adopted a new contract designed to take student learning and teacher professionalism to the next level. The three-year deal replaced conventional approaches to compensation--regular pay increases based on years in the system--with a new approach that gives…
Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.
Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…
Maggioli, Gabriel Diaz
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.
Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers? competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; Ye?ilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özp?nar, 2009. As the common result of these studies indicate that teachers? interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; Ye?ilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvac? et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced during the application but could not be envisaged in the theoretical pre-service education. T
Kale, Ugur; Goh, Debbie
Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered…
Full Text Available Teacher-training programmes at the universities should be at the level of and ideally ahead of developments in the schools. When both teaching organisations and the authorities place an emphasis on efforts towards increased professionalism in the work of the teacher, it is reasonable to ask how the teacher-training programmes at the universities can and should respond. This is taking place at a time when new management systems are being put in place within the education sector. The purposes of this article are to place the questions relating to efforts towards increased professionalism within a theoretical framework and to use this framework to discuss challenges faced by the teacher-training programmes at the universities in particular. The theoretical framework consists of four competing visions for influence in terms of the school’s activities: professionalism, administrative management of the school sector, school democracy and marketisation. I will use this theoretical framework to discuss the possibilities and limitations for efforts towards increased professionalism and their consequences for teacher-training institutions. The solutions to the conflicts between these visions suggest that it is rational to look for a balance between several positive but partially contradictory intentions. The efforts towards increased professionalism have consequences both for student teachers and for established teachers, whilst tools for assessing teachers and making them accountable also have deep implications for teacher training. The manner in which these tools will be used will have consequences for the competitive situation between schools. Product development will be important in this perspective, which means a need to develop innovation skills within the teacher’s field of work. The conclusion must be that efforts towards increased professionalism based on tools for increasing responsibility and work assessment provides the teacher-training programmes at the universities with both significant challenges and with new opportunities.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-18
Learning a language--like learning to dance ballet, weaving carpets, or playing the saxophone--takes time and practice. In general, it is safe to say that the more practice one gets, the better one will become. This article will help teachers of English reconsider how to think about listening tasks. It will provide guidance for increasing…
The 2014 High School Teacher Programme (HST) is well under way, and this year it has a distinct Middle Eastern flavour, with eight teachers from the region among the 54 taking part. Established in the late 1990s, HST is a three-week residential programme in English designed to give teachers a taste of frontier research and promote the teaching of modern physics in high schools. Along with the more than 30 other teacher schools given in the native language of the participants, HST aims to help teachers bring modern physics to the classroom and motivate their students to study science at upper secondary school and university. As part of the HST programme, teachers form working groups to develop lessons based on CERN science. This year, however, with eight teachers coming from Israel, Palestine, Iran and Jordan, all of which are members of SESAME, the international laboratory for Synchrotron-Light for Experimental Science Applications in the Middle East, one group is working on a dif...
Yesterday saw the Chancellor’s autumn statement. Tony Dolphin argues that the measures announced in this ‘mini-budget’ are not a real plan for growth. If increased demand is not generated – and only the government is in a position to do this – then unemployment and public sector borrowing will continue to rise in excess of previous predictions.
Puhl, Matthew D.; Boisvert, Matthew; Guan, Zhiwei; Fang, Jidong; Grigson, Patricia S.
Substance abuse and sleep deprivation are major problems in our society. Clinical studies suggest that measures of poor sleep quality effectively predict relapse to substance abuse. Previously, our laboratory has shown that acute sleep deprivation increases the rate and efficiency (i.e., the goal-directed nature of responding) of cocaine self-administration using a progressive ratio (PR) schedule of reinforcement. However, the problem of sleep deprivation in our nation is largely one of chron...
Learning how to take a history is an extremely important discipline in the education of veterinary students. In our opinion the fact that this discipline is often neglected in traditional teaching is a big mistake. The mere thought of facing a real client can be almost paralysing to even the smartest student. So the more familiar a student can become with these situations the better. Since september 2006, veterinary students at Faculty of Life Sciences, University of Copenhagen, have received training in the discipline of history taking, using innovative educational methods: Online The students prepare themselves for the course by going online at home the day before class. Here they find a narrated PowerPoint presentation containing : 1) The principles of history taking 2) Client diversities – and the obstacles one might have to face with these different types of clients Video In class a series of videos are shown to the students. These videos shows different situations from the clinic and illustrate different types of clients. Some situations are taken from real life, others are made using actors. Each situation is discussed in class – we look at the obvious hurdles that we meet with the different types of clients, and we discuss any mistakes done by the veterinarian. Subjects such as ethical values, bad conscience, euthanasia, new family members, value of life, economy, maltreatment, etc. are often discussed. Live Role Playing We end up with a session of Live Role Play - the teacher/veterinarian acting as a client and one or two students acting as the veterinarian. Letting the teacher act as the client instead of an actor doing it, has two benefits. First of all the teacher is able to answer any question in a feasible way, knowing what the symptoms would be like in a given situation. Secondly, the students won’t be intimidated by the situation, as they are already familiar with the ‘client’. The ‘client’/teacher must be able to perform as different types of clients to make the sessions more interesting, colourful and fun. During these Live Role sessions, the students will get help and good advice from the ‘audience’. This way everybody in class participates and learn – and we all have fun!
Proposing a teacher-based approach to educational reform, the Teacher's Mind Resources site is built around a recently published study of education, entitled Teaching in Mind: How Teacher Thinking Shapes Education. While largely promotional, the site offers a great deal of perspective into the current analysis of reformist trends and initiatives to stand on its own as a valuable source of insight and inspiration to educators at every level. Philosophically, the site's author is convinced that popular efforts to apply "universal" educational standards are meaningless - if they fail to take into account what each teacher brings to the class as an individual. Thus, it focuses on the teacher's mind as a unique tool destined to interpret every mandated standard differently and uniquely. Offering forums, media, and recently published research in the area, the Teacher's Mind site looks both to inform and engage all users.
Grantham, Tarek C.; Henfield, Malik S.
Black fathers are important advocates in addressing the underrepresentation of Black students in gifted programs, as well as the achievement gaps between Black and White students. Black fathers increasingly understand the important role that Black mothers have traditionally played in supporting their gifted children's school experiences. As a…
The transition from teacher education to work in schools has been described as an “epistemic clash”. Teacher educators’, novice teachers’ and experienced teachers’ valuation of the academic, practical and normative demands of teaching are compared using survey data from teacher education and schools. All groups value academic knowledge and practical skills highly. Teacher educators take a more positive attitude toward inclusion, and differ in their views of the normative demands of ...
Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura
An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than traditional…
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...
Teacher2Teacher is "a peer-mentored question-and-answer service" and intended to serve as "a resource for teachers and parents who have questions about teaching mathematics." Visitors to the website can search or browse the archived discussions by topic area or grade level, ask a question, discuss math education in the Teachers' Lounge, or look up some Frequently Asked Questions. When posting a message or question, you are asked to provide your name and email. Registration is not required, but will qualify you for a free copy of their newsletter via email. Questions are answered by Teacher2Teacher Associates. The wide range of topics and levels covered here will prove helpful to students or instructors with questions on Developmental Math, ESL instruction, Logic, Calculus and many more. In addition, anyone interested in becoming a Teacher2Teacher Associate can learn more about how to apply in the About T2T section.
Guertin, Arthur; And Others
This guide explains ways in which the computer can be used in the science classroom and laboratory. Further, it suggests many resources that can be tapped to help teachers initiate and improve their own programs. Chapters include: (1) "The Computer as a Tool for Student Inquiry"; (2) "The Computer as a Tool for Teachers"; (3) "The Computer as an…
Peiro? I Grego?ri, Salvador
About the critical situation and social and cultural, what teacher’s model is the most appropriate? Is there some kind of teacher who takes a different climate for the optimization of peaceful coexistence?.
The fourth edition of CERN's High School Teachers programme welcomed 38 teachers to the Laboratory this July. For three weeks the teachers were immersed in the life of CERN, giving them a unique experience to take back to their classrooms. Participants and organisers of the HST 2001 programme. The pupils of the teachers who attended the High School Teachers (HST) programme at CERN will notice a difference when they meet their teachers at the beginning of next term. They'll see a new-found enthusiasm in their eyes, and this will be thanks to the three weeks they spent at the Laboratory attending the summer students' lectures and working with other teachers from around the world. 'This experience fires you up again!,' explains Wim Peeters, a Belgian teacher at CERN for the second time. For many teachers of physics, university is a long time ago. Physics research has moved on, and there are many new things to learn. That's why CERN has the HST, so that teachers can mix with university students in ...
Full Text Available In the educational process “listening” is taking an important role like interpersonal communication. So, it is possible to increase the activity of teacher in communication between teacher and student by gaining and strengthening the “listening ability”. In the point of this view, the purpose of this study was to find out interpersonalcommunication ability level of classroom and physical education teacher department students and make some suggestions.For this purpose, 150 classroom teacher and 150 physical education teacher department students voluntarily join the study. A questionnaire, validity and reliability tests were done, applied the samples. Researchers were applied percentage, frequency, mean and t-test for statistical analysis by using SPSS statistical program.In the result; listening ability of both classroom teacher department and physical education teacher department students was “medium level”. There was no significant difference between gender and different department students on “listening ability” and finally it was an important foundation to think about that students(except two of them did not have “the best listening ability”.
... liver problems. Increase in cholesterol and triglycerides. 5. FUSION INHIBITORS DRUG DAILY DOSE (Adults) HOW TO TAKE & STORE SIDE EFFECTS NOTES Enfuvirtide (Fuzeon) 2 injections each day. 90 mg per injection for adults. No food restrictions. Skin reactions where drug is injected, ranging ...
This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.
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...
With the persistent criticism of teacher education as a backdrop, this article explores the common perception that teacher education is too theoretical. This article takes the view that the student teachers' assumptions regarding the concept of theory affect how they engage with theory during initial teacher education. Using a qualitative…
How can I improve my practice as a teacher and facilitator while working together with instructors/teachers in order to discuss with them and facilitate them in increasing the learning outcome of their students?
Hamuha, Paul Tartisio Kenyi
This dissertation is a self-study research approach into my practice as a teacher and facilitator at Wau Vocational Training Center (WVTC). I examined my experiences as a teacher for 7 years, enquire the forms of my knowing and my claims that I know, through adapting a self-study research approach under the umbrella question: how can I improve my practice (Whitehead, 2009)? Throughout my first year as a master student at Akershus University College (HiAk), I have come to acquire new knowledge...
The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use, and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from the study, as indicated by the teachers’ completed logs, and supplemented by the data from the focus group interviews, show a different picture. Two months into the project, the teachers were using CL on a large scale. The average level of their use did not increase during the academic year. By two months into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were better able to solve the problems deriving from the heterogeneous composition of the student group. The data thus documents measurable but limited developments in the teachers competences after the first two month. Our analysis of the teachers’ reflection skills reveals that as early as two months into the project, a high level of reflection was taking place. Contrary to our initial assumptions, there is no gradual and continuous rise of the teachers’ competence. The increase in teaching competence is located relatively early in the academic year; after that there is only modest improvement.
Moskowitz, Fern; Lenard, Joyce
Resource teachers are offered six suggestions to increase the utilization of their consultation services by regular teachers. Suggestions include being a good listener, offering alternative suggestions, planning a follow-up meeting, encouraging informal contacts, and sharing information. (DB)
Full Text Available Note-taking is the hegemonic study activity at university and, in many cases, the main ground for educational interaction between teacher and students. This observation has given rise to an increasing interest in studying students’ notetaking and its impact on learning. In broad terms, three lines of research have been developed in the last 40 years: the effects of note-taking and note-rewriting on some cognitive variables (attention, memory, comprehension, and so on; the relationship between quality of notes and significance of learning; and the changes in the teaching methodology which may enhance note-taking. However, the consideration of notes as a symbolic mediator which in certain educational conditions may promote knowledge construction and transformation and, ultimately, cognitive change has received much less attention. In a preliminary study of descriptive nature we confirmed that in the context of our universities note-taking basically performed a register and external memory function with respect to the contents which were to be assessed by the teacher. Only a reduced part of the studied sample attached notes an eminently epistemic function, turning classroom sessions into truly learning situations involving a strategic use (that is, conscious and intentional of the note-taking procedures using paraphrasing, inferences, analogies and other rhetorical resources. From the data collected in this study we initiated a research and educational innovation project in our respective universities which aimed at the modification of the instructional context so as to turn note-taking into a tool for conceptual change. These modifications had to do with basically three aspects: 1. Form students in the contextualised use of the different note-taking procedures so that they gradually acquired a ‘‘strategic knowledge’’ related to when and why a given type of note adjusted more suitably to the conditions of the note-taking context. 2. Turn students’ notes into a formative assessment tool through a process of external guidance and regulation carried out by the teacher with the objective of notes becoming a tool allowing for self-regulation of students’ own learning. 3. Establish note-taking teams in the classroom with the objective of promoting collaborative learning through the use of activities which emphasise interdependence and peer-assessment. This text presents this project in detail analysing the results obtained and discussing the different degrees of influence which an intervention/approach such as the one outlined here may have on university teaching.
Zerillo, Christine; Osterman, Karen F
This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…
Zhang, Xiao Feng; Ng, Ho Ming
Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal…
Longing, Jeffrey Lucian
The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data also showed that teachers not teaching in high-need areas understood the overall need for varied compensation, but were less likely to agree with compensating high-need teachers more. In addition, the majority of teachers in other high-need areas, such as foreign language and special education, also understood the need for varied compensation. However, they were more likely to agree with compensating high-need teachers more when compared to non-high-need teachers. The majority of principals agreed that high-need teachers should be compensated more than teachers not considered high-need. The results of this study indicated that most teachers and principals agreed that higher compensation would attract and retain teachers in hard-to-staff schools, but fewer teachers not considered high-need agreed with compensating high-need teachers more. Even though varied compensation (i.e., salaries, bonuses, housing incentives, etc.) would help hard-to-staff schools find and retain high-need teachers, administrators should take caution to avoid possible problems associated with such actions (Goldhaber, 2006).
Lo, Jane-Jane; Van Zoest, Laura R
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
Full Text Available The current phenomenological study addressed the reflections of preservice information technology (IT teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding participants’ cyberbullying or victimization experiences. Findings revealed that females were more likely to be victims than males. Instant messaging programs, e-mail, cell phones and online social networks were used as means to cyberbully. Varying psychological consequences of victimization incidents were reported. Noted reactions to incidents were discontinuing interaction with bullies, and seeking family, peer and legal support. Findings further implied that awareness raising activities regarding cyberbullying were likely to reduce cyberbullying instances and increase preservice teachers’ action competence.
Teachers are increasingly recognized as the most important in-school factor in student achievement, yet the quality of the country's K-12 teaching force is not up to snuff. Much of the blame has been placed on education schools, which have come under fire for failing to produce enough high-performing teachers. Both initial certification…
Segall, Avner; Garrett, James
In light of the increasing racial diversity in American schools and the consistently homogenous teacher workforce in the United States, understanding the ways white teachers consider and attend to racial issues is of crucial importance to the educational landscape. This paper, based on a qualitative study, explores five white American…
Michalski, Marina, Ed.
This book presents stories from teachers nationwide who tackled specific discipline challenges. Chapter 1, "Taking the Total Quality Road" (Judi Call, Beth Ziecheck, Janice Wright, and Kenneth Rigsby), discusses the use of Total Quality Management (TQM) in developing classroom management systems, explaining how Florida elementary teachers…
Stanic?i, Jelena; Stankovi, Ivana; Bogunovi, Blanka
The previous findings have shown that musicians as well as music teachers differ in personality characteristics from the general population. There are strong indications that musicians are exposed to numerous stressful situations during their education and professional life. We aimed to: identify preferred coping styles of music teachers and their possible difference in comparison to non-music teachers* coping styles, as well as to depict their relationship taking into considerat...
Oliveira, He?lia; Menezes, Lui?s; Canavarro, Ana Paula
The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in t...
Osler, Audrey; Starkey, Hugh
Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase "human…
Sunnie Lee Watson; Park, Gilbert C.; Hong-soo Lee
As the number of multicultural students in South Korean schools continues to grow, activists and educators argue that South Korean schools are not meeting the needs of both multicultural and mono-cultural students and advocate for multicultural education. While educational literature looks at the meaning of multicultural education and how it can be implemented in the South Korean context, relatively little attention has been given to pre-service teachers’ understanding of cultural diversity...
Sewart, Bethany Bianca
Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality of teacher education programs by examining knowledge, skills, and dispositions as factors in preparing highly-qualified teachers. There is a paucity of research examining these factors for elementary science teachers. Because these factors influence instruction, and students are behind in scientific and mathematical knowledge, elementary science teachers should be studied. Teacher knowledge, skills, and dispositions should be further researched in order to ultimately increase the quality of teachers and teacher education programs. In this particular case, by determining what schools of education and public schools deem important knowledge, skills, and dispositions needed to teach science, higher education institutions and schools can collaborate to further educate these students and foster the necessary qualities needed to teach effectively. The study of knowledge, skills, and dispositions is crucial to nurturing effective teaching within the classroom. Results from this study demonstrated that there were prominent knowledge, skills, and dispositions identified by teachers, administrators, and science teacher educators as important for effective teaching of elementary science. These characteristics included: a willingness to learn, or open-mindedness; content knowledge; planning, organization, and preparation; significance of teaching science; and science-related assessment strategies. Interestingly, administrators in the study responded differently than their counterparts in the following areas: their self-evaluation of teacher effectiveness; how the teaching of science is valued; the best approach to science teaching; and planning for science instruction. When asked of their teaching effectiveness while teaching science, principals referred to enjoying science teaching and improving their practice, while teachers and science teacher educators discussed content knowledge. Administrators valued conducting experiments and hands-on science while teaching science, while their educational counterparts valued creating student connections and providing real-life applications to science for students. In their professional opinions, administrators preferred a hands-on approach to science teaching. Teachers and science teacher educators stated that they view scientific inquiry, exploration, and discovery as effective approaches to teaching within their classrooms. Administrators predicted that teachers would state that lack of resources affects their lesson planning in science. However, teachers and science teacher educators asserted that taking time to plan for science instruction was most important.
Farley-Ripple, Elizabeth N.; Buttram, Joan L.
Teacher networks are an important lever for helping schools make change. In order to take advantage of teacher networks, principals must map the existing networks in their schools, identifying teachers and others who serve as experts or advice givers, brokers, and advice seekers. Once these are known, principals can decide on a strategy for…
Kane, Ruth G.; Francis, Andrew
Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the…
McDaniel, Andrea Marshall
With increasing demands on teachers, retaining new teachers has become more difficult in recent decades. New teacher induction programs appear to increase retention rates significantly among new teachers. Many states, including Georgia, have implemented induction programs to support and retain beginning teachers. In response to the Race to the Top…
Wayne, Andrew J.
When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings com...
Arnold, Suzanne C.
Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all students. Practicing teachers need professional development experiences where they explore their own cultural identity, investigate their misconceptions of "others," and embrace the role of empowering students who have been marginalized culturally, economically, and/or linguistically to achieve a status as fully participating members of the classroom community.
Pitton, Debra Eckerman
This book provides educators who mentor novice teachers an opportunity to increase their awareness of the skills that are needed to mentor. Through the use of specific examples and role plays, teachers can learn how to work effectively with inexperienced teachers. The book helps mentors develop ways to interact positively with novice teachers and…
Kise, Jane; Russell, Beth; Shumate, Carol
Personality type theory describes normal differences in how people are energized, take in information, make decisions, and approach work and life--all key elements in how people teach and learn. Understanding one another's personality type preferences helps teachers share their instructional strategies and classroom information. Type theory…
Television is a large part of growing up in America, and a part that meshes in various ways with other influences. Teachers should understand it, and as the occasion requires, confront, correct, or take advantage of it. Research on television viewing yields five lessons. Television experience is an individual one, although there are definite…
Turner, Jennifer D.; Applegate, Mary DeKonty; Applegate, Anthony J.
The authors make the case that literacy leadership is not a quality restricted to specialists with extra certifications. Instead, literacy leadership qualities are within the grasp of every conscientious classroom teacher who is willing to take advantage of opportunities for personal and professional growth.
Full Text Available In education, a teacher is a person who provides schooling for pupils and students. Ateacher who facilitates education for an individual student may also be described as a personal tutor. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education.In ancient days, the teachers were worshipped as gods. Learners call them “GURUS” and the word 'GURU' had a magical impact on the students. The students willingly surrendered themselves to the teachers and had unquestionable trust, faith and respect on their teachers. Whatever the teachers taught was accepted wholeheartedly because it was new and interesting to them as here was no much growth in information acquisition. But today the educational scenario is completely different and the learning process has undergone rapid changes in which the educator has to take an entirely new 'avatar' altogether.
Andrew J. Wayne
Full Text Available When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap.
Reed, Vicki A.; Spicer, Lynette
High school teachers (n=143) ranked 14 communication skills according to the perceived order of importance for Grade 10 adolescents' communication with them as teachers. Teachers tended to perceive skills associated with discourse management strategies as relatively more important than other skills. Science teachers ranked turn taking higher than…
Owens, Marcia Allen
This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students and their teachers. In addition, future research should focus on further describing aspects of urban teachers' environmental literacy, and teacher preparation in environmental education as a means to increase the environmental literacy of students through their teachers.
Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele
The effectiveness of teacher education was examined by taking two indicators into account: future teachers' mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. In detail, the effects of gender and language on mathematics…
Rushton, Stephen; Morgan, Jackson; Richard, Michael
The Myers-Briggs Type Inventory (MBTI) and Beiderman Risk Taking (BRT) scale were administered to 58 teachers living in the state of Florida, USA. These teachers are considered part of prestigious group of educators who were nominated into the Florida League of Teachers by their superintendents/directors. Descriptive data includes frequency and…
Broussard, C. Anne
National survey of teacher education programs examined how they prepared teachers to work with families. Most programs did not emphasize teachers working with families, use family friendly language in their missions, or require students to take courses that focused on enhancing parent participation. Despite this, the current state of affairs is…
As part of the Take Charge. Take the Test. campaign, this 30 second PSA encourages African American women to get tested for HIV. Locations for a free HIV test can be found by visiting hivtest.org/takecharge or calling 1-800-CDC-INFO (1-800-232-4636). Created: 3/7/2012 by National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention (NCHHSTP). Date Released: 3/7/2012.
Hultberg, Kirsti Baird
Who has time to have a family ? Scientists are the «heroes» of our time. Science takes time - Families take time. Who gives time ? My case -study consists of interviews with scientific workers of both sexes. They are asked how they juggle the time required in the production of scientific knowledge and family life. My findings indicate that it is women, who give of their time.
An overview of Western Canada Sedimentary Basin (WCSB) natural gas supply, past, present and future, was presented. Reserves are considered as being more than adequate to meet supply requirements. In the long term, it is expected that there will be sufficient gas to fill all existing and currently planned pipelines serving the WCSB. Nevertheless, it does not pay to take anything for granted. One of the challenges facing the natural gas industry in an integrated North American market is to maintain a balance between deliverability and take-away capacity. Competition between fuels is also a factor that complicates matters. Measures taken by TransCanada Pipelines to prepare for the expected heightened competition were reviewed. Chief among them is the recent TransCanada/Nova merger which is expected to increase efficiency, decrease costs, provide a solid platform for continued growth, create customer-driven energy solutions and enable the new entity to successfully compete in an integrated North American market. The accord reached between CAPP, NOVA, SEPAC and TransCanada Pipelines and the status of the new Alberta tolls are further examples of measures taken by TransCanada Pipelines to prepare for all contingencies by leaving nothing to chance
Notes a number of advantages of telecommunications for educators. Argues that teachers must understand how to use this new medium, and presents actions that teachers should take when using television to deliver a course. (SR)
What sorts of mathematics competencies must teachers have in order to teach the discipline well? This book offers a novel take on the question. Most research is focused on explicit knowledge-that is, on the sorts of insights that might be specified, catalogued, taught, and tested. In contrast, this book focuses on the tacit dimensions of teachers' mathematics knowledge that precede and enable their competencies with formal mathematics. It highlights the complexity of this knowledge and offers strategies to uncover it, analyze it, and re-synthesize it in ways that will make it more available
A more scientifically literate society benefits physics as a profession. It is best realized by better serving all undergraduate physics students. Arguably, the most important are future K-12 teachers. In better-serving all students, the department also benefits. University of Arkansas, Fayetteville has seen a drastic change in number of majors, the number of students active in research and the number of graduates pursuing graduate work while also increasing the number of majors who decide to teach. What works to build these numbers and strengthen these resources at Arkansas will be discussed, with additional examples from other members of the growing Coalition of institutions that are seeking to improve and promote physics and physical science teacher education within physics departments. This group, the Physics Teacher Education Coalition (www.PTEC.org), is bringing together innovative ideas and practices throughout the country to help meet the critical shortage of well prepared and actively supported teachers. The program will be described and information provided for those interested in taking advantage of these efforts.
The majority of primary school teachers in their careers take a complex role of the class teacher that is defined by a number of laws and by-laws. Class teachers are required to perform pedagogical, administrative and organizational tasks for which they spend more or less time. Pupils and their parents, teaching staff and the principal expect a lot from the class teacher. For this reason, the class teacher needs help in carrying out the tasks. The role of the class teacher requires a lot of t...
Girdhar lal Sharma
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...
Hjort, Katrin; Abrahamsen, Marianne
The Nordic Countries are usually seen as the worlds must successful nations when it comes to gender equality, and the Scandinavian population in general appreciates values traditionally labeled feminine as caretaking and the quality of everyday life. However, the inequalities become obvious in school management. Among headmasters in High school in Denmark only 18 % are women despite of the fact that 52 % of the teachers are female. How can we explain that? This article is based on a survey answered by top- and middle level management staff. It rejects all traditional explanations of the relations between gender, values and family obligation but reveals an interesting difference between two strategies for career development: Domain Building and Risk Taking. Both strategies are applied by both men and women. However, one of them seems to be the most effective with regard to achieve a position as a top manager – and one of them is more often preferred by men than by women.
Full Text Available ... in the United States, most of us, our culture, is that we take antibiotics for seven to ... twice as bad. Woman: Alright, that's for high blood pressure. Doctor: Okay. Woman: I take a half ...
This study is intended to investigate the teacher-student communication patterns in an upperintermediate English class. There are major questions in this study; (a) what the nature of interaction is in a foreign language classroom, (b) what the characteristics of teacher-student turn taking are, (c) what type of feedback is taken by the teacher, (d) how the teacher's competence and performance are. The participants of the study are female adult students and a female teacher majoring English l...
Robinson, Sarah; Priestley, M.
A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching materials) or output regulation (steering through outcomes). Drawing upon an ‘ecological model’ to explore the concept of teacher agency, this chapter will illustrate through empirical research conducted in Scotland and Cyprus, how it manifests in various ways through teachers’ work. The chapter concludes with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.
Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.
The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.
The RAND Corporation provides research on a range of topics, and has long been interested in public school reform and related matters. This website provides access to papers and commentaries produced as part of RAND's initiative on measuring teacher effectiveness. The site is designed for teachers, administrators, policymakers, and anyone else "seeking objective, nonpartisan information on measuring teaching effectiveness." First-time visitors can get started by looking over the fact sheets, which include "Multiple Choices: Options for Measuring Teaching Effectiveness" and "Teachers Matter: Understanding Teachers' Impact on Student Achievement." After considering these items, visitors can move on to click on the "Research & Commentary" area to read the site's blog, take a look at the multimedia section, or consider the available full reports, which include "Incorporating Student Performance Measures into Teacher Evaluation Systems."
Full Text Available The aim of this study is to investigate the opinions of prospective mathematics teachers in Teaching Practice course taken at the last semester of the teacher education program. For this purpose, 47 prospective teachers taking Teaching Practice wrote and submitted one or two-page reflection of their school-based experiences at the end of the semester. Their written responses were examined and analyzed qualitatively. Findings indicated that (1 there exist not enough opportunities for practice teaching, little or no feedback from their supervising teachers, no links between pure mathematics courses and school mathematics. On the other hand, they stated that they get benefit from the teaching courses such as Teaching Methodology I-II, and Instructional Technology and Developing Materials, feel like the real teacher of their classrooms and get to know more about the real classroom environment and school students. Key words:
Full Text Available The development of learning technology today, have a direct impact on improving teachers’ information technology competence. This paper is presented the results of research related to teachers’ information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument used in taking the data, namely questionnaires and observation sheets. Questionnaire was used to obtain data on teacher interpersonal communication, use of information technology tools, teachers’ perceptions toward information technology, and self-improvement of teachers. Observation sheet used to obtain data on teacher competence in the field of information technology Data was analyzed using path analysis through SPSS 12 and LISREL 8:30. The analysis showed teachers’ competence in the field of information technology is influenced by the teacher interpersonal communication, use of information technology tools, teachers’ perceptions toward information technology and self-improvement of teachers either directly or indirectly.
Please take note that after five years of stable prices at Restaurant No 1 a price increase will come into force on 1st January 2006. This increase has been agreed after discussions between the CSR (Comité de Surveillance des Restaurants) and the catering company Novae and will reflect the inflation rate of the last few years. In addition, a new children's menu will be introduced as well as 'Max Havelaar' fair-trade coffee at a price of 1.70 CHF.
Please take note that after five years of stable prices at Restaurant No 1 a price increase will come into force on 1st January 2006. This increase has been agreed after discussions between the CSR (Comité de Surveillance des Restaurants) and the catering company Novae and will reflect the inflation rate of the last few years. In addition, a new children's menu will be introduced, as well as 'Max Havelaar' fair-trade coffee at a price of 1.70 CHF.
Jita, Loyiso C.; Ndlalane, Thembi Constance
Teacher clusters represent a recent experiment in the field of teacher professional development in South Africa. Increasingly, teacher clusters are being used as a substitute for the traditional approaches to professional development in helping teachers reshape their professional knowledge and change their classroom practices. What underlies this renewed confidence in teacher clusters as a vehicle for professional development? In this paper, we use a qualitative case study approach to exam...
The typical measure used by researchers and school administrators to evaluate teachers is based on how the students' achievement increases after being exposed to the teacher, or based on the teacher's "value-added''. When teacher value-added is heterogeneous across her students, the typically used measure reflects differences in the average value-added the teacher provides. However, researchers, administrators, and parents may care not just about the average value-added, but also its dispersi...
Broemmel, Amy D.; Rearden, Kristin T.
Using literature in science instruction has the potential to increase student motivation and to improve student achievement in both literacy and science. The process of identifying high-quality picture books, however, can be challenging and time consuming for teachers. The authors identified 74 science-based picture books from the annual Teachers'…
Chesney, Marc; Stromberg, Jacob; Wagner, Alexander
We argue that incentives to take equity risk (\\equity incentives") only partially captureincentives to take asset risk (\\asset incentives"). This is because leverage, whilecentral to the theory of risk-shifting, is not explicitly considered by equity incentives.Employing measures of asset incentives that account for leverage, we nd that assetrisk-taking incentives can be large compared to incentives to increase rm value. Moreover,stock holdings can induce substantial risk-taking incentives, q...
Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.
Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the…
Lehesvuori, Sami; Viiri, Jouni; Rasku-puttonen, Helena
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teac...
USA Today, 1985
Teacher burnout is characterized by three factors: emotional exhaustion and fatigue; negative, cynical attitudes towards students; and the loss of feelings of accomplishment on the job. Important predictors of burnout include a lack of participation in decision-making, inappropriate job expectations, a lack of teacher autonomy, and role conflict.…
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.
Bramwell, Gillian; Reilly, Rosemary C.; Lilly, Frank R.; Kronish, Neomi; Chennabathni, Revathi
Good teaching is creative teaching, yet there is little research focusing on creative teachers themselves. In this article we report a synthesis of 13 qualitative case studies and 2 quantitative studies of teachers who demonstrated everyday or local creativity in their work. Themes and categories were identified through constant comparison and…
Bennett, Robert B., Jr.
Legal studies faculty need to take the long view in their academic and professional lives. Taking the long view would seem to be a cliched piece of advice, but too frequently legal studies faculty, like their students, get focused on meeting the next short-term hurdle--getting through the next class, grading the next stack of papers, making it…
AbdulRahman Al Asmari
Full Text Available Language learning process works through the learners’ own reflection on how they learn and it makes learners active in the sense that they learn to analyze their learning strategies. So they start making decisions, e.g., whether to improve them or not, and in which way. Generally, this trait is missing in traditional language teaching process and students are not expected to reflect upon their own learning, analyzing and evaluating their learning experience. Retrospective tasks, such as interviews, group discussion and structured questionnaires encourage learners to reflect upon learning and these retrospective activities may help learners to take responsibility for their language learning processes as autonomous learners and thus making a motivated learner. The role of the teacher is central to the development of learner autonomy (Hurd, Beaven, & Ortega, 2001; Benson, 2009. A teacher is required to create a classroom learning environment that is supportive of learner autonomy. This may involve the teacher first addressing learners’ past learning experiences, then slowly raising their awareness to the benefits of increased independence in their learning. Dickinson (1993 adds that learner training should aim to help learners develop the ability to take more responsibility for their own learning. To do this, a survey was conducted at Taif University English Language Centre (KSA to collect the opinion of teachers regarding the practices and prospects of learner autonomy in their classrooms. The sample consisted of 60 teachers from different countries teaching English to Arab students at University level. The study focused on the teachers’ notion of learner autonomy, its practices and prospects in Saudi Arabian context. Findings stress that it is important to provide learner training together with the studies and make it an integral part of the teaching process so as to help learners become autonomous.
Johnson, Jerry L.; Sloat, Kim C.M.
Teachers participated in a course on behavioral approaches in the classroom. Training was conducted in phases: Information, Instructions to Practice, Guided Practice, Coding Practice, and Performance Feedback. Significant increases in positive teacher behaviors and decreases in negative teacher behaviors were observed but were not maintained.…
Nagel, Liza; Brown, Sheri
Describes stress management for teachers and presents strategies that teachers can use to lessen the impact of stress. Outlines the ABCs of stress: Acknowledge, Behavior Modification, and Communication. Notes that stress can motivate teachers to explore new instructional strategies, adopt innovative approaches to increasing student motivation, and…
Fiske, Edward B.
Teacher centers, a growing movement in the United States, provide teachers with opportunities to exchange ideas, talk over problems, offer and take courses and workshops, shop for new materials or simply have a cup of coffee with colleagues. Discusses their development and the controversy surrounding it. (Author/RK)
Vangsnes, Vigdis; Økland, Nils Tore Gram
In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…
Clarkson, Barney; Oliver, Ron
This paper describes the design of an instrument to help identify teachers' level of information and communications technologies (ICT) uptake. The instrument takes the form of a typology matrix comprising four stages in ICT uptake across a continuum describing teachers' levels of dependence. Identification of teachers' positions in the typology…
News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events
Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events
Hauck, Mirjam; Stickler, Ursula
Increasingly, fundamental questions are being asked of online language learning: In what ways can online teaching benefit the language learner most? How can online environments be designed, or redesigned, to suit the purposes of language learners? Finally, what does the language teacher need to know to become a successful online tutor? In other…
Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program
McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).
Saric?oban, Arif; Sakizli, Sevilay
Teaching and learning a foreign language is a social process which requires the interaction of two important parts of the process, the teacher and the students, in a social environment. As this process takes place in a social context, it is inevitable to experience some problems while teaching the students having different needs, interests and levels. These problems may be caused by the students, teachers as well as the physical environment in which teaching and learning take place. It is c...
Full Text Available ... I take it and for how long? What foods, drinks, other medicines or activities should I avoid ... twice a day and one of them with food and the other one standing on my head, ...
Full Text Available ... prescription medications have switched to the non-prescription status so we have a lot of potent medications ... the week. Announcer: Regardless of age or economic status, taking medication can be as integral a part ...
Full Text Available ... of forget to finish it. Jeff Alexander: The importance is to continue that medication for the full ... and I'm taking one of them four times a day and one of them three times ...
Full Text Available ... teeth or eating breakfast. By communicating with our health care providers and by accepting a greater responsibility in our own health care, we can learn to take our medicines safely.
Full Text Available ... teeth or eating breakfast. By communicating with our health care providers and by accepting a greater responsibility in our own health care, we can learn to take our medicines ...
Full Text Available ... better, the antibiotic is working in killing the bacteria, but it might not completely give what they call a "bactericidal effect." That means taking the bacteria completely out of the system. It might be ...
Full Text Available ... available about the medicine? There are many reasons patients don't take their medication properly, ranging from ... or eating breakfast. By communicating with our health care providers and by accepting a greater responsibility in ...
... levels. You may also need to take iron supplements as well to rebuild iron stores in your ... ABOUT IRON SUPPLEMENTS Iron supplements may be taken as capsules, tablets, chewable tablets, and liquids. The most common tablet size is ...
Full Text Available ... our culture, is that we take antibiotics for seven to 10 days, or we are supposed to. ... you've got your pills for the whole seven days of the week. Announcer: Regardless of age ...
Find links for teachers below: (Please close all windows when done.) Garden City Schools Teacher Account - Use your current email ID as the google ID. Example schultn. Your initial password is "s12345678", and you will be required to change it when you first login. Example MRC Schedule Home - Garden City Public Schools Favorite Resources MI Star (Zangle) Aesoponline Discovery Education (United Streaming) Frontline Teacher Center (PBS) - FREE online videos, lesson plans, and Web-exclusive resources Freeology-Free Printable Graphic Organizers IT Requests -organization account number is ...
Learning to take notes using the Cornell System There are many different ways and methods out there in which you can learn to take notes, with the most popular method being the Cornell Method. Click on the following links to learn more about the Cornell Note Method Cornell Note System Cornell Note System Cornell System Now that you are familiar with the Cornell System, think about ...
Goodson, Ivor; Moore, Shawn; Hargreaves, Andy
Purpose: This article focuses on the sustainability of reform through the lens of teachers' nostalgia--the major form of memory among a demographically dominant cohort of experienced older teachers. Unwanted change evokes senses of nostalgia for these lost missions that take two forms: social and political. As teachers age, their responses to…
In this talk, education in astronomy and space sciences in schools in Turkey as well as activities to create awareness in these subjects will be discussed. A search done among youngsters(ages from 15 to 24) for measuring the scientific literacy showed that most attractive subjects to the Turkish younsters are “internet” and “astronomy”. This result led authorities to take necessary measures to fill the gap especially in teaching material such as books. Another attempt along this is to increase astronomy subjects in the school curricula. Besides TUBITAK National Observatory, universities and Turkish Astronomical Society are giving every efort to create public awareness of space activities and space sciences. As for the teacher training in astronomy and space sciences, much has been done but no success has come yet. Astronomy subjects, in schools, are generally taught not by astronomers but some other substitutes from other branches, such as physics and mathematics. Thus the Ministry of Education prefers training teachers in service. Nevertheless it must be stated that astronomers are pushing forward to formally have the right to train astronomers to become teachers to be hired by the Ministry of Education in schools.
Varelas, Maria; House, Roger; Wenzel, Stacy
We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain science practices, speech acts, and tools. As scientists, they noticed and engaged in the nonlinearity, messiness, risk taking, evolution over time, and complexity of science (their own and others'), and in both levels of scientific activity, theory and data, and their interplay. Their scientist identity also came to incorporate the delicate dynamics of collaboration, autonomy, and mentoring within a community. However, for several reasons the teachers raised, such practices became elements of their science teacher identities to differing degrees. What they experienced as science teachers was a sense of conflict. At times this conflict took the form of ambivalence, a back-and-forth movement between their sense of the practice of science and their sense of what makes school different from the lab.
Recent debates on Chinese pedagogy tend to focus on teachers' implementation of curriculum, relatively little attention has been given to understanding teacher's professional identity and the interplay between 'being a teacher of TCFL' and 'becoming a teacher of TCFL'(Teaching Chinese as a Foreign Language). This paper explores how the identity formation of five native-speaking teachers of Chinese (NTCs) takes place with regard to how their roles as 'being a Chinese teacher' and ‘becoming a teacher of TCFL' are negotiated and constructed while teaching Chinese to degree students in Denmark. Key words: native-speaking teachers of Chinese, professional identity, Danish universities, teaching culture
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.
Full Text Available One of the key messages of the contemporary approach to school development is that teacher participation is a necessary precondition for the successfulness of this process. Experience from the world, however, shows that broad and active participation of teachers in school development is neither easy to achieve nor to sustain in the long run. Similarly, the first experiences with school developmental planning in Serbia from the first half of this decade also pointed out to the differences with respect to readiness of teachers to take over this new role. The research that will be presented in this paper was conducted with the aim of discovering and determining the levels and ways in which different factors influence teacher involvement in developmental activities in school, whereby those activities are of cooperative and leadership character. The research was conducted on the sample of 385 teachers from 51 primary schools in Serbia. The findings indicate that teacher involvement in school development is a product of a complex combination and interaction of numerous personal and contextual factors, bearing in mind that harmony of personal and professional identity and meanings ascribed to changes in school is of primary importance. The final part of the paper provides recommendations for system and organizational level in order for teacher involvement in school development to become a widespread and sustainable practice.
Mayer, Diane; Mitchell, Jane; Santoro, Ninetta; White, Simone
While teacher education is often seen as the key to preparing qualified teachers who are able to educate students for the demands of the twenty-first century, relatively little attention is paid to the teacher educators who actually do this work. Given the increased demand for teacher educators in Australia due to retirements, and the changing…
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.
The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how these beginning teachers work to negotiate a workable professional identity that may sustain them in a teaching career. In addition, they help us understand how a support network like KSTF can serve as a resource for helping new teachers construct professional identities, therefore addressing some of the issues that may lead to attrition among this population of new teachers.
Rios, Francisco A., Ed.
This collection sheds light on current research on teacher thinking in cultural contexts and identifies promising practices in teacher education that take the most salient contextual variables into account. Teacher cognition as influenced by race, ethnicity, and culture is explored in: (1) "Teacher Thinking in Urban Schools: The Need for a…
Carlos Renato Zacharias
Full Text Available While 2012 is going away, IJHDR prepares the celebration of its 5th anniversary! This is thus a time for reflection, to ponder on the good and bad experiences, to (rethink the next steps to improve our service to readers, authors and the scientific community at large. Along these hard, but rewarding first five years, IJHDR reached many readers and was supported by many authors all over the world, it achieved recognition by important scientific databases and societies. This success is the result of the joint work of the Editorial Board members and with GIRI, our hosting scientific society. IJHDR provided the homeopathic community an open, free, multimedia and electronic venue to share high-quality information. Focused on research articles, and open to the entire field of High Dilution research, including homeopathy and hormesis, IJHDR came to occupy a special place within the scientific map. Nevertheless, the goals achieved are not enough, but further improvement is needed for IJHDR keep on growing. Our aim for the next years is to maintain the original editorial vision and mission, while increasing even more the quality of publication. IJHDR will start 2013 by revising its Board of Consultants. Five years ago, when IJHDR was an unknown journal that still had to prove its quality, friends, idealists, and invited experts kindly contributed with their expertise to make peer review a mandatory step in the evaluation of articles. However, not only IJHDR grew, but also the editorial work did! The time arrives to include new experts in our Board of Consultant,, not only to share in the work, but to have cover a broader scope of knowledge, as HD research is a cross-disciplinary and emergent field. Also the structure of the articles will be revised. Improvement in the layout will be discussed to stimulate the use of multimedia resources like video and audio files, simulations, supplementary materials, links, and color images. Special attention will be paid to language revision and reference citation. Together with its authors and readers, IJHDR contributes to the development of a kind of knowledge close to the borders of science. Therefore, to establish a valid scientific background, the articles must be clearly written, and based on sound assumptions. High-visibility for articles is a fundamental aspect desired by all authors. As an open and free access journal, IJHDR meets that condition, and we are planning to make our influence and visibility even wider. Inclusion in the major databases has paramount importance in the academic milieu, however, it should be considered as a consequence, rather than a goal. In 2013, IJHDR will chair a collaborative project with several research institutions aiming to deliver information everywhere, increasing the visibility of the published articles. Thus, now it is the time to take a deep breath, relax, and prepare you for the forthcoming work! See you in 2013!
Owen, Pamela M.
The purpose of this mixed-methods study was to build candidate knowledge utilizing Katz and Chard's Project Approach (1989) promoting movement across Nieto's (2000) levels of support for multicultural education. Three major preliminary steps advancing multicultural sensitivity and teaching practice were identified as foundational for the future…
-, - (2006). ISSN 1214-1615 Institutional research plan: CEZ:AV0Z70280505 Keywords : greens Subject RIV: AO - Sociology, Demography http://www.tol.cz/look/TOL/article. tpl ?IdLanguage=1&IdPublication=4&NrIssue=167&NrSection=3&NrArticle=17186&search=search&SearchKeywords=Greens+take+root&SearchMode=on&SearchLevel=0
Full Text Available ... of the week. Announcer: Regardless of age or economic status, taking medication can be as integral a part of our daily routine as brushing our teeth or eating breakfast. By communicating with our health care providers and by accepting a greater responsibility in ...
In this article I argue for higher education practitioners to take focused action to contribute to transforming their societies into open and democratically negotiated forms of living, and why they should do so. The need is especially urgent in South Africa, whose earlier revolutionary spirit led to massive social change. The kind of social…
Spitzer, Greg; Ogurek, Douglas J.
Performing-arts centers can provide benefits at the high school and collegiate levels, and administrators can take steps now to get the show started. When a new performing-arts center comes to town, local businesses profit. Events and performances draw visitors to the community. Ideally, a performing-arts center will play many roles: entertainment…
Full Text Available ... twice as bad. Woman: Alright, that's for high blood pressure. Doctor: Okay. Woman: I take a half a ... we can't feel, so people with high blood pressure--we really can't feel that, and so ...
Full Text Available ... of forget to finish it. Jeff Alexander: The importance is to continue that medication for the full 10 days. They may say, "Why, if I'm feeling better," "why do I have to continue taking it?" Well, antibiotics fight a bacterial infection. The three or four ...
In this podcast, Dr. Joe Bresee describes how to keep from getting seasonal flu and spreading it to others by taking these three steps. Created: 9/29/2010 by National Center for Immunization and Respiratory Diseases (NCIRD). Date Released: 9/29/2010.
Full Text Available ... take medicine safely, people can vastly lower the quality of their lives and in some extreme cases, put their lives at risk. Dr. Calvin Knowlton: If we took a poll of people on antibiotics, for instance, in the United States, most of ...
... take medicine safely, people can vastly lower the quality of their lives and in some extreme cases, put their lives at risk. Dr. Calvin Knowlton: If we took a poll of people on antibiotics, for instance, in the United States, most of ...
Davis, Heather; Macauley, Peter
This paper outlines the emerging trends for leadership in the knowledge era. It discusses these within the context of leading, creating and sustaining the performance development cultures that libraries require. The first step is to recognise that we all need to take leadership personally no matter whether we see ourselves as leaders or followers.…
Discusses implementation and advantages of take-home experiments, including three respective examples in acoustics, magnetism, and optics. The activities can be categorized into demonstration experiments, see-what-you-can-find-out'' experiments, and experiments requiring preparatory class discussion or written directions. (CC)
Goh, Pauline Swee Choo
Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish "high competency" standards for the teaching profession and to increase the status of teachers in Malaysia. This…
Aronson, Brittany; Anderson, Ashlee
With this article, we challenge the successful implementation of critical perspectives in an increasingly neoliberal and neoconservative educational climate. Although many teacher education programs challenge teachers to be critical and to empower students, current top-down accountability practices and policy mandates do not allow teachers the…
Risner, Doug; Barr, Sherrie
Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have…
Tack, Hanne; Vanderlinde, Ruben
Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a…
This article reports on a curricular approach to teacher education using the ideas in "Learning without Limits" to prepare teachers to enter a profession in which they take responsibility for the learning and achievement of all learners. Key aspects of Scotland's Inclusive Practice Project (IPP) are described and the role of…
Guasch, Teresa; Alvarez, Ibis; Espasa, Anna
This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the…
Berit, Lundgren; Eileen, Scheckle; Denise, Zinn.
Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of lit [...] eracy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.
O projeto de educação instituído a partir de 1990: caminhos percorridos na formação de professores de química no Brasil Educational project run since 1990: educational paths followed by chemistry teachers in Brazil
Nyuara Araújo da Silva Mesquita; Thiago Miguel Garcia Cardoso; Márlon Herbert Flora Barbosa Soares
This paper presents and discusses governmental approaches to teacher training introduced in 1990, whose focus is the education of chemistry teachers. Therefore, the aim of this study was to establish the relationship between legal aspects and background needs present in the Brazilian educational context, taking into account that the last two decades has seen a significant increase in the chemistry licensure courses offered by higher education institutions in Brazil. Discussing these aspects o...
Dhami, Mk; Mandel, Dr
Engagement in criminal activity may be viewed as risk-taking behaviour as it has both benefits and drawbacks that are probabilistic. In two studies, we examined how individuals' risk perceptions can inform our understanding of their intentions to engage in criminal activity. Study 1 measured youths' perceptions of the value and probability of the benefits and drawbacks of engaging in three common crimes (i.e. shoplifting, forgery, and buying illegal drugs), and examined how well these percept...
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: email@example.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
Warburton, J.; Timm, K.; Larson, A. M.
Polar TREC—Teachers and Researchers Exploring and Collaborating, is a three-year (2007-2009) NSF-funded International Polar Year (IPY) teacher professional development program that advances Science, Technology, Engineering, and Mathematics (STEM) education by improving teacher content knowledge and instructional practices through Teacher Research Experiences (TRE) in the Arctic and Antarctic. Leveraging profound changes and fascinating science taking place in the polar regions, PolarTREC broadly disseminates activities and products to students, educators, researchers, and the public, connecting them with the Arctic and Antarctica and sustaining the widespread interest in the polar regions and building on the enthusiasm that was generated through IPY. Central to the PolarTREC Teacher Research Experience Model, over 40 teachers have spent two to eight weeks participating in hands-on research in the polar regions and sharing their experiences with diverse audiences via live events, online multimedia journals, and interactive bulletin boards. The Connecting Arctic/Antarctic Researchers and Educators (CARE) Network unifies learning community members participants, alumni, and others, developing a sustainable association of education professionals networking to share and apply polar STEM content and pedagogical skills. Educator and student feedback from preliminary results of the program evaluation has shown that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person in today’s world, as well as increased self-reported knowledge and interest in numerous science content areas. Building on previous programs and successes, PolarTREC has developed a successful internet based program for teachers and researchers to interact, leveraging their diverse experiences and expertise for the creation of interdisciplinary educational tools including online journals and forums, real-time Internet seminars, lesson plans, classroom activities, audio, video, and other highly relevant and adaptable educational resources that address a broad range of scientific topics. These highly accessible methods and resources are available to educators and students of varying ages and abilities across the globe, and have connected thousands of students and citizens to the excitement of polar science. PolarTREC provides a tested approach and a clear route for varying levels of researcher participation in the education community, therefore facilitating the types of positive benefits and understanding that ensure increased educator, student, and community understanding of science and the polar regions during times of interrelated global change. For more information, email firstname.lastname@example.org or call 907-474-1600.
Full Text Available Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences.“Teachers first” was one of the main principles that Lankshear and Synder (2000 identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to “line up your ducks”: there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the “Learning with Laptops” project by focusing on the most experienced “teacher learners” and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners first!
Carruthers, Cheryl; Lampe, Karen
Over the last year, "School Library Monthly" ("SLM") has challenged school librarians to "nudge toward inquiry" through the "SLM" blog-driven submissions compiled by Kristin Fontichiaro. Iowa took up the challenge! This article describes how teacher librarians across Iowa teamed with classroom teachers to create inquiry-based learning plans for a…
Driver, Melissa K.
Evaluating special education teachers is an especially salient topic for secondary principals because special educators in middle and high schools often collaborate with numerous content-area teachers and have varying degrees of direct instructional impact. The author's experiences as a secondary special educator and as a supervisor…
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 email@example.com
Full Text Available QUESTION: Several of my female patients take bisphosphonates for low bone mineral density (BMD. Two of them are of reproductive age. Are these drugs safe during pregnancy? ANSWER: Very little is currently known about the effects of bisphosphonates on human pregnancy. There have been only two reports of bisphosphonate use during late pregnancy. Animal studies suggest that biphosphonates cross the placenta and that the effect is an extension of the expected pharmacologic effect of bisphosphonates on both fetus and mother. Risks and benefits should be carefully weighed.
In 2007, the Canadian oil industry's competitiveness was eroded by the strength of the Canadian dollar and low gas prices in a predominantly natural gas basin with the highest service costs in the world. The Alberta government had also announced that it intended to take a larger cut of oil and gas revenues beginning in 2009. In the previous year, the federal government announced that it would start taxing income trusts. This effort to address the issue of tax leakage erased $20 billion from the Canadian equities market. Although a coalition of 40 Calgary energy trusts presented a study that emphasized the key role trusts played in Canada's energy sector, the government remained firm and changes are expected to take effect in 2011. Other key events in 2007 were also listed in this article. British Columbia pulled in more revenue than Alberta from land sales and the industry spent $300 million for shale land prospects in the province. Kitimat, British Columbia was chosen as the site for a liquefied natural gas port. 1 tab., 1 fig
Peck, Nancy Farstad; Maude, Susan P.; Brotherson, Mary Jane
Empathy is a trait and skill necessary for teachers working with children and for partnering with families. This qualitative study focused on how teachers expressed empathy in the context of early childhood education. Diversity has increased in the United States and as diversity increases, the need for teachers to be able to empathize with…
Jock Collins; Carol Reid
One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigra...
O projeto de educação instituído a partir de 1990: caminhos percorridos na formação de professores de química no Brasil / Educational project run since 1990: educational paths followed by chemistry teachers in Brazil
Nyuara Araújo da Silva, Mesquita; Thiago Miguel Garcia, Cardoso; Márlon Herbert Flora Barbosa, Soares.
Full Text Available [...] Abstract in english This paper presents and discusses governmental approaches to teacher training introduced in 1990, whose focus is the education of chemistry teachers. Therefore, the aim of this study was to establish the relationship between legal aspects and background needs present in the Brazilian educational con [...] text, taking into account that the last two decades has seen a significant increase in the chemistry licensure courses offered by higher education institutions in Brazil. Discussing these aspects of chemistry teachers provides a reflection on the real background needs for this group of professionals.
Palmer, Deborah; Martinez, Ramon Antonio
This review poses an increasingly common--and increasingly urgent--question in the field of teacher education: How can teachers best be prepared to educate Latina/o bilingual learners? The answers that the authors offer here challenge some of the prevailing assumptions about language and bilingualism that inform current approaches to teacher…
Teresa Strong-Wilson; Manuela Pasinato; Kelly Ryan; Bob Thomas; Nicole Mongrain; Maija-Liisa Harju; Richard Doucet
Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences.“Teachers first” was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to “line up your ducks”: there needs to be a structure, su...
In "Teachers as Learners", a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning. Arguing that serious and sustained teacher learning is a necessary condition for ambitious student learning, she examines closely how teachers acquire, generate, and use knowledge about teaching…
Education for social justice, or critical pedagogy, is designed to empower learners and often uses the arts as primary pedagogical means. It has gained increasing attention in teacher education in recent years. However, the author’s use of critical approaches to theatre with teacher education students raised serious questions about their limited level of consciousness, or empowerment, but also alternate possibilities, including theatre, for empowering students during their teacher educa...
O Sullivan, Mary; Tannehill, Deborah
There has been a dramatic increase in teacher testing in the last decade. State and national attention to this issue is evidenced by the amount of literature devoted to assessment in general and teacher testing in particular. An invitational conference was held last fall by the Educational Testing Service (ETS) to provide a forum for clarifying issues regarding uses of standardized tests in American education in general and teacher testing in particular. Flippo (1986) outlined ...
Wang, Li; Du, Xiangyun
This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity.
Short, Barbara J.
The qualitative research project explored the perceptions of three new secondary education physics teachers. The content question stated: How do beliefs and other factors such as prior experience influence the decision-making of new teachers during their first year teaching experience? Specific questions includes: (1) What do first year teachers identify as their beliefs about teaching and learning? (2) How do first year teachers arrive at decisions about their instruction, materials, lessons, assessment, and student achievement? (3) How does decision-making occur in the learning environment from their perspective? (4) How do first year teachers solve problems? (5) To what extent do first year teachers actively think about what they do? The participants and their university professor were interviewed. Data was collected, transcribed, and coded using grounded theory techniques to conclude: (1) Belief systems take time to develop using filters. (2) Beliefs and perceptions help to fill gaps between knowledge. Gestalts change beliefs. (3) Modeling is a powerful technique influencing decision-making and beliefs over time. (4) Nurturing and preparation build confidence fostered at the university and public school. (5) New teachers' personalities, dispositions, and self-understandings effect filtering of perceptions, influencing behaviors in the learning environment. (6) Knowledge gained through experience, instruction, and reflection by the teacher enhances student learning. (7) Problem solving is learned and personality-based, helping to determine success. (8) Too many constraints to a novice cause limitations in his/her ability to be an effective teacher. (9) Early acceptance into a new environment helps to increase a sense of belonging leading to performance. (10) Positive attitudes towards students affect relationships with students in the classroom. (11) Backgrounds, personalities, and environments affect beliefs and decision-making. (12) New teachers focus more on their actions than on their students' learning. Implications are made for university pre-service instruction and public schools new teacher support systems.
The current furore surrounding nanotechnology makes it difficult to assess progress in this field. A clear breakthrough, however, is the recent creation of 3D binary superlattices of magnetic nanocrystals and semiconductor quantum dots by Chris Murray of IBM Research and co-workers in the US. The properties of these new materials can be tuned by controlling the size, shape and chemical identity of particles on the nanoscale (F Redl et al. 2003 Nature 423 968). The physical properties of a material depend largely on its structure. Take the differences between graphite and diamond. Both materials are made of pure carbon, but the different arrangements of their atoms in space are responsible for the difference between pencils and precious jewellery. The structure of a material is not only of importance at the atomic scale. Opals, for example, are colloidal crystals of silica microspheres, and their beautiful colouration is due to optical diffraction by their micro-scale structure. Structure on different length scales determines many other physical properties: graphite, for example, has a layered structure, which means that its electronic conductivity is anisotropic. The work of Murray and co-workers at Columbia University and the University of New Orleans now suggests that the structure of materials can also be controlled on the nanometre scale. In the September issue of Physics World Matthias Brust describes how this new material could have applications in the IT industl could have applications in the IT industry. (U.K.)
On 8 and 15 October, 58 people took the plunge and headed to the Varembé swimming pool in Geneva for their first taste of scuba diving at one of the CERN scuba club’s free trial dives. Club president Alberto Pace, left, taking a new recruit on his first dive. The CERN scuba club was making waves down at the Varembe swimming pool on Wednesday 15 October. Thirty-six people turned up to the club’s second free trial dive. "It was fantastic," said Jörg, one of the new recruits, after his first ever dive. "I’ve always wanted to try diving and this was a free lesson, so I thought I would come and have a go." Fourteen of the club’s fully qualified instructors were there to give one-on-one tuition. After a first dive in the normal pool the new divers moved into the deep pool. Some took to the water like fish, and at one point an impromptu game of aqua-Frisbee broke out, five metres below the surface. Richard Catherall, who organi...
Full Text Available So take good care of time, therefore and how you spend it. -from " The Cloud of Unknowing"Yesterday it was a thousand small coinsringing in your pocket, your hand dipping in, scooping threeat a time, giving them away. Often you'd drop onein the lush grass, unaware it was lost.Spent, tarnished, it is irretrievable.Today time comes to you in a different disguise:a bold of fine silk, vermillion or blue, you measure itlike a woman preparing to sew.Tomorrow, watch out, it comes as something else-thunderstorm, slant rain, February blizzard that drives you inside.Insomniac, you pace and cursethe blue glow of television, computer screen, radio.Soon enough, time will come to you as you were once,newly born and difficult to recognize. You could mistake itfor an elderly coughing man or a woman overrun with disease.Do not stop your ears against its cry.It will ask you to return any small change.It will say, cherish every moment under the leaden sky.
Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa
This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.
Hiring an outside billing company can increase a practice's collections. Medical billing companies offer data entry, monitoring and review of explanations of benefits, patient billing, management of accounts receivable, and follow-up on unpaid claims and patient balances. Doing some research on the front end can help physicians choose a legitimate company and avoid billing and collections headaches down the road. PMID:21633939
Decision taking can be performed as a service to other parties and it is amenable to outtasking rather than to outsourcing. Outtasking decision taking is compatible with selfsourcing of decision making activities carried out in preparation of decision taking. Decision taking as a service (DTaaS) is viewed as an instance of so-called decision casting. Preconditions for service casting are examined, and compliance of decision taking with these preconditions is confirmed. Poten...
Chamoso, J. M.; Caceres, M. J.; Azcarate, P.
Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…
Leer y tomar apuntes para aprender en la formación docente: un estudio exploratorio (Reading and Taking notes for learning in teacher training: an exploratory study(Lire et prendre de notes pour apprendre dans la formation de l?enseignant: une étude exploratoire(Ler e tomar notas para aprender na formação docente: um estudo exploratório
Full Text Available ResumenLeer y escribir pueden ayudar a aprender conte- nidos disciplinares, aunque la función epistémica no es una propiedad natural de estas prácticas, sino una potencialidad que depende de cómo se las ejerza. Para identificar cómo se utilizan la lectura y la escritura en la formación inicial de docentes de Ciencias Sociales, se observaron cla- ses y se entrevistó a profesores y estudiantes de dos asignaturas de instituciones argentinas. En- contramos dos maneras contrastantes de incluir la lectura según prevalezcan en la enseñanza modelos didácticos dialógicos o monológicos, que repercuten en cómo los estudiantes utilizan la lectura y las notas de clase para estudiar.AbstractAlthough the main function of reading and writing is not epistemic in itself, if used correctly it may assist the develop- ment of specific knowledge. In order to identify how reading and writing are used in basic teacher training in social sciences, lessons were observed and students and lecturers of two courses at Argentinian institutions were inter- viewed. Two contrasting ways to employ reading were found, which are chosen according to dialogue or monologue based didactic models, and influence the way reading and taking notes are used by students.RésuméLire et écrire peuvent aider à apprendre les contenus disciplinaires, même si la fonction épistémologique n'est pas un attribut naturel de ces pratiques, mais si un potentiel qui dépende de comment on les utilise. Pour identi- fier comment on utilise la lecture et l'écriture dans la formation initiale des enseignants de Sciences Sociales, on a observé les cours et on a interviewé aux professeurs et aux étudiants de deux cours d'institutions argentines. On a trouvé deux façons opposites d'inclure la lecture selon prédomine dans l'en- seignement les modèles didactiques dialogiques ou monologiques, qui ont une répercussion dans la manière dans laquelle les étudiants utilisent la lecture et la prise de notes pour étudier.ResumoLer e tomar notas pode ajudar na apren- dizagem de conteúdos disciplinares, ainda que a função epistêmica não seja uma propriedade natural destas práticas, mas uma potencialidade que depende de como são exercidas. Para identificar como se utilizam a leitura e a escrita na formação inicial de docentes de Ciências Sociais, observaram-se aulas e entrevistaram-se professores e estu- dantes de duas disciplinas de instituições argentinas. Encontraram-se duas ma- neiras contrastantes de incluir a leitura, conforme prevaleçam no ensino mode- los didáticos dialógicos ou monológicos, que repercutem em como os estudantes utilizam a leitura e as anotações de aula para estudar.
SØrensen, Birgitte Holm; Meyer, Bente Tobiesen
This paper deals with the challenges related to the development of an educational design for learning games. The focus will be on how instructional and introductory texts that are integrated in specific game-based platforms address teachers, and how and why these texts can be developed as part of the educational design of game-based learning. In the paper we shall conceptualize these texts as paratexts, following Genette’s terminology. In the paper we shall present an on-going development of an educational design concept for learning games with a focus on how teachers are and can be included in the design of game-based learning platforms. The teacher’s role is important in a game based school practice, as the teacher develops new functions as a teacher and new positions in relation to the students. A number of studies show that teachers often fail to take an active role when games are used in the classroom, as they often rely on the pupils to know what to do or believe that the students are active and engagedand therefore engaged in learning, when they are playing. However, the studies also show that the teacher’s role is imperative to the students’ benefits from learning, and often the pupils criticize the teacher’s failure to participate. Based on empirical studies we shall analyse different ways of employing paratexts directed to the teachers and in the educational design of game-based learning environments, and discuss what design aspects should be considered when addressing the teachers.
Belinda Bustos Flores
Full Text Available Texas like many states is facing a teacher shortage. The author suggests that the teacher shortage should be considered in light of the diverse school population. Across states there is a need for well-prepared teachers to work with linguistically and culturally diverse school populations. Thus, areas such as bilingual education continue to be critical shortage areas. While different attempts are currently underway to increase the number of preservice bilingual educators, another way districts have addressed this issue is to employ foreign-trained teachers as paraprofessionals or as teachers. Recently, Texas passed a regulation that would allow legally residing foreign-trained teachers to become certified Texas teachers upon passing the appropriate teacher competency exams and demonstrating English proficiency. The passing of this "fast-track" regulation appears to demonstrate that the state board is thinking out of the box by tapping into a community's resources and acknowledging that immigrants can offer the community services beyond menial tasks. However, the researcher cautions that such actions may not increase the number of teachers and may not assure teacher quality. To support this notion, the researcher offers an analysis of a university's experience with the integration of legally residing foreign-trained Mexican teachers in their bilingual education teacher preparation program. The researcher posits that increasing the number of qualified teachers does require for entities to think out of the box, such as tapping into a community's natural resources; nevertheless, any plan of action should be critically examined and deliberated.
Bergstra, Jan A
Decision taking can be performed as a service to other parties and it is amenable to outtasking rather than to outsourcing. Outtasking decision taking is compatible with selfsourcing of decision making activities carried out in preparation of decision taking. Decision taking as a service (DTaaS) is viewed as an instance of so-called decision casting. Preconditions for service casting are examined, and compliance of decision taking with these preconditions is confirmed. Potential advantages and disadvantages of using decision taking as a service are considered.
HAMLET (Highly Automated Multimedia Light Enhanced Theatre) was the star performance at the recent finals of the `Young Engineer for Britain' competition, held at the Commonwealth Institute in London. This state-of-the-art computer-controlled theatre lighting system won the title `Young Engineers for Britain 1998' for David Kelnar, Jonathan Scott, Ramsay Waller and John Wyllie (all aged 16) from Merchiston Castle School, Edinburgh. HAMLET replaces conventional manually-operated controls with a special computer program, and should find use in the thousands of small theatres, schools and amateur drama productions that operate with limited resources and without specialist expertise. The four students received a Â£2500 prize between them, along with Â£2500 for their school, and in addition they were invited to spend a special day with the Royal Engineers. A project designed to improve car locking systems enabled Ian Robinson of Durham University to take the `Working in industry award' worth Â£1000. He was also given the opportunity of a day at sea with the Royal Navy. Other prizewinners with their projects included: Jun Baba of Bloxham School, Banbury (a cardboard armchair which converts into a desk and chair); Kobika Sritharan and Gemma Hancock, Bancroft's School, Essex (a rain warning system for a washing line); and Alistair Clarke, Sam James and Ruth Jenkins, Bishop of Llandaff High School, Cardiff (a mechanism to open and close the retractable roof of the Millennium Stadium in Cardiff). The two principal national sponsors of the competition, which is organized by the Engineering Council, are Lloyd's Register and GEC. Industrial companies, professional engineering institutions and educational bodies also provided national and regional prizes and support. During this year's finals, various additional activities took place, allowing the students to surf the Internet and navigate individual engineering websites on a network of computers. They also visited the Millennium Dome site, constructing a model of the Dome and designing a range of Dome exhibits from innovative assembly kits. Details of the 1999 competition will be available from the Engineering Council at 10 Maltravers Street, London WC2R 3ER (tel: 0171 240 7891, http://www.engc.org.uk).
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.
Full Text Available Science teacher education is an essential component in the entire system of science education. Currently, there is a lack of appropriate theory to describe and explain the complex phenomena and problems involved in science teaching and teacher education, and to provide effective guidance for policy-makers and practitioners. However, a range of theoretical viewpoints concerning science education and teacher education in general have been articulated in recent years. The aim of this article is to summarize some of the main theoretical perspectives in this area, so that they can be referred to in practical works and future research studies on science teacher education.First, contemporary views on the goals of science education and the principles of science teaching, assessment and teacher education have been articulated by a number of science educators and professional organizations worldwide (NRC, 2000; 2007. These theoretical viewpoints are based on a wealth of findings from research studies on students’ learning of science carried out in the past few decades. It was noted that learning with understand is the focus of the latest scientific studies on students learning, that is, cognitive processes involved in learning are the main research interests. Our new understanding of students’ learning indicated that students are active learners, their attention, memory, sense-making, problem solving, understanding and acquisition new knowledge are strongly influenced by their prior knowledge, skills, and conceptions. In addition, it was found that students’ inquiry skills and their understanding of basic science principles are closely related, and that meta-cognition plays an important role in science teaching and learning. The implications for science teacher education is that teacher education institutions are expected to provide opportunities for teachers to develop the knowledge, skills, and teaching approaches which will enable them to create better learning environments for their students. The importance of science teachers’ development of pedagogical content knowledge in school contexts is emphasized.Secondly, turning to literature on teacher education in general, theoretical perspectives on the purposes of teacher education, teachers’ professional qualities and teachers’ learning to teach are respectively discussed. Summarizing the analysis of Zeichner and Joyce, Doyle (1990 outlined five paradigms in teacher education programs, including teachers as good employees, junior professors, fully functioning persons, innovators, and reflective practitioners. Five conceptual orientations of teacher education programs are described by Feiman-Nemser (1990, including academic, practical, technological, personal, and critical/social. Doyle (1990 discussed teacher professional qualities in great length, by pointing out a sharp distinction between the professional-technical knowledge base emphasized by traditional competence-based teacher education program (informed by process-product research studies and the kind of personal practical knowledge that teachers actively constructed within the social environment in school contexts. The former emphasizes direct instruction of generalized knowledge and skills in teaching, while the later emphasizes teachers’ roles in making personal meaning, insight, and creativity within a specific context. Doyle (1990 strongly suggested that successful teacher education program and research studies can be designed if one combines fruitfully the strengths of both knowledge types mentioned above. Korthagon (2004 and coworkers have done comprehensive research studies along the same line. In addition to point out that teachers change take place successively through a layered structure from environment, behavior, competencies, beliefs, identity, to mission (the innermost layer, they proposed that in learning to teach, mathematics teachers and possibly teachers in other fields as well, develop through a sequence of three stages, namely, gestalt formation, schematization, and t
Examines means of achieving dispositional educational aims (rationality and caring) by redesigning teacher education programs. Prospective teachers must be prepared to cultivate rational, caring dispositions in themselves to encourage these dispositions in their students. (SM)
Shuls, James V.; Trivitt, Julie R.
This study examined the relationship between observable teacher characteristics and productivity as measured by an increase in student achievement on a standardized test using a value-added approach. This analysis focused on teachers of algebra, geometry, and 11th grade English Language Arts in Arkansas. The authors generated a value-added score…
Increasingly, many teachers see their roles encompassing not only teaching specific content and mentoring students, but also functioning as front-line social workers. This Digest examines factors that may influence teacher morale and offers suggestions for preserving or restoring morale. Administrative support and leadership, good student…
Myers, Donald A.
The belief that teachers are professionals has become so pervasive during the past one third century that it is increasingly viewed as a fact. This article reviews the 13 characteristics of a profession advanced by sociologists of occupations, and it provides evidence that teachers fall far short of achieving them. However, it is noteworthy that…
Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia
If we make a balance on the training received by the university professors to exercise its teaching skills we can find in Spain institutions, like Institute of Education Sciences (ICE), that have more than 40 years of existence, have been developing this role with great success and have data from this experience. It is true that only a few universities have created and promoted these institutions mostly from 70 Law and even today continue to develop training, modernized and adapted to the current needs of each university. Even some of them have created new ones, changed the name to Centers of Excellence or Innovation although not their functions, others such as the Universidad Politécnica de Madrid (UPM), have incorporated these features of quality, innovation to their current actions. Despite this training in some universities, it is a voluntary and individual fact that every teacher, either by joining teaching for the first time or when want to upgrade, renovate or simply as a form of share experiences with other fellow teachers of other grades and may have the same problems. Looking at the same university context, in other countries, we see something similar in regards to common joint rules for access to the teaching profession as in other types of training, and also differences occurs in the recognition that training is done, unlike that resolves research and innovation taking place in the university. From a teacher training institution as the ICE at UPM, with a long experience in this training, we have managed to consolidate the organization and actions. In addition, we have learned to capture teachers attention, trying to find an appreciation for " the value of training " by the need to upgrade and the fact of knowing innovative methods and techniques to help them improve their teaching by, first, that students learn more and better themselves and, second, that teachers, mastering techniques, feel increasingly confident in the classroom and to the satisfaction of what they do is well done. Although this statement can be seen truncated as in the current moment research has higher priority versus teaching and scientific publications address the training and even mobility management or come to have more value than the training itself and learning along the life, although this phrase is used a lot from Bologna called Treaty. In these circumstances it is very difficult to practicing teachers, their training and educational needs updating, because what they are going to value professional development is, first, their research experience, giving the highest score at CV than to your educational background, teaching experience, also valued more educational management and administration. In this work we will provide objective data on the results regarding the university teachers training and different learning models that we have developed, as well as the achievements on the level of participation in the last ten years, the level of satisfaction and the innovation performance in the classroom, after receiving training. In addition, we would like to raise a discussion forum on the future of university faculty training for the profession of teaching and provoke interest here some questions for discussion and possible solutions: • Where should we focus on the university teachers training? • What is the status of university teacher Centers training in other EU countries? • What are the training models in other countries of the European Union? • What is the value and who appreciates the teacher training? • Should be mandatory or would be detrimental and would not be interested? A teacher should be an expert, brushing or reaching the excellence of their own knowledge, not to mention minimum-pedagogical training bases. Otherwise he will be an excellent researcher, something that is always needed, but mediocre or bad teacher that can cause irreparable damage to some students that fall in his class.
Ug?urlu, Yrd Doc? Dr Celal Teyyar
Problem: Relation styles of education inspectors that take into consideration ethic values can provide teachers to have more morale and loyalty while working for their schools and students. Secondary school teachers’ opinions related with ethic behaviors of education inspectors and sample situations the teachers have experienced are brought out by this search. Population of this study concerns 42 primary schools from Ad?yaman and its central counties. As applying to this poll at schools wi...
Yavuz Akbulut; Cem Çuhadar
The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by the assignment of take-home reflection papers. Document analysis on reflection papers led researchers to find out underlying themes regarding partic...
The long-term objective of our research is to develop the instrumental approach for teachers. A first step, presented in this paper, is to observe stable behaviours of teachers using internet resources in mathematics. We retain the scenarios as indicators of the genesis processes. We propose a scenario taxonomy taken from categories elaborated by computer sciences specialists and complemented to take into account didactical aspects. The descriptions provided by teachers permitted to observe an evolution of their scenarios elaboration's practices.
Abha Eli Phoboo
CERN physicists travelled to South Asia last month to bring a plethora of particle physics events to schools, universities and public venues. The initiative was the first of its kind in the region, and brought CERN particle physics to a new audience in Nepal and India. Kathmandu University students take part in an ATLAS virtual visit. On 19 December 2014, students from Kathmandu University and Tribhuvan University, Nepal and 16 schools in Punjab, India took part in a joint virtual visit to ATLAS. The visit, which was the first of its kind in South Asia, followed a two-day Masterclass in particle physics that took place simultaneously in the two countries. The Masterclass was organised as a part of Physics Without Frontiers, an International Centre for Theoretical Physics project in partnership with CERN. Besides the Masterclass, physics workshops led by ATLAS physicists Kate Shaw, Joerg Stelzer and Suyog Shrestha were held for high school students and science teachers in three different d...
Full Text Available Women are underrepresented in leadership positions in Turkish work life as well as in other countries. There are some social and personal barriers preventing women from managerial positions. One of the area in which women are underrepresented is school leadership. The main purpose of this study is to describe the attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions in schools. In accordance with the main purpose of the study it was investigated whether there were any differences between the attitudes and the views of the primary teacher and the primary pre-service teachers. The attitudes and the views about the barriers facing female teachers in school leadership were also compared according to gender and the grades of the primary pre-service teachers. Data were collected from 114 primary teachers working in primary schools in Çayeli district and 192 primary pre-service teachers attending primary school teacher training program in the Faculty of Education in Rize University.The attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions were described in two dimensions, personal attitudes and views, and social attitudes and views. Study results revealed that the attitudes and views differentiated significantly due to gender and position (teacher or pre-service teacher in both dimensions. Moreover, it was indicated that gender and the position of the primary teachers and the primary pre-service teachers have significant joint effects on the personal attitudes and views whereas joint effects of the gender and positions on the social attitudes and views were not observed at statistically significant level. As a conclusion, study results indicated that female primary teachers and female primary pre-service teachers have not negative attitudes and views for female promoting to school leadership as much as their male counterparts. However, female primary teachers and female primary pre-service teachers seemed to accept voluntarily the social female roles more than male primary teachers and male primary pre-service teachers.In accordance with the study results some suggestions were developed. First of all, it was proposed that traditional gender roles should be redefined in Turkish Educational System. Secondly, gender discrimination subject might take place in teacher training programs. Moreover, further gender studies were recommended in terms of motivation, stress, work satisfaction, work performance, work commitment and organizational culture.
Strong, Donna Dorough
The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of coping with the stress of these changes. The discussion includes meta-assertions and recommendations concerning the leadership and planning process for movement to a middle school philosophy, the most appropriate building structure for meeting needs of science teachers, teachers as curriculum makers, and the nature of middle level professional development for experienced science teachers.
... our exit disclaimer . Subscribe Should You Take Dietary Supplements? A Look at Vitamins, Minerals, Botanicals and More ... of all Americans take one or more dietary supplements daily or on occasion. Supplements are available without ...
The international trend of redesigning science curricula in terms of meaningful context-based programmes, involves a tremendous change in teachers’ practices. The successful implementation of such new curricula requires that teachers develop new domain-specific expertise in teaching innovative materials. The development of this new expertise often takes place in professional development programmes in which teachers design, implement and evaluate curriculum materials in collaborative setting...
In this paper, I analyse the history of teacher education in Australia from 1974 to the current policy moment in which questions are increasingly being asked about the quality of teaching and teacher education. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, we have seen more than 100 reviews of…
Cohen, Anat; Kalimi, Sharon; Nachmias, Rafi
This research examines the usage of local learning material repositories at school, as well as related teachers' attitudes and training. The study investigates the use of these repositories for enhancing teacher performance and assesses whether the assimilation of the local repositories increases their usage of and contribution to by teachers. One…
Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher can...
Dibapile, Waitshega Tefo Smitta
The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…
Lai, Manhong K.
In the late 1990s, Hong Kong and Shanghai began placed increasing emphasis on teacher development to raise the overall quality of education. As such, this research is guided by three questions: First, what approaches to teacher development have Hong Kong and Shanghai used? Second, in the views of teachers in the two cities, how have the different…
Webster, Nina Lee; Valeo, Angela
English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT)…
Metzler, Michael W.; Lund, Jacalyn; Gurvitch, Rachel
Teachers are regularly exposed to a number of new and innovative technologies, ideas, philosophies, systems, and experiences from the time they enter teacher education to the time they leave the profession. A predictable result of this increased exposure is that teachers are regularly faced with decisions about whether to incorporate one or more…
Waggoner, Dorothy; O'Malley, J. Michael
The 1980-81 Teachers Language Skills Survey shows dramatic increases in number and quality of professionally prepared bilingual education teachers since 1976-77, when the first training programs funded by the Bilingual Education Act were started. However, less than 25 percent of the teachers teaching bilingually in 1980-81 had basic qualifications…
Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…
Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne
The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…
Reid, Jo-Anne; Santoro, Ninetta
The identity work engaged in by Indigenous teachers in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous…
This study gives guiding principles for constructing strategic-oriented college teacher performance management system, including strategic orientation, systematicness, reliability, efficiency, operability and dynamism; it also designs a dynamic circulation process which takes achieving college strategic management objective system as the center and contains four key links: Making plans for college teacher performance evaluation, performance tutorship and implementation, performance evaluation...
Jacobson, William C.
The Cedar Rapids, Iowa, Plan for Instructional Improvement requires principals to take part in several workshops and activities to learn how to analyze what goes on in the classroom. Principals then direct teacher inservice training by conducting staff meetings, small seminars, and classroom observation followed by teacher conferences. (MLF)
Mike Lamont for the LHC Team
The LHC is continuing to perform well and an integrated luminosity of over 5fb-1 has now been delivered to ATLAS and CMS. While keeping a close eye on beam induced heating and vacuum quality, the bunch current has been gently raised to over 1.4x1011 protons per bunch. This has given a peak luminosity of 3.6x1033 cm-2s-1. Some long fills have helped production and recent high points include 120pb-1 delivered in one fill and 580pb-1 delivered in one week. Time has also been devoted to some special physics runs for TOTEM and ALFA. In these runs, the beam is de-squeezed to a ß* of 90 m in ATLAS and CMS. This is instead of the usual 1m ß*, and gives a larger beam size at interaction points. The increased beam size results in a reduced beam divergence at the interaction points. This permits TOTEM and ALFA to probe low-angle scattering and allows them to measure the total cross section of proton-proton interactions and the absolute luminosity cal...
Contemporary reforms of basic schooling stand or fall with highly educated professional teachers. Teacher education of course is a key factor in this respect, but evidence also points to the fact that the world’s most improved school systems are getting better by the development of teacher capacity as a source of innovation in the teaching context and in co-operation with peers (Mourshed, Chijoke, & Barber, 2010). A clear trend can be observed in direction of paying still more attention to the processes in school reforms, i.e. to the quality of what actually happens in schools and class rooms and how well it is performed. High performing countries do not only praise the quality of the individual teacher, which is important, they also focus on support on the job, the importance of strong professional learning communities, and teachers possibility of taking part in successful school development (Hargreaves & Fullan, 2012). Teaching in a school-system steered by competence goals requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. With today’s strong focus on student outcomes, teachers are expected to embrace diversity with different pedagogical practices, and being inventive about personalizing educational experiences to teach in a learner centered way. The transition from teacher education to the teaching profession is often by beginning teachers regarded as demanding and critical. How demanding this transition will be, however, depends on how well teacher education has prepared the student for the teaching profession and what experiences the beginning teacher has during his or her first year of practice at the school. The Scandinavian countries like other European countries (e.g. Germany) have over the latest years introduced competence goals in their teacher education programs. These goals pay – compared to the previous goals –more attention to the development of professional skills of the teacher. The presentation will explain how competence based goals in the subjects of teacher education are created. It will also elaborate on capacity building as a force to improve teacher competences for diagnosing students’ learning problems and the ability to draw from a wide repertoire of possible teaching methods appropriate for the diagnose.
Anderson, Lorin W.
In the United States teacher autonomy has been declining for at least a decade. This decline can be attributed in large part to three factors. First, uniform staff development programmes based on research on effective teaching have become widespread. Second, classroom observations have become an integral part of imposed teacher evaluations. Third, school principals have been called on to assume the role of `instructional leader'. While some may perceive the decline of teacher autonomy negatively, at least two benefits of this decline have been identified. First, a `common language' by which teachers can discuss the problems and potential of instruction and teaching among themselves and with school administrators is developing. Second, the likelihood that teachers will achieve a truly professional status is enhanced. Many educators write as if the natural result of a decline in teacher autonomy is standardization; that is, the cloning of teachers. This article negates such pessimism. Teacher autonomy, like many educational variables, exists along a continuum. As a consequence, a midpoint on the autonomy continuum — a balance between uniqueness and standardization, between license and responsibility — is the desirable state of affairs. Finally, autonomy should be earned by teachers, not simply given to them. In this regard, greater concern should be given to teachers' preparation for, and induction into, their roles as school teachers. Similarly, increases in autonomy should mirror increases in teacher status; status defined in terms of teacher experience, expertise, and excellence.
Mathematics teachers work with resources in class and out of class. Textbooks, in particular, hold a central place in this material. Nevertheless, the available resources evolve, with an increasing amount of online resources: software, lesson plans, classroom videos etc. This important change led us to propose a study of mathematics teachers documentation. Mathematics teachers select resources, combine them, use them, revise them, amongst others. Teachers' documentation is both this work and ...
Full Text Available Education researchers and school administrators have faced the challenge of motivating teachers to higher levels of performance. In this regard, teacher motivation increases classroom performance and, accordingly, improves schooling and the overall quality of the school system. The purpose of this paper is to investigate the different types of motivational factors, both intrinsic and extrinsic, that influence teacher performance and contribute to teacher motivation.
The United States' education system needs to take its critical next step: fairly and accurately measuring teacher performance. Successful reforms to teacher pay, career advancement, professional development, retention, and other human capital systems that lead to better student outcomes depend on it. Where can the U.S. find the best-practice…
Ngala, Frederick B. J. A.; Odebero, Stephen O.
Results-based management has gained currency in Kenya. After pre-service training, teachers take various staff development programmes to enhance their role effectiveness. Many studies which have associated staff development with employee productivity have not delved into the actual mechanisms in which staff development impact on teachers'…
Bullough, Robert V., Jr.
Taking the form of a personal essay, the author describes developments within teacher education in the USA over a 40-year period, since the founding of "JET." Beginning with his work within teacher education as a graduate student and moving across time, he describes major movements in teacher education, discusses several of the most…
Virmani, Elita Farine Amini
The goal of this study was to examine the effect of early childhood mental health consultation on teacher sensitivity over time, taking into account specific characteristics of early childhood mental health consultation that contribute to change in teacher sensitivity. One-hundred and forty-one early childhood teachers, serving economically…
Educational reform is taking the nation, teachers are nearing retirement age, some teachers are choosing early retirement, and teachers are exiting the profession at a significant rate. Collectively, these trends in education present staffing and training concerns for today's schools. The purpose of this case study was to examine how…
Lata Shivaji Patil; Vinaya Keshav Kamble
The student who take admission in college of education to become teachers have to study basic subjects and principles of education, as well as do some practical work. The practical work and its practice is equally important. Teacher training colleges give more importance to difference skills, methods, principles, definitions ideas, techniques and helps student-teachers to acquire these skills for effective teaching, based on which the student-teachers prepare lessons plans, take guidance for ...
Van Nuland, Shirley
Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…
Take-Home Physics is an excellent resource for high school physics teachers who want to devote more classroom time to complex concepts while challenging their students with hands-on homework assignments. This volume presents 65 take-home physics labs
Harris, Robert B.
This study assessed the impact of the "Give & Take" economic films and materials on the economic understanding of eighth grade students, relative to traditional economics instruction without the series. Also tested was the proposition that teachers trained in the use of "Give & Take" can serve as resource persons for untrained colleagues who wish…
Garci?a Merino, Iva?n
There is a stereotype that takes for granted that a native speaker is by nature the best person to teach his/her foreign language. This assumption leaves little room for non-native teachers. A comparison of these two kinds of teachers is made following Medgyes' 3 dimensional framework: native/non-native, non-native/ non-native and native/native. The aim of this article is to analyze their differences in order to prove that non-native teachers have some advantages which shoul...
Pals Svendsen, Lisbet; Mondahl, Margrethe
Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.
Roselaine Machado Albernaz
Full Text Available This essay approaches the Mathematics teacher forming process from his/her experiences in the school system and the set of knowledge that hashistorical, philosophical and politically constituted him/her. This set of knowledge not only comprises academic knowledge, but also involves the subjective effects of knowledge it incorporates. Starting from a tale, the character, called ‘researcher-teacher’, conducts the text throughout questions about the forming processes of teachers of such a particular subject as Mathematics. The character seems to have an “interrogative something” which is peculiar to us, teachers, concerned about our disciplinary field. Having the objective of problematize the formation and knowledge of our character, her ways of being, thinking and perceiving, we intend to question, with and through her, the new requirements that have been demanded towards Mathematics teachers and the set of knowledge that constitute her, the way she is, her way of acting and taking position in the school universe. The proposed essay seeks for an articulation between the fields of Art, Philosophy, Science and Education. It speaks about the intriguing school world, but not least, the ways we think to treat the forming process of Mathematics teachers from a set of logical, subjective and sensitive knowledge. Key words: Forming process of teachers; mathematics; aesthetic experience; philosophy of difference.
Jones, Brett D.; Egley, Robert J.
The purpose of this study was to investigate whether teachers perceived Florida’s high-stakes testing program to be taking public schools in the right direction. More importantly, we sought to understand why teachers perceived the tests to be taking schools in the right or wrong direction. Based on the survey results of 708 teachers, we categorized their concerns and praises of high-stakes testing into ten themes. Most of the teachers believed that the testing program was not taking schools...
Luft, Julie A.; Wong, Sissy S.; Semken, Steve
The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate…
Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia
Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…
Akbari, Ramin; Tajik, Leila
Second language teacher education community has become increasingly interested in the pedagogical knowledge base of teachers as a window into practitioners' mental lives. The present study was conducted to document likely differences between the pedagogic thoughts of experienced and less experienced teachers. Eight teachers participated in the…
Stevens, Jessica Ann
The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who…
Adcock, Lee; Bolick, Cheryl
Teacher educators are constantly revisiting and revising their teacher education programs. Historically, research, educational policy, and accreditation requirements have been the impetus for renewal in teacher education. For the past 20 years, technology innovation has played an increasingly significant role in rethinking teacher education. This…
Gou, Bin E.; Pan, Yining; Wang, Shan
Our study constructs mathematical model to predict the demands of teacher in primary school and middle school by analyzing education data of Sichuan Province, PRC, in years past. The study pointes out that, it is in urgent need to adjust the strategic layout of teacher development in Sichuan Province of China due to decrease in demand and increasingly fierce competition among teacher for compulsory education, shortage of teacher for senior high school, backward development of teacher...
V. SRIDHAR, P. SHREELA, B. SRIKANTH, T.SHIVAKRISHNA REDDY
Full Text Available Now a day’s airplane is widely used vehicle. So it is very important to check the condition of the flight before it is take off. The main intension of this project is to check the fuel condition and temperature of the flight. According to this project whenever the temperature is high or fuel is low, the microcontroller display this information on LCD and intimate through buzzer.In this paper the microcontroller plays a major role in transmitting data to RF transmitter and here the data is transmitted using RF communication. In transmitter side microcontroller directs the data obtained from PC and at the receiver side microcontroller receives the data from the RF receiver and given to robot. Here we are using temperature sensor to read the temperature value. If the temperature value crosses the threshold value then the given data is send to the controller to display on the PC which is on the section II through ADC.Fuel indicator with two levels, low level and medium level. This we can achieve as used in cars, the gauge consists of two parts: The sensing unit and The indicator The sensing unit usually uses a float connected to a potentiometer. Typically printed ink design in a modern automobile. As the tank empties, the float drops and slides a moving contact along the resistor, increasing its resistance. In addition, when the resistance is at a certain point, it will also turn on a "low fuel" light on some vehicles
Scherrer, D. K.; Moldwin, M.; Rabella-Soares, M.; Reiff, P.; Sumners, C.; Yizengaw, E.
Africa needs to develop a space physics research structure, and a key goal of the United Nations-sponsored International Heliophysical Year (IHY) is to provide support to those efforts. One key focus of IHY is the deployment of networks of small instruments to encourage development of space science research and educational infrastructures in developing nations. In addition to new scientific discoveries and advancing space science research in Africa by establishing scientific collaborations between scientists in developed and developing nations, an IHY objective is to increase the number of space scientists and increase the scientific awareness about the importance of the space science In order to develop space science research infrastructure, space science educational infrastructure also needs to be developed to support the long-term operation and use of the science instrumentation. Developing nations need to develop the necessary training and encouragement of students to enter and excel in scientific fields. In response to these needs, the authors, working under the auspices of the AGU Space Physics and Aeronomy Education and Public Outreach (SPA EPO) Committee, organized a Geophysics Information for Teachers (GIFT) workshop for Ethiopian high school physics educators on 10 November 2007 in Addis Ababa, capital of Ethiopia. The workshop, held in conjunction with the IHY-Africa Space Weather Science and Education Workshop, gathered together 62 high school physics teachers from around the country for a one-day professional development program that focused on fundamental physics concepts relevant to space weather. Our presentation will describe the workshop, the challenges of launching such a program, and present results from the assessment surveys taken by teachers at the end of the workshop.
Thota, Neena; Negreiros, Joao G. M.
The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the…
Wang, Zhi-guo; Zheng, Yu
After China's entry into the World Trade Organization (WTO), teachers have been confronted with many opportunities and challenges. Lifelong education strategies are problems we should take into account carefully. This article expounds the objective demands, ideas, content, measures and functions of lifelong education.
Goodman, Jesse H.
As John Dewey noted in his last book, each generation, in its turn, must assume responsibility as caretaker of democracy. He noted that one should never take democracy for granted. Everyone lives in an imperfect democracy, and teacher educators should play their part in protecting, nurturing, and advancing democratic ideals, rituals, values, and…
In this study, it was aimed to take the views and suggestions of academicians working at the faculty of education on what can be done about teacher candidates' responsibility education. This study was designed on the basis of qualitative research approach and purposive sampling method was used. Data were collected by unstructured interview method…
Becker, Eva S.; Keller, Melanie M.; Goetz, Thomas; Frenzel, Anne C.; Taxer, Jamie L.
Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers’ emotions in the classroom. More specifically, the relationships between students’ motivation and discipline and teachers’ enjoyment and anger were explored, as well as if these relationships are mediated by teachers’ subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2–3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students’ motivation and discipline explained 24% of variance in teachers’ enjoyment and 26% of variance in teachers’ anger. In line with theoretical assumptions, after introducing teachers’ subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers’ enjoyment and anger respectively. The effects of students’ motivation and discipline level on teachers’ emotions were partially mediated by teachers’ appraisals of goal conduciveness and coping potential. The findings imply that since teachers’ emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.
Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in…
Thornberg, Robert; Og?uz, Ebru
The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model...
SADAF NAZ, MOHAMMAD MAJID MEHMOOD BAGRAM and SHAHZAD KHAN
In Education sector the role of teachers is important because they are responsible for the growth and building of students. In certain institutions teacher turnover has been observed. This research is conducted that how teacher turnover influence the performance of the students. For the purpose the private universities of Peshawar Pakistan were targeted to identify the impact of teacher turn over on the student’s performance. Study use randomly two private university and take the previous t...
Full text: Besides renewable energy forms, the nuclear energy seems to be of the greatest importance now. Recently the nuclear technology has developed almost in all domains of human activity. Unfortunately, common knowledge about physical processes involved in the nuclear energetics and furthermore, about the specific, nuclear radiation effects on the living tissues, is still very poor among the secondary and university students. We can find proofs for this statement in everyday situations and in literature. Thus, we should take every opportunity to speak about the complex nuclear problems, and that much more of the school time should be spend on teaching radioactivity phenomenon. We should acquaint students both with benefits and risks of the nuclear energy applications. Knowledge is certainly the cheapest way to prevent any nuclear danger. Taking this into account we designed the proposition of projects aimed at increase of nuclear issue knowledge and awareness among teachers and students: Project RADONET; Computer aided investigations of radioactivity with the use of GM detector; Competition 'Radioactive World'; Distance lecture on 'Radioactivity Around Us'. The main objective of project RADONET (RADON + NET) was concentrated on answering the question: Radon in our homes - is the risk acceptable? It was based on the concentration of radon investigations in indoor air, ground and drinking water and in the vicinity of TV and computer screens, made by the science tea computer screens, made by the science teachers from Torun. In our opinion, the knowledge about radon and its health risk should be implemented to the interdisciplinary science education as early as possible. Thus, inspiring by English and Hungarian researchers we propose the method of environmental education related to the radon issue. In collaboration with 35 science teachers from different regions of Poland educational research project RADONET for students was performed. The concentration of radon was measured by the use of passive method (TASTRAK detectors). For communication of researchers, teachers and students as well for discussion of the obtained results e-mail, WWW pages, etc. were used. As the result we created the preliminary map of radon concentration in Poland made by students and we got the evidence that the increasing number of teacher and pupils wish to take a part in this kind of educational investigations. Since the phenomenon of radioactivity was discovered by Henry Becquerel, Marie Curie- Sklodowska and Pierre Curie we know, that the 'ionizing radiation' is around us. It can be the stream of particles of the distinct kind - alpha, beta, protons, ions, neutrons and stream of high energy - X or gamma rays. But, naturally some problems arise: where does this radiation come from, how long does it live, is it dangerous to the human body, can we measure its amount and behaviour? In this paper we report our attempt to answer mainly the last question. For this purpose we designed and constructed computer controlled Geiger-Mueller counter with the dedicated software to measure ionising radiation intensity. The menu of the software contains the following options: characteristic of detector, intensity of the ionising radiation and its dependence on distance and type of absorbing material as well as statistical distribution of ionising radiation . Last year, tribute to the 100th anniversary of Maria Curie-Sklodowska Nobel Prize, we organised the competition for educational projects under the general title Radioactive World. The competition was addressed to Polish teachers and their pupils. The Award Committee received 44 projects from upper and lower secondary schools. Knowledge and methodical level of all projects was very high. Most of them engaged not only the science subjects teachers but also specialists of literature, history and art. The committee awarded 15 projects which were the most original and their results were presented to the wide local community by press, radio and TV. The results of the best projects: original lessons plans, pos
Full Text Available The changing nature of teacher professionalism presents an important challenge to teachereducation programs. Teacher professionalism can be broadly defined as the set of teachers’professional knowledge, skills, and dispositions. However, with the increased accountabilityand standards movement, professionalism in education often overemphasizes accountabilityby prioritizing knowledge and skills over dispositions. The move in the field toward‘professionalization’ has generally resulted in systematic reform and professionaldevelopment rather than promoted ‘professionalism.’ This paper explored pre-serviceundergraduate students’ perceptions of teacher professionalism at a major university in NewJersey. The results indicated that the students focused more on ‘performance’ and‘external/outward aspects’ and less on recognizing the complexity and dynamics of theteaching and learning process. The study argues that teacher education programs must beredesigned so that pre-service students have the opportunity to discuss and develop properdispositions, reflect upon their perceptions, and enhance teacher professionalism.
Smith, Korydon; Smith, Carl
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non-career teachers has become more prevalent. Design education has not escaped this phenomenon; non-career teachers, such as graduate and undergraduate students or design practitioners, have become…
The majority of American educators are White, middle class, and female and most textbooks and articles about and for preservice teachers assume its readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the preservice teacher candidates at our Southern California public university. This…
... possible risks for your baby of taking most herbal or botanical supplements. For this reason, avoid them when you are pregnant or breastfeeding. Not all "natural" products are safe, and they are not tested or regulated like other drugs and medicines. Taking too much of a dietary ...
... weight if you need to • exercise and are active • quit smoking • take medicines (if needed) Make smart food choices ... physically active than you are now. Be physically active J ... Go to a “quit-smoking” class. Take medicines Medicines can help you reach ...
Full Text Available This study was conducted in order to investigate the perceptions of university students and teachers regarding responsibilities and abilities related to autonomous learning, and the autonomous activities both inside and outside the classroom. The study also investigated whether these responsibilities, abilities and activities changed significantly according to motivation level and gender. Qualitative data was gathered from 320 students and 24 teachers, together with quantitative data through interviews. The results suggest that students do not take responsibility for their learning although they have the ability, and teachers, themselves, take on most of the responsibilities, by perceiving their students incapable of fulfilling their responsibilities. This study suggests that both students and teachers need to understand the necessity of learner independence, and a training program on autonomous learning should be included in the language curriculum, particularly with regard to administration.
The teachers at 'Science on stage' are not emotionally attached to their chalk. Neither are they are weary old men who sport tweed jackets with elbow-patches and enter into conversation with their blackboards. Actually, 'Science on stage' teachers are far from the cliché of the boring physics teacher who can only inspire yawns from his pupils. Some present the basic principles of mechanics using a bicycle, others explain chemistry with examples from everyday life. The most audacious of them go so far as to explain the Doppler effect by means of a play in which Einstein dreams about jumping cows... These are but a few of the activities and plays that will be shown during the EIROforum1 Science on Stage Festival (organised by 7 European scientific organisations including CERN), to be held from 21 to 25 November at CERN, Geneva. This festival is dedicated to the teaching science in order to make it more attractive. After the first edition 'Physics on Stage' which was held in 2000 at CERN, the laboratory agai...
Girdhar lal Sharma
Full Text Available The Right to Education Act has come into being making it mandatory for the state to provide free and compulsory education to almost 20 crore children in the 6-14 age group till class 8. The Right to Education Act mandates a schedule for the functioning of schools, which includes a teacher: student ratio of 1:30 till a student population of 200 students at the Primary Stage. This would increase the demand for qualified elementary school teachers many times. The country has to address the need of supplying well qualified and professionally trained teachers in larger numbers in the coming years. The NCF 2005 places different demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education.
Full Text Available This contribution takes a closer look at literacy competence-related problems in socially andculturally diverse classrooms. Diversity in language and reading socialization both contribute significantlyto differences in literacy competences, which is something that surfaces in daily teaching practice. Asurvey among 169 primary and secondary school teachers in the Netherlands focused on the perspectiveof the teachers, since they are the ones who have to deal with the diversity in literacy. The extent ofthe problems the teachers indicated as being caused by their students’ lack of literacy competences isconsiderable in all classes. During their day-to-day teaching, teachers of multicultural classes experiencemore problems related to literacy competences than do teachers of monocultural classes. The resultsindicate that it is desirable if not vital to pay attention to the acquisition of literacy competences indiverse, multicultural classrooms in teacher training and refresher courses
Full Text Available A growing body of empirical research shows a relationship between student motivation and learning outcomes in the teaching of English in ESL and EFL contexts. Despite a sound theoretical framework, however, there are few studies which implement strategies intended to increase motivation and report findings. Using qualitative research, this article attempts to link theory with practice and shed light into the factors which demotivate students and act as barriers to effective foreign language learning. Theoretical principles are applied in the classroom and the effectiveness of interventions to increase motivation is assessed. Thus, the article is pragmatic in focus and provides teachers with a tool for analyzing students’ motivation so that they implement effective motivation strategies in the English classroom. The strategies and interventions suggested can be adapted and used by teachers in various teaching situations after taking into consideration their own teaching context.
As part of the Take Charge. Take the Test. campaign, this 60 second PSA encourages African American women to get tested for HIV. Locations for a free HIV test can be found by visiting hivtest.org/takecharge or calling 1-800-CDC-INFO (1-800-232-4636). Created: 3/7/2012 by National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention (NCHHSTP). Date Released: 3/7/2012.
The mythology surrounding the substitute teacher is not a pretty one: Paper airplanes, lost learning, bullying. But as schools collect more information about teacher absenteeism and its consequences, districts and schools are exploring ways to professionalize substitute teaching--or experiment with alternative ways of coping with teacher absences.…
Barnes, Ronald E.; Murphy, John
Peer coaching, teacher input, and focus on teaching improvement are important ingredients in an inservice teacher training program in a Palos Hills, Illinois, school district. Program goals and guidelines for training sessions and peer coaching teams are detailed. (CJH)
Wahlgren, Bjarne; Larsen, Lea Lund
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.
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Electron page includes resources for teaching students about electrons.
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Combustion page includes resources for teaching students about the chemistry behind combustion.
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Isotopes page includes resources for teaching students about the structure and uses of isotopes.
Full Text Available In the last two decades investigation of teachers’ beliefs and conceptions and teachers‘possibilities for change has been one of the points of emphasis in mathematics education. We propose the concept and design of an intervention program including five stakeholders on the basis of a teacher–student–parent–preservice teacher–teacher educator relation. The main idea is comprised of reversed roles in teaching and learning process i.e. elementary school preservice teachers should adopt beliefs and conceptions from the mathematically promising students (age 6-12. The program is defined by 10 relationships among stakeholders and was evaluated from various viewpoints. In this paper, we highlight the effect on the preservice teachers’ competencies during the longitudinal study. We have focused on the gap between desired and achieved competences as viewed by the preservice teachers. Overall results speak in favour of presented approach.
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.
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Fusion page includes resources for teaching students about the discovery and applications of fusion.
Full Text Available Teaching and learning a foreign language is a social process which requires theinteraction of two important parts of the process, the teacher and the students, in a socialenvironment. As this process takes place in a social context, it is inevitable toexperience some problems while teaching the students having different needs, interestsand levels. These problems may be caused by the students, teachers as well as thephysical environment in which teaching and learning take place. It is clear that languageteaching skill is not enough to handle these problems; teachers also need classroommanagement skills so that they are able to manage their classrooms. It is believed thatsuccessful classroom management is highly related to effective instruction. Asclassroom management is a general term that is affected by many factors, theeffectiveness of classroom environment depends on how teachers cope with thesefactors and provide their students with a positive and friendly classroom atmosphere. Itis clear that a detailed analysis of the factors that affect successful classroommanagement and adequate teacher training on how to cope with them will makeunmanageable classrooms manageable which will immediately result in effectiveteaching and learning process. In this article, factors that influence successful classroommanagement will be analyzed and possible solutions to these problems will bepresented.
De Villiers, J.J.R.; De Villiers, Rian
Globally, the popularity of South African teachers is increasing. The recruitment of South African teachers has become an easy solution to fix a shortage of teachers in many industrialised countries. It is being speculated that the aggressive recruitment has a negative impact on South Africa as a source country. This theoretical study addresses South African teachers’ motives for migration, marketing strategies of recruitment agencies, the implications for South African teachers du...
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 ...
Kayarkanni, Dr S.
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...
This podcast describes how to take care of yourself after a concussion, including proper recognition and response recommendations. Created: 3/17/2010 by National Center for Injury Prevention and Control (NCIPC). Date Released: 3/17/2010.
Mayher, John S.
This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture…
A decision is an act or event of decision taking. Decision making always includes decision taking, the latter not involving significant exchanges with non-deciding agents. A decision outcome is a piece of storable information constituting the result of a decision. Decision outcomes are typed, for instance: plan, command, assertion, or boolean reply to a question. A decision effect is any consequence of putting a decision outcome into effect. Decision outcomes must be expected by the decider t...
Full Text Available The high employers demand for seeking the best candidate to perform the job with perfect professional skills make the job market competitive for the job seeking candidates specially the new graduates. The ease of rapid technology transfer and the continuous weak boundaries of the international borders compel the job seekers to continuously upgrade his or her professional skill set. This also affects the traditional role of the teacher in the class in which teacher had to meet the demands of the educational institution and the demands of his class simultaneously. The added dimension would be that the teacher must have to be fully aware with the changing demands of the job market, where students have to be employed. This complex situation requires from the teacher to create a balance between job market, educational institute and students. The classic framework of the classroom skills was not enough for the job market for which students were prepared and where public/private organizational demands frequently increased and changed. To meet these divergent demands teacher have to adopt the leadership style and use more entrepreneurial orientation skills like innovation, pro activeness and risk taking to play his role successfully. This paper tries to investigate that how entrepreneurial orientation skills helps the teacher in higher education to better satisfy their students as well as make them capable to be employed in the job market. Data has been collected within the strength of 200 students. The students are perusing the higher education from business education department of two different universities. The collected data has been analyzed through SPSS. The findings will definitely contribute new knowledge in the fields of leadership and entrepreneurship for teaching at higher education level, especially educational leadership.
The program developed by the Spanish Atomic Forum aimed at high school teachers' training to nuclear science information in schools and universities, is presented. The rationale of its development and its implementation is discussed: among various observations, it was found out that seminars where teachers from science and teachers from other disciplines were mixed, are of a better efficiency towards nuclear energy acceptance
Stronge, James H.
This book synthesizes research to identify specific teacher behaviors that contribute to student achievement, focusing on what teachers can control (preparation, personality, and practices). Part 1 examines teacher effectiveness. Chapter 1 investigates prerequisites of effective teaching, particularly the influence of background and professional…
Atkinson, Becky M.
This article presents findings from a study conducted with a teacher focus group asked to read and discuss their responses to selected published teacher narratives of reflective practice. The teachers challenged features of practitioner reflection presented in several of the reading selections as not representative of how they experienced…
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…
Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.
This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…
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…
Mathematics teachers are both more difficult to attract and more difficult to retain than social sciences teachers. This fact is not unique to the United States; it is reported as being a problem in Europe as well (Howson, 2002). In the United States, however, the problem is particularly preoccupying. Because of the chronic teacher shortages and…
Thompson, Greg; Cook, Ian
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…
Tetzlaff, Judie A.; Wagstaff, Imelda
Describes an approach to mentoring new teachers in California's Conejo Valley Unified School District that addresses five phases of new teacher development, explaining that, although it is not as structured nor comprehensive an approach as the California Formative Assessment and Support System for Teachers (CFASST), it has clearly demonstrated…
Full Text Available ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? The individualism teacher culture obstructs the communication and interaction of teachers and knowledge innovation. The discussions of communities of practice applying to schools have increased noticeably in recent years. This paper investigates curriculum development and teacher professional development by the point of view of communities of practice. In curriculum development, communities of practice can facilitate teachers in developing a new curriculum, aid teachers being aware of curriculum theory, help teachers with accumulating curriculum practice knowledge, and assist teachers in solving curriculum problems. In teacher professional development, communities of practice can advance teachers learning, afford teachers with learning opportunities, encourage professional passion of teachers, excite learning motivation of teachers, improve professional competences of teachers, help school with recruiting and remaining teachers, guide novice teachers, shape the positive cultural in school, and construct multiple communication paths. The school should give teachers enough time and space for developing communities of practice, thus communities of practice can contribute to curriculum practices and teacher professional development, furthermore they can promote the quality of the school.
Excelsa C. Tongson
Full Text Available This study was conducted to help understand a teacher’s facilitation of reading and writing during sociodramatic play among Filipino preschoolers. It describes how Filipino preschool teachers demonstrate redirecting and extending style interactions as they participate during sociodramatic play. It also identifies the ways by which the teacher provided print-rich environments in the dramatic play area to promote early reading and writing among Filipino children with ages ranging from four years old to f ive years old and 11 months. Five female teachers from four schools in Quezon City that adopt the play curriculum based on a set of criteria were studied. Each teacher was interviewed regarding play, her role, and how she prepares the dramatic play area. She was observed for 10 consecutive school days. The teachers’ interaction styles were classified as either extending or redirecting. Four of the f ive teachers demonstrated at varying degrees both extending and redirecting styles as they participated in the children’s sociodramatic play. The interaction style of the teacher revealed her ability to perform within the context of the play and the ways she assisted children in performing reading and writing activities. The considerable increase in the frequency of children’s literacy activities during sociodramatic play could be attributed to the combination of extending style interaction and the integration of literacy materials in the dramatic play area.
Radovi? Vera Ž.
Full Text Available The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880 on the characteristics of teachers’ oral presentation. The main goal is to take into account students’ opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students’ perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers’ oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students’ negative comments were related to inadequate behavior of some teachers as speakers and to “incomprehensible oral presentation”. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers’ oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.
Even though the school holidays are in full swing, some 40 high-school teachers have come to CERN to take part in the High School Teachers (HST) programme organised by the CERN Education Group (see box). Far from considering this as a piece of holiday fun, the teachers are getting their hands dirty and putting in some serious hours’ learning. The High School Teachers 2009 at CERN.The 3-week HST programme hosts dozens of teachers from around the world, offering a deeper insight into particle physics through a variety of lectures, visits and workshops. The programme’s ambitious overall aim is to help these teachers to inspire their students to follow careers in science. In the second week, they split up into working groups to evaluate CERN’s existing educational tools or create new ones. "This year, one of the groups is reviewing some of the CERN visits service itineraries," says HST programme manager Mick Storr. "From their pers...
Ali H. AbuSaada
Full Text Available This study aimed to investigate the effects of redundant information in video streaming of ICDL course for Palestinian trainee-teachers. Two modes of video streaming were used, namely video and narration (VN mode, and video and narration cum text (VTN mode of ICDL course. The sample consisted of 203 trainee-teachers in the National Institute for Training (NIT in Gaza. The results showed that redundancy in the VTN mode increases cognitive overload and split attentions; hence inhibiting the learning process. The Findings showed that trainee-teachers using the VN mode performed significantly better in post-test scores than counterparts in the VTN modes.
Fischer, Peter; Vingilis, Evelyn; Greitemeyer, Tobias; Vogrincic, Claudia
In recent years, media formats with risk-glorifying content, such as video games that simulate illegal street racing ("bang and crash" games), films about extreme sports, and risky stunts have emerged as top sellers of the media industry. A variety of recent studies conducted by several researchers revealed that exposure to risk-glorifying media content (e.g., video games that simulate reckless driving, smoking and drinking in movies, or depictions that glorify extreme sports) increases the likelihood that recipients will show increased levels of risk-taking inclinations and behaviors. The present article (1) reviews the latest research on the detrimental impact of risk-glorifying media on risk-taking inclinations (cognitions, emotions, behaviors), (2) puts these findings in the theoretical context of recent sociocognitive models on media effects, and (3) makes suggestions to science and policymakers on how to deal with these effects in the future. PMID:21155859
Ramona Retegan, Manuela
Containing poster represents me, not even as a Physics teacher, but as a person who doesn't like routine, who likes challenges. Unfortunately, for most of the people working or not working in an educational institute, teacher means he/she sitting in front of the students, teaching them or telling them a lot of useful or un-useful things! But for the ones who really understand what means this word, it is very easy to recognize how nice it is this profession, how much satisfaction you get when you see students growing in your arms. My teaching activity turned into researching one, combining with my training and mentoring adults and young adults' activity, and many other extracurricular activities give me a full profile. I teach young adults and adults, trying to combine formal-non formal-informal during my teaching lessons. Our activity is turned on recognizing and implementing the scientifically research results, and for this reason my students take part in Symposiums, Conferences, Seminaries in my country or abroad. I am trainer also, training adults and young adults in different fields of education. Our activity in the European projects field helped us to involve a great number of teachers and students in every European partnership we had, and this was one of the reasons for our school became an European school. Taking to account the fact that our school offers a great number of qualifications we have enrolled there different kinds of students, having different interests for learning. We involve them in different European partnerships or other European activities, trying to contribute of developing the key-competences in different ways, according with their abilities: "Sustainability in action: thinking global and acting local". Our attention is concentrated on the environment protection, as a global problem for we are all responsible. We tried to make our students responsible and interested in the environment problems. Through our common activity in this partnership, together with our partners, we have found out ways for discussing this problem in every teaching lesson in any field, using formal-non formal-informal, giving to our students the opportunity of being inventive, having initiative, finding their own solutions. "Diversity enriches our culture-"If I were to unit Europe again, I would start from the culture"-Monnet" "European practices of mentoring with young adults at risk of social disadvantage and school drop-out" "Researchers' night"- a project initiated by UE, taking place in all the European countries, having the goal to promote the science and the researchers in the whole word. The result will be to increase the young generation interest for the research work, carving out a career for oneself in this domain, as well as to increase the fellow creatures' recognition for the researchers' unseen work. Combining all my activities, I have one great goal: to encourage and sustain my students for learning, for studying. From here till the research activity there are some more steps, easy to touch if you have got everything during the school years.
Scheepers, Renée A; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H
During their development into competent medical specialists, residents benefit from their attending physicians' excellence in teaching and role modelling. Work engagement increases overall job performance, but it is unknown whether this also applies to attending physicians' teaching performance and role modelling. Attending physicians in clinical teaching practice take on roles as doctors and teachers. Therefore, this study (a) examined levels of attending physicians' work engagement in both roles, and (b) quantified the relationships of both work engagement roles to their teaching performance and role model status. In this multicenter survey, residents evaluated attending physicians' teaching performance and role model status using the validated System for Evaluation of Teaching Qualities. Attending physicians self-reported their work engagement on a 7-point scale, separately for their roles as doctors and teachers, using the validated 9-item Utrecht Work Engagement Scale. In total, 549 (68 %) residents filled out 4,305 attending physician evaluations and 627 (78 %) attending physicians participated. Attending physicians reported higher work engagement in their doctor than in their teacher roles (mean difference: 0.95; 95 % CI 0.86-1.04; p Teacher work engagement was positively related to teaching performance (regression coefficient, B: 0.11; 95 % CI 0.08-0.14; p teacher work engagement were evaluated as better teachers. PMID:25118859
Taylor, Angela; Hallam, Susan
This article aims to increase our understanding of how amateur musicians become teachers as a change of career, how they use their musical and life skills in their teaching, and how their teaching impacts on their musical identity. The questionnaire responses of 67 career-change instrumental and vocal teachers showed evidence of their strong…
Full Text Available Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills. The ultimate goal of teacher professional development is improving student learning outcomes. Research indicates that teachers have control over many factors that influence motivation, achievement and behaviour of their students. Therefore, professional development focusing on effective classroom management will enhance a teacher's skills and performance in the classroom.
Tran, Tu; Baker, Robert; Pensavalle, Margo
Tu Tran, Robert Baker, and Margo Pensavalle present e-portfolio technology as an effective tool in teacher preparation. Because e-portfolios chronicle students' learning outcomes, they provide a picture of students' development that can be used in response to increased demands for assessment of student teachers and increasingly standards-based…
Disruptive pupil behavior increased during teacher-initiated transition time as opposed to nontransitional time. Procedures for structuring transitions to increase time-on-task and maintain smoothness and momentum are described, and teachers' conceptions of time and classroom time flow are discussed. (Author/RD)
Hulpia, Hester; Devos, Geert; Van Keer, Hilde
Purpose: In this study the relationship between school leadership and teachers' organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers' organizational commitment and contextual variables of teachers' perceptions of the quality and the source of the supportive and supervisory…
Wright, Heather Dillehay
The purpose of this study was to investigate if collective sense of teaching efficacy, general sense of teaching efficacy, or personal sense of teacher efficacy influenced teacher attitude toward inclusive classroom settings. Additionally, the study sought to determine if teacher attitude toward inclusive classroom settings differed when taking…
Wahlgren, Bjarne; Mariager-Anderson, Kristina
This article reports findings from a research project titled New roles for the teacher - Increased completion through social responsibility. This research, designed as an intervention project, has an overall aim of reducing absence and drop-out rates in the Danish vocational and general adult educational system by developing and improving the teachers’ competences. This has been pursued in the research project through engaging teachers in training aimed at improving their socio-pedagogical competences. The effect of this training has been measured by electronic questionnaires filled in by the teachers, interviews with the teachers, and by the teachers’ written logbooks. The preliminary conclusion is that it is the general attitude in the teacher groups towards the importance of improving retention that is of significance for the documented effects on the drop-out rates.
Full Text Available With the increased use of standardised mathematics assessments at the classroom level, teachers are encouraged, and sometimes required, to use data from these assessments to inform their practice. As a consequence, teacher educators and researchers are starting to focus on the development of analytical tools that will help them determine how teachers interpret learners’ work, in particular learners’ errors in the context of standardised and other assessments. To detect variation and associations between and within the different aspects of teacher knowledge related to mathematical error analysis, we developed an instrument with six criteria based on aspects of teachers’ knowledge related to explaining and diagnosing learners’ errors. In this study we provide evidence of the usability of the criteria by coding 572 explanations given by groups of mathematics educators (teachers and district officials in a professional development context. The findings consist of observable trends and associations between the different criteria that describe the nature of teachers’ explanations of learners’ errors.
Michael R. Coggins
Full Text Available Many new teachers begin their first day of school with a sense of idealism. They expect to make a difference in the lives of young students. However, many soon learn the challenges of classroom, behavior management and feel great stress. Can more classroom management training in college and pre-service, student-teaching strategies help these novice educators? This article asks education professionals and researchers to evaluate their teacher training programs and increase classroom management training.
Michael R. Coggins
Many new teachers begin their first day of school with a sense of idealism. They expect to make a difference in the lives of young students. However, many soon learn the challenges of classroom, behavior management and feel great stress. Can more classroom management training in college and pre-service, student-teaching strategies help these novice educators? This article asks education professionals and researchers to evaluate their teacher training programs and increase classroom management...
The educational setting for districts nationwide includes a variety of programs and support for beginning teachers who do not have experience in the classroom. Additionally, school districts nationwide are taking aggressive measures via induction programs to address the attrition rate in education. The various support and guidance that beginning…
This paper examines the impact of implicit guarantees and capital regulations on the behavior of a bank and on the expected losses for its depositors. I show that implicit guarantees increase the incentives of the bank to enhance leverage and/or risk taking and that this leads to higher expected losses for its depositors. To reduce the adverse effects of moral hazard, policy measures have to be taken. However, a simple leverage ratio is likely to increase expected losses further and risk adju...
Full Text Available Individuals in a society often have different degrees of aversion about risk. When individuals with equal skills take risky activities with a high potential for profit, such as the establishment of a large business, some associations fail, others not. The presence of successful and unsuccessful collaborations in a society results in economic inequality, even when all individuals are identical in terms of level and field of education, the decisive factor is taking calculated risks or not. I will present in this paper the results of a study that I conducted in March 2014 related to influence of taking risks involved in opening a business as well as flexibility and adaptability on labor market.
The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences to the scientific community and interviews/classroom observations of teachers to determine the transfer of knowledge from the teacher to the students through the implementation of their Action Plans into their classroom.
Teacher performance assessment is a part of a global trend based on teacher education program. The purpose of this paper is to investigate the American Teacher Performance Assessment (TPA) program, to identify some of the features in creating a system for pre-service teachers in developing countries, and to suggest an ideal TPA model for strengthening the teacher education program.
Parkison, Paul T.
As challenges are handed down from state and federal governments to demonstrate utility and efficiency within teacher education programs, it is important to stop and consider the role of teacher education within schooling. Perhaps we should prepare new teachers by asking, "How should we prepare new teachers?" By framing teacher education within a…
Sum Cho Po
Full Text Available A dynamic web of global interconnectedness has expanded the engagement and political efficacy of citizens in the 21st century. The acceleration of knowledge creation, the dynamics of electronic communication and the resulting availability of global perspectives are changing the nature of public discourse and action. As more and more people gain access to information and interact with individuals and communities across the planet, they acquire new worldminded ways of learning, debating, and creating which in turn expand the scope of civic consciousness and responsibilities beyond national borders. In this article we look at ways in which teachers in Hong Kong, Japan and the United States are preparing young people to become worldminded citizens.
Kadriye Dilek Akp?nar
Full Text Available Higher Education Council of Turkey has added a one term course named as “Effective Communication Skills” to the curriculum since 2006 in Foreign Language Education Departments because of the crucial importance of communication in the information society. In order to test the effectiveness of this course, a research project was developed by looking at the pre-and post course interviews conducted with first year teacher trainees about communication skills compared with the fourth year students’ ideas who did not take the course. This paper describes both the significance of effective communication skills and the benefits of the course for developing teacher trainees’ effective communication skills. The implementations and suggestions for teacher education has also been discussed.
A recent large scale educational aid program to the Philippines included the retraining of secondary chemistry teachers. Teachers were introduced to new content and to alternative teaching strategies. An initial resistance to change arose as it was perceived that the new approaches did not take into account very limited school facilities and very large teaching groups. The lecturing style of teaching, which predominates at all levels throughout the country, was seen as the most effective method to handle overwhelming classroom problems. Resistance was overcome after alternative teaching styles were modelled. This paper gives an overview of the aid program and outlines the introduced teaching strategies. It contends that Asian teachers have been largely unaffected by western educational aid due in part to the fact that such aid is rarely accompanied by the modelling of introduced strategies.
With more than 1000 MW installed in the french territory, the wind power takes off, with also the operating of the first offshore park. This document presents the government policy in favor of the wind power, some french realizations and a general survey of the main new technologies. (A.L.B.)
Rebell, Michael A.; Odden, Allan; Rolle, Anthony; Guthrie, James W.
Educational Leadership talks with four experts in the fields of education policy and finance about how schools can weather the current financial crisis. Michael A. Rebell focuses on the recession and students' rights; Allan Odden suggests five steps schools can take to improve in tough times; Anthony Rolle describes the tension between equity and…
In this podcast, Dr. Joe Bresee describes how to keep from getting the flu and spreading it to others by taking these three steps. Created: 11/3/2009 by National Center for Immunization and Respiratory Diseases (NCIRD). Date Released: 11/3/2009.
Full Text Available The main task of this follow-up study was to describe teachers' expectations, experiences and possible changes in the pedagogical use of ICT. As a part of an ICT development project, three sets of data were gathered from a region in Eastern Finland, by means of questionnaire. A total of 156 teachers of primary and early secondary education returned the questionnaire in 1999, 155 teachers in 2001, and 81 in 2004. The results indicate that teachers have increased their use of various ICT applications (especially data processors, web-browsers, e-mails, and CD-ROMs both in their private lives and in pedagogical practice. Based on their own self-assessment, the teachers' ICT abilities have improved during the project period. Co-operative activities by means of ICT also increased between colleagues. Although teachers saw ICT as helpful for pupils' learning, some sceptical attitudes emerged as well.
More feedback to students is demanded to improve educational quality. In large courses individual feedback is often very time-demanding for the teacher. If teacher hours are only marginally increased to cover increased student feedback, teachers should look for electronic tools for assistance with student feedback that will reduce teacher work hours, at least in the long run. This paper reports my experiences with electronic multiple – choice tests in mid-term feed-back to students in large...
Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three…
This paper provides a review of a selection of the literature in the field of English foreign language teaching related to teacher autonomy. The focus is on the core themes recurring in the literature, which comprise: rationale for teacher autonomy, definitions of the concept, descriptions of an autonomous teacher, recognition of the constraints on autonomy and suggestions for teacher education promoting teacher autonomy.
The identification, encouragement, and recruitment of teachers is a professional responsibility that must be faced today. The field of industrial arts holds no external attractors; the job of teacher recruitment rests on the shoulders of teachers, supervisors, and teacher educators. Teachers have attitudes that fail to support any process that…
Uribe-Florez, Lida J.; Wilkins, Jesse L. M.
Using data from 503 inservice elementary teachers, this study investigated the relationship between teachers' background characteristics, teachers' beliefs about manipulatives, and the frequency with which teachers use manipulatives as part of their mathematics instruction. Findings from the study show that teachers' grade level and beliefs about…
Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.
An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.
Korucu Kis, Saadet
Although action research enables teachers to take responsibility of their own professional development, teachers ascribe the role of researcher only to experts outside the classroom. Drawing on qualitative analysis of a teacher of English’s reflection journal and interviews as well as quantitative analysis of examinations taken by students, this study examines how action research can affect the teacher in terms of content knowledge, teaching practices, and beliefs and attitudes. The results...
For three full days, forty-one Swedish secondary school physics teachers were introduced to the rudiments of the particle physics. This series of courses is celebrating its tenth anniversary. The Swedish teachers followed lectures, visited CERN experiments... ... and analysed the latest DELPHI data. 'I am sure that, as in previous years, many of these teachers will return to CERN with their students. It is an excellent way of encouraging young people to orient themselves towards physics.' Staffan Hörnberg, Vice President of the International Centre for Education and Development, is enthusiastic about the repercussions of the teaching programme for Swedish teachers that he organises with CERN physicist, Richard Jacobsson. For the tenth consecutive year, this series of introductory courses to particle physics was a success. Forty-one teachers came from schools all over Sweden to take part in lectures and visits on the theme of particle physics, its methods of investigation, and its applications. San...
Hayo Reinders; Cem Balcikanli
In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of att...
Anderson, Lauren M.; Stillman, Jamy A.
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student…
Berg, Claire Vaugelade; Fuglestad, Anne Berit; Goodchild, Simon; Sriraman, Bharath
This paper presents analyses of teachers’ discussions within mathematics teaching developmental research projects, taking mediation as the central construct. The relations in the so-called ‘didactic triangle’ form the basic framework for the analysis of two episodes in which upper secondary school teachers discuss and prepare tasks for classroom use. The analysis leads to the suggestion that the focus on tasks places an emphasis on the task as object and its resolution as goal; mathemat...
In an era where the world of education and learning are changing rapidly, bringing new realities and challenges to Teacher Education Institutions ( TEI's), through innovations in use of Information and Communication Technologies (ICT) has important implications. Today Teacher Education in India is being overhauled and redesigned to include the changes taking place across the world. New opportunities and possibilities especially those in electronic and other related applications...
This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.
Maria Lúcia Vital dos Santos Abib
Full Text Available Recognizing the urgent need of a scientific education thet would provide for citizen participation in decision making regarding problems that affect our survival, this paper reports teachers perceptions about problems that affect the future of human kind and life in our planet. Taking as reference recent studies which approach this issue globally, we analyse science teachers conceptions concerning the present world situation. Results show a fragmentary character and an insufficient conscientization of the extent and serioussness of the problems. This finding points at the need of formative actions that would provide teachers with a more adequate perspection of those problems and of possible solutions.
Increasing teacher motivation and supervision is an important but not sufficient strategy for improving praziquantel uptake in Schistosoma mansoni control programs : serial cross sectional surveys in Uganda
Muhumuza, Simon; Katahoire, Anne
Realization of the public health benefits of mass drug administration (MDA) for the control of schistosomiasis depends on achieving and maintaining high annual treatment coverage. In Uganda, the uptake of preventive treatment for schistosomiasis among school-age children in 2011 was only 28%. Strategies are needed to increase uptake.
Weir, H. M.; Beisser, K.; Hallau, K. G.
The New Horizons Educator Fellowship Program (NHEFP), originally based on the MESSENGER Fellows Program, is a public outreach initiative for motivated volunteers across the nation. These volunteers are master teachers who communicate the excitement of NASA's New Horizons mission to Pluto and information about recent discoveries to teachers, students, and people in their local communities. Many of the Fellows utilize their experiences and knowledge as members of other programs such as MESSENGER Fellows, Heliophysics Educator Ambassadors, Solar System Educators and Ambassadors to promote the mission thorough professional development workshops incorporating themes, activities, and recent discoveries with other NASA programs to present a well-rounded view of our Solar System. Unlike teacher-volunteer programs tied to missions that take place closer to Earth, the time between New Horizons' launch and its closest approach to Pluto is 9.5 years, with the spacecraft in hibernation for most of its voyager. NHEFP has maintained a core group of Fellows who, through periodic face-to-face or remote training, have taken advantage of opportunities for networking, sharing of ideas in best practices, activities, and presenting and keeping audiences interested in the mission during its long journey to Pluto. This involvement has been key to the program's success.
The focus of this article is a school-based respectful relationships (RRs) pilot project involving grade 8 and 9 students. The project sought to develop a primary prevention approach to gender-based violence (GBV) in Australia. Of particular concern is the curriculum delivery component of a whole school approach that was piloted over a 10-week period in four High Schools in Melbourne, Victoria in 2010. Using data collected from teachers and students through survey, focus group interviews and student written reflections, the article identifies the key role of the teacher, the curriculum materials and the curriculum context in assisting teachers to teach about GBV. Although there was opposition to teaching specifically about GBV by some male teachers, the data indicate that this did not detract from teachers exploring these issues under a 'RRs' framework. Through 'supported risk taking', and the adoption of participatory teaching approaches and affirming and inclusive classrooms, teachers and students ended up with a positive experience of teaching and learning about GBV. PMID:24939857
Costa, Fernando Albuquerque; Fellner, Rostilav; Kruif, Gerard de; Kuittinen, Esko; Tuuliainen, Mika
Regarding the context of the activities (designing a digital portfolio for European teachers) within our project, we would like to put national trends into a European context. This context is the context of European decisions and decrees, results of European working groups, being the basis for decisions and decrees at a national state level. European measures are many times going along with scientific trends, pilots and research projects e.g. in the field of education and pedagogy. Taking ...
Abstract: The purpose of this article is to broaden the tradition of autobiography by using it as a way in which teachers can identify sources of inspiration in their educational experience. In the process, my aim is to make explicit the links between autobiography, learning and meta learning. Extending autobiographical inquiry to include different levels at which learning takes place serves to highlight the importance not only of the individual context of learning (the private self), but als...
Venturini, Patrice; Amade-Escot, Chantal
This communication first presents the theoretical framework (the Joint Action Theory in Didactics) we use to analyse ordinary teaching/learning activities in science classrooms. This theory has been developed in French didactic research and takes account of the three-way relationship linking teacher, student and a piece of knowledge to be taught and learned. Our general purpose is to describe and understand school science practices. In the second part of the communication we present the corre...
Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.
This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…
Chi, Wei; Wang, Yijiang
We argue that personal (e.g., age, gender and education) and circumstantial (e.g., bureaucratic rank and sector of employment) factors affect the cost and the benefit of bribe-taking by the bureaucrats. The bureaucrat’s bribe-taking decision is modeled. A unique data set is used to test the predictions of the model. The empirical findings include that education reduces, but power (measured by rank and sector of work) increases, the magnitude of bribe-taking. Age affects bribe-taking in ...
Masood, Samina S.
Our main goal is to develop plans to increase physics enrollment. Once again we thoroughly analyze the problem from the beginning and reach the conclusion that the most appropriate starting point in this direction should be to look into K-12 teaching. We give a few recommendations to improve science/physics teaching at K-12 level. It is proposed that the quickest way to make some advancement is to start teacher training or refresher courses for school teachers to fill up the...
Celestini, Franck; Pomeau, Yves
We put in evidence the unexpected behaviour of Leidenfrost droplets at the later stage of their evaporation. We predict and observe that, below a critical size $R_l$, the droplets spontaneously take-off due to the breakdown of the lubrication regime. We establish the theoretical relation between the droplet radius and its elevation. We predict that the vapour layer thickness increases when the droplets become smaller. A satisfactory agreement is found between the model and the experimental results performed on droplets of water and of ethanol.
Full Text Available Teaching today is no longer a craft passed on without change from one generation to the next. Teaching as one has seen teaching done, or teaching as one has been taught is the trend of the day. Teacher education is a tentacle in the educational system which has policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. The main function of teacher education is to develop professionalism in the teacher trainees. The enhancement of teacher quality and professionalism of teachers is in the hands of the teacher educators. Who is a Teacher Educator.? A simple answer would be anyone who educates teachers. In this paper the author has defined a Teacher Educator as one who provides formal instruction and conduct research and development for educating prospective and practicing teachers. Teacher educators provide the professional education component of pre-service programs and the staff development component of in-service programs. The paper discusses the standards for teacher educators set by Association of Teacher Educators, Virgina, USAand its relevance to Indian teacher educators. Some of the areas discussed are teaching, cultural competence, professional development, program development, research etc ,. A more systemic orchestrated approach to selection, preparation, and renewal of teacher educators is the need of the hour. Teacher educators should explore new options for determining their roles and how those roles in working with teacher candidates are to be defined.
Full Text Available The study aimed at examining Iranian (N= 218 and Turkish (N=142 high school EFL teachers’ opinions about teacher autonomy over (a the choice of appropriate teaching methods, strategies and techniques and implementation of the established curriculum (b teacher involvement in decision making processes and (c teachers’ use of personal initiative in solving their work problems. An 11-item questionnaire (?= .758 was used to measure autonomy perceptions of the participants. The results revealed that Turkish teachers’ autonomy perceptions were greater than that of Iranian teachers in the three teacher autonomy dimensions. Moreover, it was observed that male and master- holder teachers perceive less autonomy than female and bachelor-holder ones; whereas, no significant relationship were observed for the age and marital status variables with any teacher autonomy dimensions. Lastly, decision making dimension was the strongest predictor of teacher autonomy among both Iranian and Turkish teachers.
Full Text Available The study aimed at examining Iranian (N= 218 and Turkish (N=142 high school EFL teachers’ opinions about teacher autonomy over (a the choice of appropriate teaching methods, strategies and techniques and implementation of the established curriculum (b teacher involvement in decision making processes and (c teachers’ use of personal initiative in solving their work problems. An 11-item questionnaire (?= .758 was used to measure autonomy perceptions of the participants. The results revealed that Turkish teachers’ autonomy perceptions were greater than that of Iranian teachers in the three teacher autonomy dimensions. Moreover, it was observed that male and master- holder teachers perceive less autonomy than female and bachelor-holder ones; whereas, no significant relationship were observed for the age and marital status variables with any teacher autonomy dimensions. Lastly, decision making dimension was the strongest predictor of teacher autonomy among both Iranian and Turkish teachers.
A group of 69 teachers in two high schools in Holon were asked to fill out questionnaires measuring their general knowledge about asthma as well as their specific awareness of the asthmatic pupils in their class. The source of their knowledge comes from reading popular articles in newspapers and periodicals as well as popular scientific books (43.5%); and later from discussions with physicians and nurses (15.5%). The knowledge of the class teachers was compared with that of various single subject teachers. The importance of the teachers' knowledge is emphasized as well as its effect upon the pupils. Practical ways to increase that knowledge are suggested and discussed. PMID:2370244
Sharanabasappa B. Ragi
Full Text Available Muslim population is poor and as such, majority of the Muslims are not sending their children to schools due to feeling of insecurity. The Government has initiated Urdu education as option to increase Muslim education and also given reservation to Muslims in employment. As such, Muslims are working as teachers in various schools. The role of Muslim teachers is significant as they have to encourage Muslim children to get education. Hence, sociological study of Muslim teachers was made in Kalaburagi district. The paper has covered the sociological aspects of Muslim teachers working in secondary education in Kalaburagi district.
Hvide, Hans K.
In a tournament, a principal sets a prize, and several agents then compete to attain the highest observed output, and win the prize. This paper departs from the existing literature on tournaments by assuming that agents can influence the spread of their distribution of output, in addition to the mean. We ask in which way risk taking and effort interacts in equilibrium. First, under standard tournament rewards, the unique equilibrium will have a low level of effort and a high level of risk tak...
Education is one of the personal human rights of individuals. It is very valuable right for an indi-vidual or a whole society to be educated. This study has been done to know teachers’ views about problems and challenges that teachers face during teaching of mathematics text book in upper secondary As we know mathematics education is necessary for development of mental discipline and capacity. It helps student in critical thinking and increase their power of analyzing the world. In Afghanis...
Ben B. Akpan
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.
Ingersoll, Richard M.
Induction support programs for beginning teachers is an education reform whose time has come. The national data indicate that over the past couple of decades the number of beginning teachers has ballooned in the U.S. Simultaneously, there has been a large increase in the number of states, districts, and schools offering induction programs.…
Trent, Margaret; Gurvitch, Rachel
Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…
Schiff, Daniel; Herzog, Liza; Farley-Ripple, Elizabeth; Iannuccilli, Lauren Thum
Teacher collaboration has become an increasingly important lever for school improvement efforts. This is especially true in high need urban districts, which struggle with capacity building in the face of significant teacher turnover, major shifts in curriculum and instruction, and scarce resources. This paper employs a mixed methods approach to…
Taboada, Ana; Buehl, Michelle M.
Given the increasing number of immigrant students in the USA initially schooled in Mexico, Central America, and South America, and the dearth of investigations examining the beliefs of teachers from Mexico, Central America, or South America, an exploration of Latin American teachers' conceptions may inform policy-makers and researchers about…
Cohen, Jacqueline N.; Byers, E. Sandra; Sears, Heather A.
Non-specialist teachers in Canada are increasingly required to teach sexual health topics. However, research suggests that they do not always do so willingly. This study examined the associations between the characteristics of non-specialist elementary and middle school teachers (n = 294) in Canadian schools and their willingness to provide sexual…
Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students' lives negatively similar to bullying. To minimize the negative effects of cyberbullying and to get preservice teachers ready for managing cyberbullying, it is necessary to examine preservice teachers' perception…
Amonashvili, Shalva Aleksandrovich
Provides excerpts from Shalva Amonashvili's 1983 teacher's guide, "Hello Children." Explains that "Hello Children" is based on Amonashvili's successful experience teaching six-year olds and increasing the elementary grades to four (now implemented throughout the USSR). Amonashvili stresses teachers' love for children and methods promoting…
Within this decade of Education for Sustainable Development (ESD), educational institutions need to increase their efforts to educate their students for a sustainable future. Teachers are most influential in educating children and teenagers to be leaders of tomorrow in protecting the environment. Thus, aspiring teachers should demonstrate…
Kissau, Scott; Hiller, Florian
In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive…
Carboni, Lisa Wilson; Wynn, Susan R.; McGuire, Colleen M.
This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry,…
Menter, Ian; Hulme, Moira
Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement "A teaching profession for the 21st century." This agreement led to a number of…
Wiggins, Robert A.
This study sought to promote increased understanding of teachers' personal beliefs and philosophies about teaching and learning and the impact of these beliefs and philosophies on action in the classroom. Subjects were 17 elementary school regular and special education teachers who participated in an inservice course, videotaped themselves…
This article discusses the role that teacher educators can play in helping their students develop a fuller understanding of world history. Trends such as globalization have led to calls for increased teaching about the diverse cultures and peoples of the world. However, prospective teachers' educational backgrounds have in most cases not…
Piehota, Lisa D.
This practicum was designed to increase the level of teacher awareness of the concept of empowerment at an elementary school in the rural Southeast. A 12-week program was developed and implemented to train the school's 32 teachers in team building, conflict resolution, communication skills, team dynamics, and facilitative leadership. Weekly…
Student diversity in American classrooms is exponentially increasing while teachers serving these students remain relatively culturally homogeneous. Moreover, the proficiency test-driven reality of today's education fosters a tendency among teachers to minimize cultural differences of their students. This cultural gap in schools raises…
Yoon, Jina; Bauman, Sheri; Choi, Taesan; Hutchinson, Alisa S.
With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual…
MacArthur, James R.; Jones, Loretta L.; Sevil Akaygün
Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science course preservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a sense of how inquiry learning takes place. At the same time, they learn science content necessary for teacher licensure. The course exposes students ...
Information and communication technology (ICT) has become a prominent part of education and offers numerous means of improving teaching and learning in the classroom (Bransford et al., 2000, Yelland, 2001). However, the tendency to take the teacher education curriculum for granted and the assumption that it adequately prepares the teachers for the integration of ICT into their teaching practice need to be questioned. Correspondingly, providing pedagogical training for teachers rather than sim...
Annette Kratcoski; Karen Swan; Patricia Mazzer
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.
Scarratt, Elaine, Ed.; Davison, Jon, Ed.
"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…
Zeichner, Ken; Payne, Katherina A.; Brayko, Kate
In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…
Myers, Donald Allen
The author reviews four factors that contribute to the reduction of the authority and power of teachers: the Far Right, the Christian Right, the standards movement, and the decline in the use of collective bargaining. As a result of these initiatives, teachers are forced to abandon many progressive educational practices and embrace educational…
Krnjaji? Stevan B.
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.
Banerji, R. C.
Various factors related to the decline in social status by teachers are examined, with special consideration given to reasons for this decline in India. It is suggested that the community, government, and educational administrators must bring about changes in attitudes and relationships that affect public opinion of teachers. (LBH)
Csaszar, Imre Emeric; Buchanan, Teresa
Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…
This book is based on author interviews with Latino teachers who have a range of teaching experience, in schools with significant Latino immigrant populations, offering an insider's perspective on the educational challenges facing Latinos. Teacher stories offer insights gained from experiences coming up through the K-12 system as students, and…
Thorp, Sally A.
The focus of this study was special education teachers, who remained in the teaching field 5 or more years. Through the use of qualitative mixed-methods study, variables contributing to their longevity were explored. Research indicates that 50% of special education teachers leave the field within five years of employment (Alliance for Education,…
Fishman, Stephen M.; McCarthy, Lucille
Given the serious social problems confronting Americans and others worldwide, the authors propose that Dewey's 1932 challenge to teachers is worthy of reconsideration by educators at all levels. In times similar to our own, Dewey challenged teachers to cultivate students' capacities to identify their happiness with what they can do to improve the…
Van Galen, Jane
In this article, I argue for a closer read of the daily "class work" of teachers, as posited by Reay, 1998. In developing exploratory class portraits of four teachers who occupy distinctive social positions (two from working-class homes now teaching upper-middle-class children and two from upper-middle-class homes now teaching poor children), I…
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…
Kirker, Sara Schmickle
This article describes how to create the life-size teacher portraits that are displayed during an annual "Meet the Teacher" event held to introduce students and families to the facility and staff of the Apple Glen Elementary School in Bentonville, Arkansas. Several months prior to this event, students are asked to closely observe their classroom…
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,…
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…
Part of the acceptance speech of the 1985 National Council for the Social Studies Teacher of the Year, this article describes the censorship experience of this honored social studies teacher. The incident involved the showing of a videotape version of the feature film entitled "The Seduction of Joe Tynan." (JDH)
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)
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.
Iredale, Robyn; Voigt-Graf, Carmen; Khoo, Siew-Ean
The international mobility of teachers is gaining increased attention as particular developing countries become significant sources of supply for more developed countries that have shortages. Most attention so far has focused on Africa's contribution to the United Kingdom workforce. This article examines the patterns of teacher migration for…
Hong, Ji Y.
With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy,…
Munday, Jenni; Smith, Wyverne
Pre-service teacher degree programs are increasingly crowded with subjects covering the wide gamut of knowledge a teacher requires. Ensuring musical knowledge and language for classroom teaching poses a difficult problem for teacher educators. This article examines the challenges of including in the pre-service classroom teaching program a music…
Hardy, Emma Ann
Social media, such as Twitter and blogs, has opened up new possibilities for teachers to communicate. In the face of increasingly centralised policy agendas, social media has created spaces for teachers to talk to each other, share with each other and learn from each other. This article explores how teachers are creating their own spaces by using…
Beauchamp, Gary; Clarke, Linda; Hulme, Moira; Murray, Jean
This paper examines the roles of research in teacher education across the four nations of the United Kingdom. Both devolution and on-going reviews of teacher education are facilitating a greater degree of cross-national divergence. England is becoming a distinct outlier, in which the locus for teacher education is moving increasingly away from…
LaMaster, Kathryn J.
A college and high school collaborated on an early field experience for preservice physical education teachers combined with a service-learning component. Evaluation indicated that high school student motivation and participation increased, high school teachers learned new teaching strategies, and preservice teachers experienced decreased…
Trapp, Caryn S.
New teachers often struggle with handling their students and their many responsibilities because of demanding nature of the job. A strong preservice preparation is critical to teachers' success and increases teacher retention in the profession. This quantitative study examined the association among emotional intelligence, as measured by the…
Srinivasan, Prakash; Xavier, Amaladoss
There is a great need to identify and develop positive attitude towards science subject of student teachers. The time has come to increase our efforts to develop positive attitude towards science subject among teachers, student teachers and school children. This is an immediate requirement of the present day. This paper reports on attitude of…
Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong
Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…
Novick, Rona Milch; Isaacs, Jenny
Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by…
Education system like other areas of modern society has undergone a phenomenal paradigm shift from learning to e learning and teacher to e teacher. The shift embodies substantial departure from objectivist teacher centered instructional methodology to collaborative, interactive, customized, metacognitive and constructivist pedagogical approaches. The paradigm also signifies increased use of information and communication technologies (ICTs) in teaching/ learning practices and higher education ...
Kim, Young Mi; And Others
Beginning with a review of the increasing literature concerning job-related teacher stress, this study examines the particular stress and burnout experiences of school teachers in Venezuela since the incorporation by law in 1980 of "Educacion Basica" (basic education) as a new level of the school system (grades 1-9). To compare teachers acting in…
Tak, Lam Chi
Background: Beginning Teachers are confronted with numerous challenges especially in their first year of teaching. Without ample induction support, the beginning teachers could merely develop their capacity on their own. Therefore, some nations implement the policy of internship so as to increase effectiveness of the beginning teachers. In Hong…
Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and…
Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…
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Full Text Available ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? This purpose of this research is to discuss the difference the practice of teachers’ reprofessionalization form the theory, especially at rural elementary school. There were many difficulties in forming the professional culture and professional ethics in the rural elementary school. The teacher of the case study knew the truth and she decided to take action research on her curriculum and instruction in order to elevate profession by herself. The article described the process of the teacher’s reprofessionalization and presented the situations which the teacher encountered, too. The teacher reformed professional life from three dimensions: the first, she controlled little conditions and resources of the curriculum context, and decided to change class curriculum plan to cultivate the disadvantaged students’ reading abilities. The second, during the process of curriculum practice, she reflected her instruction and extended students knowledge, especially about how to evaluate her students’ performance. The third, she reflected her action research, she enhance self-awareness, curriculum knowledge, curriculum practice, and curriculum evaluation knowledge. The teacher was supported by her own strong motive of reforming professional instruction, then she did her endeavors to solve problems in the process of action research.
Gallant, Andrea; Mayer, Diane
As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…
Cady, JoAnn; Meier, Sherry L.; Lubinski, Cheryl A.
This longitudinal study documents the development of mathematics teachers as they make the transition from preservice to experienced teachers. Collaborative learning environments were created for these teachers in their field-based classrooms during their last year in the teacher-education program. The authors anticipated that these learning…
Ezer, Hanna; Gilat, Izhak; Sagee, Rachel
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…
Buchanan, John; Prescott, Anne; Schuck, Sandra; Aubusson, Peter; Burke, Paul; Louviere, Jordan
The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions…
Gordon, Lynn Melby
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…
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation, and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change. (Contains…
Pfeifer, R. Scott
As part of a study of teacher effectiveness and job satisfaction, a research team interviewed 85 elementary and secondary classroom teachers in 5 school districts in the San Francisco (California) Bay Area to gather teachers' perspectives on administrative leadership. Teachers portrayed effective principals as creating environments around the…
Killeavy, Maureen; Moloney, Anne
This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated…
Rowland, Cortney; Coble, Charles
This edition of "Policy Issues" addresses teacher recruitment and retention policies in play across the country. It starts by proposing a generally accepted definition of at-risk schools and making a case for why it is so important to improve teacher quality in these schools. It then takes the reader through (1) an examination of states'…
Synar, Edwyna Anne
It is estimated that 50% of beginning teachers leave the profession within the first five years on the job (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Colbert & Wolff, 1992; Ingersoll, 2003b; Schlechty & Vance, 1981). When teachers depart, they take with them their knowledge of instructional techniques, students' learning styles, and…
Irvine-Niakaris, Christine; Kiely, Richard
This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…
Basit, Tehmina N.; Santoro, Ninetta
This article brings together the findings of two separate studies in Britain and Australia that sought to examine the experiences of teachers of ethnic difference. Drawing on qualitative data, we examine how early-career and mid-career minority ethnic teachers in Britain and Australia, respectively, understand and take up the role of "cultural…
Singh, S. K.
The school environment is a very dynamic sphere. Changes continually take place in educational policy, curriculum and in a school's physical and social environment. A teacher who wants to be effective in such an environment has to adapt to these changes. Continuous professional development of teachers is essential to addressing the gaps in…
Xu, Shijing; Connelly, F. Michael
Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. Critical to successful teacher development when Western ideas are being adopted in other cultures is narratively linking development programmes to this local education system, such as in China, and to its…
Chaves, Iduina Mont'Alverne Braun
This paper explores the "working culture" of faculty members at a Teacher Education School in Brazil. The study analyzes the teacher educators' values, feelings, and everyday practices. The main objective of the study was to rethink the school organization by taking into consideration the cultural and symbolic practices that organize social…
This postscript commentary challenges private and public funders to take action in support of the internationalization of teacher preparation programs by funding efforts for much needed resources, in order to prepare twenty-first-century teachers to teach with global perspectives. Specific ideas for foundations, corporate philanthropy, and…
Saribas, Deniz; Mugaloglu, Ebru Z.; Bayram, Hale
This study investigated the influence of metacognitive guidance on pre-service science teachers' scientific knowledge, science process skills, and views about the nature of science. The sample included 48 pre-service science teachers taking a first-year chemistry laboratory course in a public university in Turkey. During the 11-week course, the…
Glynn, Ted; Cowie, Bronwen; Otrel-Cass, Kathrin; Macfarlane, Angus
This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate…
Qian, Haiyan; Walker, Allan
On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in…
Recruiting and retaining qualified teachers for schools in rural communities is both an issue and a problem in many countries. The very nature of rural communities and perceptions of teaching in such environments tend to discourage qualified experienced and new teachers from taking appointments there. Education jurisdictions, therefore, use…
This article reports on a survey conducted with preservice teachers about their perceptions of Internet safety in schools in southern Ontario. Specifically, did the student teachers believe their students were engaging in risky behavior, and what steps were schools taking to keep them safe? The survey found results consistent with other reports.…
Hobson, Andrew J.; Ashby, Patricia; McIntyre, Joanna; Malderez, Angi
This report presents the findings of the review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations. It is intended that the report will be helpful to…
For a week last July, the University of Leicester played host to the 31st International Physics Olympiad. Sixty-three countries sent teams of five students, accompanied by two Leaders who were professors or teachers. The students faced two five-hour exams, one theory and one practical, woven into a week of visits and fun. The International Physics Olympiad has been held since 1967. The idea originated at a conference of the Czechoslovak Physical Society in Prague and the first competition was in Warsaw with teams from Bulgaria, Czechoslovakia, Hungary, Poland and Romania participating. The competition has grown in size and scope over the decades, and in 1991 it was awarded the medal of the International Commission on Physics Education. The citation reads `the International Physics Olympiad has become an achievement of world wide impact, and physics educators from various countries around the world have attested to the strong influence it has had in stimulating interests in physics among both students and teachers in their countries'. The British Physics Olympiad team was chosen from Year 13 students who had come through the selection procedure. Schools are invited to challenge their best pupils with a preliminary paper, sat and marked at school. Students gaining above a given threshold are encouraged to sit a second, three-hour paper, which is centrally marked and graded. From among the Gold-medal winners in this exam, the team of five is selected. Amid the pressures of A-levels, some practical and theory tuition is fitted in before the competition. The different countries use a variety of selection methods and coaching. The Australians managed a week of scientific and cultural education in Vienna prior to arriving at Leicester, and several teams talked of pre-competition work-camps. How much Physics can be crammed into a week? Countries that have institutions selecting pupils highly gifted in Maths and Science have a great start, as do those with the most demanding syllabuses for pre-university exams. In years gone by, some of our most gifted students happened to be taught by some of our most able teachers, and together they tackled the old Scholarship-level papers. The old O-level work gave students a solid grounding in classical mechanics, electricity and magnetism, with lots of sums on which to anchor the concepts. Those who enjoyed this aspect of the science could launch into A-level studies of Maths, Physics, Chemistry and/or Further Maths, and relish the challenges hidden in the syllabuses. Advanced level aims have changed. Mathematical elements have been played down; traditional proofs and applications may be referred to but are no longer required learning for the candidates. The modular system allows less repetitive revision and consolidation of ideas so that students are not required to immerse themselves in the subject in the same way as a generation ago. Does this matter? The `new way' hopes to attract some students into Physics and Engineering who would have been intimidated by the rigour and commitment required to do well in the old system. The single-minded student has a wealth of information available to further his or her studies and will not be limited by the dictates of any syllabus. However, without the need to meet exam requirements, many of our most able students have been deprived of the pleasure of advancing their knowledge so far at school, and must wait for a degree course to take up the story. (We should worry if many of these potential scientists get deflected from Physics.) The change in A-level targets inevitably means that the UK is slipping down the IPhO medal table, but in the Olympic tradition it is the taking part that matters. The 31st Olympiad was won by the People's Republic of China, with five gold medals out of five. Heartiest congratulations to them and to Russia, who came second with two gold, two silver and a bronze. The other gold medals went to Hungary (2), India (2), Taiwan (2), Bulgaria (1) and Switzerland (1). The UK team won two bronze medals. Who will be lucky enough to g
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Full Text Available We aim at creating a note-taking device typically to be used in a classroom environment. Traditional methods of writing have limited speed and cannot keep up with speech. Writing with pen on paper requires us to look at the paper, which can reduce concentration on the ongoing discussion. Laptops are costly, power consuming and heavy for such a trivial task. Voice to text programs dont have the freedom of choosing the text to be included, and noise in the room can affect performance of such a program. Smart phones have a small keypad, which demands more user concentration. We have created a glove that one can wear and touch-type on any flat surface with minimal costs and power consumption. With ergonomics in mind, the glove has been designed to yield ten self fabricated switch button sensors to finally create a complete utility for simple and an inexpensive typing tool.
This professional development program from Cornell University's Center for Nanoscale Systems (CNS), designed specifically for high-school physics teachers, updates educators on recent advances in physics and related applications. It provides take-home laboratory exercises designed to meet the time and budgetary constraints of a typical high school. Site materials include an overview of the program and information on workshops and summer courses, a collection of downloadable, inquiry-based laboratory exercises, and information about an equipment lending library that supports the lab activities and is available to program participants. The Institute offers two-week and one-week programs, both for graduate credit. Participants are selected and awarded grants covering the full cost of attending the program.
Goldstein, Noah J; Vezich, I Stephanie; Shapiro, Jenessa R
A great deal of psychological research has investigated the influence of perspective taking on individuals, indicating that perspective taking increases the extent to which people like, feel a sense of self-other overlap with, and help those whose perspective they take. However, previous investigations of the topic have been limited to the study of the perspective taker, rather than the individual whose perspective has been taken. The purpose of the current work is to begin to fill this large gap in the literature by examining the consequences of believing that another individual is taking one's perspective, a phenomenon we refer to as perceived perspective taking. Over a series of 6 experiments, we demonstrate that perceiving that one's perspective has been taken confers many of the same interpersonal benefits as taking another's perspective. Specifically, our data suggest that believing that another person has successfully taken one's perspective results in an increased liking for, a greater sense of self-other overlap with, and more help provided to that person. Consistent with predictions, we find that one's self-other overlap with the perspective taker and the amount of empathy one perceives the perspective taker to feel operate in tandem to mediate the link between perceived perspective taking and liking for the perspective taker. Further, a mediational path from perceived perspective taking to helping behavior through liking is supported. Future directions are discussed, along with implications for theory and application in domains such as intergroup relations, conflict resolution, and political campaigning. PMID:24841098
Scott, Karen M.
As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who ...
Sansolios, Sanne; Mikkelsen, Bent Egberg
The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology : Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2 nd methodology : Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing pressure to take more responsibility and initiatives for the children ’ s health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a refl ection of what the video camera has recorded.
Developing vocational education is an important strategy in current Chinese education. However, vocational teachers are in a shortage and there isn’t a sound system of training and cultivating these teachers. Especially, there hasn’t formed any effective standard of vocational teachers. These three factors are the main reasons to hinder the development and increase of its quality and level. Therefore, establishing national standard of vocational teacher training is becoming very n...
von Marees, Nandoli; Petermann, Franz
The use of information and communication technology (ICT) has not only brought advantages to mankind. One downside is the emergence and increase of cyberbullying in schools. Affecting students of all ages, teachers, parents, and other educators, this special form of bullying is an increasing challenge for schools. This article offers an overview…