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
Jamieson, Jeremy P; Koslov, Katrina; Nock, Matthew K; Mendes, Wendy Berry
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…
In an interview, Barbara Koppman, a classroom teacher, reading specialist, and curriculum writer, expresses her opinions on professional standards, teacher morale, teacher evaluation, the use of master teachers, professional organizations for teachers, teacher image in the media, and the school's role in solving social problems. (JN)
The Teacher Track Project focuses on recruitment of instructional aides and high school students from minority groups into teacher education programs and retention of these individuals as they work toward a degree. (IAH)
Yopp, Hallie Kay; And Others
We investigated how the availability of self-control resources affects risk-taking inclinations and behaviors. We proposed that risk-taking often occurs from suboptimal decision processes and heuristic information processing (e.g., when a smoker suppresses or neglects information about the health risks of smoking). Research revealed that depleted self-regulation resources are associated with reduced intellectual performance and reduced abilities to regulate spontaneous and automatic responses (e.g., control aggressive responses in the face of frustration). The present studies transferred these ideas to the area of risk-taking. We propose that risk-taking is increased when individuals find themselves in a state of reduced cognitive self-control resources (ego-depletion). Four studies supported these ideas. In Study 1, ego-depleted participants reported higher levels of sensation seeking than non-depleted participants. In Study 2, ego-depleted participants showed higher levels of risk-tolerance in critical road traffic situations than non-depleted participants. In Study 3, we ruled out two alternative explanations for these results: neither cognitive load nor feelings of anger mediated the effect of ego-depletion on risk-taking. Finally, Study 4 clarified the underlying psychological process: ego-depleted participants feel more cognitively exhausted than non-depleted participants and thus are more willing to take risks. Discussion focuses on the theoretical and practical implications of these findings. PMID:22931000
Fischer, Peter; Kastenmüller, Andreas; Asal, Kathrin
This dissertation is an exploratory study of teacher risk taking. The risk-taking literature in education and other types of organizations is lacking in studies exploring the concept of healthy risk taking and how that risk taking is related to other concepts such as organizational culture, innovation, and efficacy. The purpose of this study was…
Taylor, Margaret Elizabeth
With the increasing linguistic diversity of students in many classrooms around the world, teachers need to be well-equipped with strategies to address the learning needs of students with limited proficiency in the dominant language of the classroom. This article outlines various strategies that might help teachers reach that goal by taking…
Pappamihiel, Eleni; Lynn, C. Allen
...2010-07-01 false Plans to increase teacher quality. 200.57 Section 200.57...Educational Agencies Qualifications of Teachers and Paraprofessionals § 200.57 Plans to increase teacher quality. (a) State plan....
School connectedness has been shown to be an important protective factor in adolescent development, which is associated with reduced risk-taking behavior. Interventions to increase students' connectedness to school commonly incorporate aspects of teacher training. To date, however, research on connectedness has largely been based on student…
Chapman, Rebekah L.; Buckley, Lisa; Sheehan, Mary; Shochet, Ian M.
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.
Erika Swarts Gray
Research using an intensive single-session training to increase use of Socratic (open-ended) questions and to lengthen turn-taking talk with low-income preschoolers showed that immediate posttraining gains were not sustained in classrooms 3 months later. Suggestions are given for trainers and for teachers that can boost teacher ability to…
Honig, Alice Sterling; Martin, Patricia M.
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,…
Harste, Jerome C.; Albers, Peggy
A teacher faces hostility from certain colleagues who view his decision to attend a controversial lecture as tantamount to the repudiation of the principle of inclusive education and the rights of students with disabilities. The teacher sees the proposed boycott of the lecture as a form of censorship threatening freedom of inquiry and critical…
Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.
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…
Research has consistently shown that aggressive video console and PC games elicit aggressive cognitions, affect, and behaviors. Despite the increasing popularity of racing (driving) games, nothing is known about the psychological impact of this genre. This study investigated whether playing racing games affects cognitions, affect, and behaviors that can promote risk taking in actual road traffic situations. In Study 1, the authors found that the frequency of playing racing games was positively associated with competitive driving, obtrusive driving, and car accidents; a negative association with cautious driving was observed. To determine cause and effect, in Study 2, the authors manipulated whether participants played 1 of 3 racing games or 1 of 3 neutral games. Participants who played a racing game subsequently reported a higher accessibility of cognitions and affect positively associated with risk taking than did participants who played a neutral game. Finally, on a more behavioral level, in Study 3, the authors found that men who played a racing game subsequently took higher risks in computer-simulated critical road traffic situations than did men who played a neutral game. Theoretical and practical implications are discussed. PMID:17385999
Fischer, Peter; Kubitzki, Jörg; Guter, Stephanie; Frey, Dieter
Quality teacher-student relationships are linked with numerous valued student outcomes. Yet, questions remain about how to best facilitate these relationships. Social perspective taking--the process of discerning others' thoughts, feelings, and motivations--is critical to relationships; yet, its promise as a facilitator of teacher-student…
Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna D.
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…
Preliminary evaluation results from PolarTREC--Teachers and Researchers Exploring and Collaborating, a Teacher Research Experience (TRE) program matching teachers with polar researchers, has shown that program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students benefit from their teacher's participation, and when polled in interest surveys, showed significant changes regarding the importance of understanding the polar regions as a person in today's world. Researchers participating in PolarTREC have also been overwhelmingly satisfied with the experience and have cited several specific strengths, including the program's crucial link between the teachers' field research experiences and their classroom and the extensive training provided to teachers prior to their expedition. Participating researchers have also reported that working closely with an educator has given them valuable perspectives on K-12 education and teaching methods that they often take back to their institutions, local schools, and communities. For many researchers, the experience is just the beginning of a long-lasting collaboration and a change in their view of education and its role in scientific research. This presentation will address how TRE's conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources, are integral to a successful collaboration before, during, and after the field research experience. Additionally, we will discuss how TRE's can greatly impact and diversify the broader impacts of scientific projects, and how TRE's have also become professional development experiences for the researchers that have hosted teachers. Teacher Research Experiences, including programs like PolarTREC, provide a tested approach and a clear route for varying levels of researcher participation in the education community, facilitating collaboration and ensuring educator, student, and community understanding of science during times of interrelated global change.
Warburton, J.; Timm, K. M.; Holmes, R. M.; Geiger, C.; Lefer, B.
A voluntary peer-coaching program is described along with the accompanying cultural change that occurred at a suburban high school. Veteran teachers participating in this research reported that peer coaching gave them meaningful feedback, motivation to direct their learning, increased levels of trust and morale among themselves, and justification…
Arnau, Lea; Kahrs, James; Kruskamp, Bill
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...
Fischer, Peter; Greitemeyer, Tobias; Morton, Thomas; Kastenmu?ller, Andreas; Postmes, Tom; Frey, Dieter; Kubitzki, Jo?rg; Odenwa?lder, Jo?rg
...under subpart A of this part must develop, as part of its State plan...elementary and secondary school teachers in the State who...part must develop, as part of its local plan under...elementary and secondary school teachers in the LEA who...
Like many teacher librarians, this author is often blessed with the opportunity to mentor preservice teacher librarians. There are "apps" she would like to "load" onto every student teacher-librarian's "screen," if he or she is to have true credibility in leading a school through an information and communication landscape that is continually in…
Valenza, Joyce Kasman
Increased risk taking may explain the link between bad moods and self-defeating behavior. In Study 1, personal recollections of self-defeating actions implicated bad moods and resultant risky decisions. In Study 2, embarrassment increased the preference for a long-shot (high-risk, high-payoff) lottery over a low-risk, low-payoff one. Anger had a similar effect in Study 3. Study 4 replicated this and showed that the effect could be eliminated by making participants analyze the lotteries rationally, suggesting that bad moods foster risk taking by impairing self-regulation instead of by altering subjective utilities. Studies 5 and 6 showed that the risky tendencies are limited to unpleasant moods accompanied by high arousal; neither sadness nor neutral arousal resulted in destructive risk taking. PMID:8979390
Leith, K P; Baumeister, R F
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 playing video racing games on risk taking was partially mediated by changes in self-perceptions as a reckless driver. These effects were evident only when the individual played racing games that reward traffic violations rather than racing games that do not reward traffic violations (Study 3) and when the individual was an active player of such games rather than a passive observer (Study 4). In sum, the results underline the potential negative impact of racing games on traffic safety. PMID:19596767
Fischer, Peter; Greitemeyer, Tobias; Morton, Thomas; Kastenmüller, Andreas; Postmes, Tom; Frey, Dieter; Kubitzki, Jörg; Odenwälder, Jörg
Full Text Available This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of equity issues, the visible minority participants were often summoned by others to advocate. The paper concludes with a discussion about how teacher education might better address advocacy issues, alongside the focus on equity issues.
Today's students are bombarded with digital imagery and sound nearly 24 hours of the day. Video use in the classroom is engaging, and a teacher can instantly grab her students' attention. The content of the videos comes from many sources; the curriculum, the student handbook, and even the school rules. By creating the videos, teachers are not only…
Bohot, Cameron Brooke; Pfortmiller, Michelle
Accountability systems have important implications for schooling. Missing from discussions about their implementation, however, are ways they affect teacher responsibility. Responsibility has been insufficiently explicated in the education literature, including its impact on teacher motivation, emotion, and behavior. We propose that a…
Lauermann, Fani; Karabenick, Stuart A.
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.
Full Text Available 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 did prior to the sessions. The data also indicated that teachers providedmore equitable assistance to their classroom students after being presented with gender equityinterventions.
This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with…
Vrieling, E. M.; Bastiaens, T. J.; Stijnen, S.
Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…
MacSuga, Ashley S.; Simonsen, Brandi
Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.
Full Text Available This article forms part of a study in which treatment was sought in order to know the area of sport in physical education in compulsory secondary education in the province of Huelva. In this article we focus on aspects that teachers have in mind when choosing the sports content. We examine a total of 63 teachers who were given a questionnaire. The data were analyzed using SPSS (13.0. The main findings are that the sport is content that has greater presence in our classrooms, being team sports the most developed. As for the main reasons for choosing facilities and find that materials are crucial. Another aspect is also taken into account is that content is motivating and innovative, interest and student demand, and self-knowledge and command of the teacher about the different sports.
José Robles Rodríguez
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.
Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.
The cases presented describe two levels of struggle. One level identifies two student teachers (ST) and their mentors failing to meet one another's expectations. Another level presents school administration as it seeks to find ways of meeting STs' needs while maintaining a positive and productive school climate. Relevant research is…
Nesheim, Nicole E.; Moran, Clarice M.; Pendleton, Melissa
The disposal of household hazardous waste and materials as municipal solid waste (MSW) remains a vexing problem for solid waste managers and policymakers. A major underlying factor is the inconvenience of special collection programs compared to general disposal. A properly designed, mandatory retail take-back program can significantly improve user convenience compared to centralized or periodic, voluntary special collection programs. San Luis Obispo County, California, population 271,960, was the first county in the US to establish a mandatory retail take-back program for specific household hazardous waste and materials (HHWM): fluorescent lamps, household batteries, medical sharps, and latex paint. This program uses retail locations as collection points for subsequent transport by the county to its transfer facility. This shared responsibility program has been highly effective at diverting HHWM from disposal as MSW. Between April 2009 and October 2012 the estimated collection/diversion rates increased dramatically from near zero percent to approximately 36.44% for fluorescent lamps, 21.4% for household batteries, 28.43% for latex paint, and 72.65% for used medical sharps. For household batteries and fluorescent lamps, the convenience of the collection container and the type of store were statistically significant predictors of the number of batteries and lamps collected. PMID:23583869
Wagner, Travis P; Toews, Patti; Bouvier, Rachel
Motivating high school students is a complex and challenging task. Add the resource shortfall and issues that result from the small size and remoteness of rural districts, and it may seem a nearly impossible undertaking. Motivation theory and research offer potential tools for teachers to use, but what are the needs of rural students, and what…
Hardre, Patricia L.
Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers' attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled…
Orland-Barak, Lily; Maskit, Ditza
Full Text Available What makes people spontaneously adopt the perspective of others? Previous work suggested that perspective taking can serve understanding the actions of others. Two studies corroborate and extend that interpretation. The first study varied cues to intentionality of eye gaze and action, and found that the more the actor was perceived as potentially interacting with the objects, the stronger the tendency to take his perspective. The second study investigated how manipulations of gaze affect the tendency to adopt the perspective of another reaching for an object. Eliminating gaze cues by blurring the actor’s face did not reduce perspective-taking, suggesting that in the absence of gaze information, observers rely entirely on the action. Intriguingly, perspective-taking was higher when gaze and action did not signal the same intention, suggesting that in presence of ambiguous behavioral intention, people are more likely take the other’s perspective to try to understand the action.
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.
The use of D2/D3 dopaminergic agonists in Parkinson's disease (PD) may lead to pathological gambling. In a placebo-controlled double-blind study in healthy volunteers, we observed riskier choices in a lottery task after administration of the D3 receptor-preferring agonist pramipexole thus mimicking risk-taking behavior in PD. Moreover, we demonstrate decreased activation in the rostral basal ganglia and midbrain, key structures of the reward system, following unexpected high gains and therefore propose that pathological gambling in PD results from the need to seek higher rewards to overcome the blunted response in this system. PMID:18575579
Riba, Jordi; Krämer, Ulrike M; Heldmann, Marcus; Richter, Sylvia; Münte, Thomas F
The present study examined whether school-age children show risk compensation and engage in greater risk taking when wearing safety gear compared to when not doing so when running an obstacle course containing hazards that could lead to physical injury. Because sensation seeking has been shown to influence risk taking, this child attribute was also assessed and related to risk compensation. Children 7-12 years of age were videotaped navigating the obstacle course twice, once wearing safety gear and once without safety gear, with reverse directions used to minimize possible practice effects. The time it took the child to run through the course and the number of reckless behaviors (e.g., falls, trips, bumping into things) that the child made while running the course were compared for the gear and no-gear conditions. Results indicated that children went more quickly and behaved more recklessly when wearing safety gear than when not wearing gear, providing evidence of risk compensation. Moreover, those high in sensation seeking showed greater risk compensation compared with other children. Implications for childhood injury prevention are discussed. PMID:17112456
Morrongiello, Barbara A; Walpole, Beverly; Lasenby, Jennifer
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)
The potential increase in nutrient flux towards bacteria owing to turbulent motion is insignificant under normal environmental turbulent conditions because of the small size of bacteria (Karp-Boss et al, 1996). However, after a chlorophyll production peak, which provides the necessary organic matter for bacteria to grow, it is observed that the bacterial community composition changes, and bacteria that tend to aggregate or become filamentous are favorably selected. I argue that this effective...
Dobutamine-atropine stress echocardiography is used for the non-invasive diagnosis of coronary artery disease, but stress test results may be influenced by beta-blockers. The aim of this study was to assess if the addition of atropine can compensate for the presence of beta-blockers in dobutamine stress echocardiography. Twenty-six patients referred for evaluation of chest pain were studied twice, on and off metoprolol 100 mg b.i.d. (in random order sequence) with a wash-out period of at least 48 h. Dobutamine stress echocardiography was performed using up to 40 micrograms.kg-1.min-1, followed, if necessary, by the addition of atropine to achieve 85% of the age-predicted maximal heart rate, unless symptoms or markers of ischaemia appeared. Atropine was given to patients on beta-blockers more often [(22/26) vs (6/26)] than to those off beta-blockers (P test was lower on beta-blockers. Chest pain occurred in patients on beta-blockers significantly less than in those off beta-blockers (8% vs 46%), and the addition of atropine made no significant difference (31% vs 46%). During dobutamine stress, new wall motion abnormalities occurred in three patients on beta-blockers (12%); this number increased to 15 after the addition of atropine (57%). New or worsened wall motion abnormalities occurred in 12 patients (46%) off beta-blockers with dobutamine alone and in 14 patients after adding atropine (53%).(ABSTRACT TRUNCATED AT 250 WORDS) PMID:8013509
Fioretti, P M; Poldermans, D; Salustri, A; Forster, T; Bellotti, P; Boersma, E; McNeill, A J; el-Said, E S; Roelandt, J R
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…
Moffat, Thecla Kudakwashe
... Teachers & Teacher Education SIG ? Australian Association for Environmental Education Home About Us National Executive Council Vision, Values & Objectives AAEE Biennial ...Conference 2014 Papers Submissions Reports Education for Sustainability Partnership Project Environmental Awards Publications Aust Jrnl of Environmental Ed AAEE Conference Papers ozEEnews Links & ...SIG Local Government SIG Marine Educators SIG Nature Educators SIG Research SIG Teachers & Teacher Education SIG Contact Us Join Us Donate Our Vision To connect ...through education to advance understandings and actions in relation to environmental and sustainability issues across all communities and education sectors. Teachers & Teacher Education SIG ...
This study examined the experiences of a cohort of seven beginning high school teachers, all of whom were in their first year of teaching in schools where low performing students were at the greatest risk and where a culture of professional learning communities was rare. Teachers were struggling with what it meant to be a culturally responsive…
Canniff, Julie G.
Job satisfaction is an important topic in teacher education research. Exploring the issue of teacher job satisfaction helps us gain a deeper understanding of teachers' mental state, such as their occupational attitudes, zeal for teaching, and work enthusiasm, which affects the quality of teaching and education. From an examination of teachers' job…
Fuming, Xu; Jiliang, Shen
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.
Mitchell, Elizabeth Ann
Some effort to test the effectiveness of teacher assistant training programs is common, but these evaluations are typically limited to measures of student satisfaction. Two forms of assessment commonly used in elementary and secondary teacher training programs, measuring levels of teaching anxiety and teacher efficacy, may be of use for sociology…
Pelton, Julie A.
Full Text Available The goal of ‘teacher quality for all’ is proving difficult to achieve in many countries, especially in rural areas, yet teacher quality is a key determinant of students’ participation rates and achievement levels. It also affects the attainment of social justice in terms of equity in educational quality for students. One contributor to teacher quality is professional development though limits on its availability and quality create inequity for many teachers. This paper describes how distance education and ICT improved access, equity, and quality in professional development for rural teachers in one province in western China, viewed through the lens of a ‘rights-based’ framework.
Early sexual debut is associated with risky sexual behavior and an increased risk of unplanned pregnancy and sexually transmitted infections later in life. The relations among early movie sexual exposure (MSE), sexual debut, and risky sexual behavior in adulthood (i.e., multiple sexual partners and inconsistent condom use) were examined in a longitudinal study of U.S. adolescents. MSE was measured using the Beach method, a comprehensive procedure for media content coding. Controlling for characteristics of adolescents and their families, analyses showed that MSE predicted age of sexual debut, both directly and indirectly through changes in sensation seeking. MSE also predicted engagement in risky sexual behaviors both directly and indirectly via early sexual debut. These results suggest that MSE may promote sexual risk taking both by modifying sexual behavior and by accelerating the normal rise in sensation seeking during adolescence. PMID:22810165
O'Hara, Ross E; Gibbons, Frederick X; Gerrard, Meg; Li, Zhigang; Sargent, James D
This guide is intended to assist classroom teachers in developing lessons revolving around New York's 1980 handgun control law. It contains model lesson plans and a section on resource materials designed to provide insight into the law and its ramifications. The guide is designed for use in intermediate, junior and senior high schools. (Author/APM)
New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.
SYSTEM OF SUPPORT OF DECISION MAKING AS INNOVATIVE INSTRUMENT OF ACTIVITY EFFICIENCY INCREASE OF HIGHER EDUCATIONAL ESTABLISHMENT TEACHERS ??????? ????????? ????????? ?????? ?? ???????????? ?????????? ?????????? ???????????? ?????????? ????????? ?????? ??????????? ???????
Full Text Available Introduction of the module-rating system of evaluation of quality of preparation of students of higher educational establishment entailed the considerable increase of charges of teacher’s time on implementation of organizational work. At such circumstances it is necessary to support the introduction in the educational process not only software, which promotes the level of mastering of knowledge’s and skills of practical activity of students, but also appendixes, for providing of rise of efficiency and comfort terms of activity of teacher. For the decision of this problem the system of support of decision making "Estimation and system logical analysis of quality of preparation of specialists of sphere of engineering and technologies" is offered by the author of the article (Helen N. Skorohod, above all setting of which – it is automation of conservative labor of teacher and providing of effective decision making by him.???????? ????????-??????????? ??????? ?????????? ?????? ?????????? ????????? ?????? ??????????? ??????? ?????????? ?????? ?????????? ?????? ???? ????????? ?? ????????? ?????????????? ??????. ?? ????? ???????? ????????? ??????? ???????? ? ?????????-???????? ?????? ?? ?????? ??????????? ????????????, ??? ???????? ?????? ????????? ????? ?? ??????? ?????????? ?????????? ?????????, ??? ? ??????? ??? ???????????? ?????????? ???????????? ?? ?????????? ???? ?????????? ?????????. ??? ????????? ???? ???????? ??????? ?????? ????????????? ??????? ????????? ????????? ?????? "?????? ?? ??????????????? ?????? ?????? ?????????? ???????? ????? ????????? ?? ??????????", ??????? ??????????? ???? – ?? ????????????? ???????? ????? ????????? ?? ???????????? ????????? ??? ?????????? ??????.
This quasi-experimental study, conducted in the Physics and Geology Department at a predominately Hispanic university in South Texas, measures the change in average outside-class-study- hours per week of non-science majors taking physical science courses. The experimental group received four teaching interventions that were implemented to motivate these students to increase their study hours: Frequent oral encouragement, the Study Hour Formula sheet, the Weekly Priority Task list, and The Attributional Rating Form for Test Scores that was handed to students after each of four regular physical science tests. Both the experimental and comparison groups kept detailed logs of their outside-class-study-hour sessions, handed in to the instructor on a weekly basis. A pretest was administered to both groups at the beginning of the semester, and the same test will be administered at the end of the semester. A Multivariate Analysis of Variance is used to determine whether the increase in achievement between the pretest and posttest was greater for the experimental group. In addition, trends of individual weekly outside-class-study- hours per week and quality of study hours were examined in relation to improvement in test scores throughout the semester.
Zeng, Liang; Herold Poelzer, G.; Cowan, Matthew
U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development. Columbia University's teacher research program is a very effective form of professional development for pre- college science teachers and has a direct correlation to increased student motivation and achievement in science. The Program is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program's evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.
The University of Houston is in the process of developing a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model Mars rover. The program is called the Mars Rover Model Celebration (MRC). It focuses on students, teachers and parents in grades 3-8. Students design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. A total of 65 Mars Rover teachers from the 2012-2013 cohort were invited to complete the Mars Rover Teacher Evaluation Survey. The survey was administered online and could be taken at the convenience of the participant. In total, 29 teachers participated in the survey. Teachers were asked to rate their current level of confidence in their ability to teach specific topics within the Earth and Life Science realms, as well as their confidence in their ability to implement teaching strategies with their students. In addition, they were asked to rate the degree to which they felt their confidence increased in the past year as a result of their participation in the MRC program. The majority of teachers (81-90%) felt somewhat to very confident in their ability to effectively teach concepts related to earth and life sciences to their students. In addition, many of the teachers felt that their confidence in teaching these concepts increased somewhat to quite a bit as a result of their participation in the MRC program (54-88%). The most striking increase in this area was the reported 48% of teachers who felt their confidence in teaching 'Earth and the solar system and universe' increased 'Quite a bit' as a result of their participation in the MRC program. The vast majority of teachers (86-100%) felt somewhat to very confident in their ability to effectively implement all of the listed teaching strategies. In addition, the vast majority reported believing that their confidence increased somewhat to quite a bit as a result of their participation in the MRC program (81-96%). The most striking increases were the percentage of teachers who felt their confidence increased 'Quite a bit' as a result of their participation in the MRC program in the following areas: 'Getting students interested in and curious about science' (63%); 'Teaching science as a co-inquirer with students' (56%); and 'Continually find better ways to teach science' (59%). The areas where teachers reported the least amount of increase were those related to: Fostering student reading comprehension skills during science instruction and learning and integrating reading language arts into my science teaching. This outcome, however, is not surprising as many teachers reported not implementing the language arts, comprehension and vocabulary aspects of the program. The program training for last year did not explicitly cover the language arts components in detail or with support.
Bering, E. A.; Carlson, C.; Nieser, K.; Slagle, E.
To test a proposition central to J. Belsky, L. Steinberg, and P. Draper's (1991) evolutionary theory of socialization--that pubertal maturation plays a role in linking early rearing experience with adolescent sexual risk taking (i.e., frequency of sexual behavior) and, perhaps, other risk taking (e.g., alcohol, drugs, delinquency)--the authors…
Belsky, Jay; Steinberg, Laurence; Houts, Renate M.; Halpern-Felsher, Bonnie L.
The investigation mainly adopts questionnaires and interviews to inquire 120 teachers from Ma Erkang Elementary School in Sichuan Province. The results indicate that the countryside teachers’ income is universally lower than that of urban teachers (teachers from the urban area).Teachers’ sense of happiness of both rural and urban areas is, in general, not optimistic. Countryside teachers’ satisfaction of economic income and sense of happiness is slightly higher than that of urban teache...
Yu, Zhi-hui; Lei, Yun; Wu, Ding-chu
Full Text Available Abstract Background Continuing medical education (CME for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and may cause dissatisfaction with traditional CME. Increasing learner involvement in teaching programs may improve learner satisfaction. Methods A quality improvement program for CME for 18 general practitioners in the Tel Aviv region was designed as a result of dissatisfaction with traditional CME activities. A two-step strategy for change was developed. The CME participants first selected the study topics relevant to them from a needs assessment and prepared background material on the topics. In the second step, specialist teachers were invited to answer questions arising from the preparation of selected topics. Satisfaction with the traditional lecture program and the new participatory program were assessed by a questionnaire. The quality criteria included the relevance, importance and applicability of the CME topic chosen to the participant's practice, the clarity of the presentation and the effective use of teaching aids by the lecturer and the potential of the lecturer to serve as a consultant to the participant. Results The participatory model of CME significantly increased satisfaction with relevance, applicability and interest in CME topics compared to the traditional lecture format. Conclusions Increased learner participation in the selection and preparation of CME topics, and increased interaction between CME teachers and learners results in increased satisfaction with teaching programs. Future study of the effect of this model on physician performance is required.
This study explored the impact of a Cultural Self-Analysis (CSA) Project on early childhood undergraduate preservice teachers' cultural awareness and dispositions toward working with culturally diverse students and families. The project was based on the ABC's of Cultural Understanding and Communication, a model designed to facilitate the…
Fuller, David P.; Miller, Kevin J.; Dominguez, Laura C.
Writing groups have been used in a variety of academic disciplines to support and encourage faculty in their scholarly endeavors. This article gives an overview of the impact a writing group within a Teacher Education department at a teaching institution had on scholarly output over a two year period. The structure of the writing group is shared…
Page, C. Steven; Edwards, Susan; Wilson, Judi H.
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...
CHLOË ELIZABETH LEE-ZORN; WILLIAM BUHROW JR.; BRETT VICARIO
News Workshop: Teachers explore electronics Conference: ASE conference hits Nottingham Teacher training: Videoconferencing discovers asteroids Lecture: Annual education talk gets interactive Award: Britton receives a New Year's honour Multimedia: Multimedia conference 2010 will be held in France Conference series: ICPE travels to Thailand in 2009 Filming: Sixth-formers take physics on location
Workshop: Teachers explore electronics Conference: ASE conference hits Nottingham Teacher training: Videoconferencing discovers asteroids Lecture: Annual education talk gets interactive Award: Britton receives a New Year's honour Multimedia: Multimedia conference 2010 will be held in France Conference series: ICPE travels to Thailand in 2009 Filming: Sixth-formers take physics on location
The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain…
Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week…
Nehm, Ross H.; Schonfeld, Irvin Sam
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…
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.
The Influence a Central Office Program Support Teacher and a Building-Specific Teacher Leader as an Academic Coach Have on the Self-Efficacy of the Classroom Teacher as Evidenced by Increased Use of Best Practice Instructional Strategies and Materials
The purpose of this study was to determine if the self-efficacy of the classroom teacher could be influenced by the collaborative efforts of a central office program support teacher and a building-specific teacher leader/academic coach resulting in increased use of Best Practices in classroom instruction. Findings supported the hypothesis. Key…
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…
Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef
There is growing interest in self-study methods being used by teachers and teacher educators to improve their own practice. The focus of these self-studies seems to be more on acting than on understanding, and here we focus on a group of teachers who explore their professional identities. Teachers participating in a Master's degree study were…
Koster, Bob; van den Berg, Bas
Full Text Available The investigation mainly adopts questionnaires and interviews to inquire 120 teachers from Ma Erkang Elementary School in Sichuan Province. The results indicate that the countryside teachers’ income is universally lower than that of urban teachers (teachers from the urban area.Teachers’ sense of happiness of both rural and urban areas is, in general, not optimistic. Countryside teachers’ satisfaction of economic income and sense of happiness is slightly higher than that of urban teachers. Economic income is one of the factors that affect the sense of happiness, yet it is not the most important one. Key words: elementary school teachers; economic income; sense of happinessRésumé: L'enquête utilise principalement des questionnaires et des entretiens pour enqu 120 enseignants de l'école élémentaire Ma Erkang dans la province du Sichuan. Les résultats indiquent que les revenus des enseignants dans la campagne sont généralement inférieurs à ceux des enseignants urbains(les enseignants dans les zones urbaines. En général, le sentiment de bonheur des enseignants de zones rurales et urbaines n'est pas optimiste. La satisfaction de revenus économiques et le sentiment de bonheur des enseignants dans la campagne sont légèrement supérieure à celle des enseignants en milieu urbain. Les revenus économiques est l'un des facteurs qui influent sur le sentiment de bonheur, mais ce n'est pas le facteur le plus important.Mots-Clés: enseignants de l’école primaire; revenus économiques; sentiment de bonheur
Describes systematic risk-taking, a strategy designed to develop skills and increase self-esteem, confidence, and courage in gifted youth. The steps of systematic risk-taking include understanding the benefits, initial self-assessment for risk-taking categories, identifying personal needs, determining a risk to take, taking the risk, and…
This report synthesizes case studies of women teachers in rural areas of Bangladesh, India, Nepal, and Pakistan. In each country, interviews and focus groups were conducted in selected states and districts with administrators and women teachers in rural elementary schools, as well as policymakers and community members. Following an introduction to…
United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.
The use of a particular language as medium of instruction (MOI) is a complex issue in multilingual and post-colonial contexts such as Hong Kong, on which teachers' voices are often neglected. To capture their voices, this paper reports on an interpretive inquiry of eight experienced Chinese teachers' professional experiences with a focus on their…
Gao, Xuesong; Leung, Pamela Pui-Wan; Trent, John
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 chronicity. Therefore, the current study used a rodent model of chronic sleep restriction more akin to that experienced by humans (approximately 25% reduction in baseline sleep over the course of 8 days) to assess the impact of chronic sleep deprivation on cocaine-seeking and cocaine-taking behaviors in rats early during acquisition of self-administration. While low drug-taking rats were unaffected by chronic sleep restriction, high drug-takers in the chronic sleep restriction (CSR) group exhibited enhanced fixed ratio (FR) responding by the fourth day of FR training and significantly higher PR breakpoints than their non-sleep restriction (NSR) counterparts. This study is the first to directly assess the impact of chronic sleep deprivation on drug self-administration. These results show that chronic sleep deprivation early during acquisition of self-administration has a significant effect on the perceived incentive reward value of cocaine in high drug-takers, as indicated by both increased FR responding and an increased willingness to work for drug. Thus, it is important to be mindful of such factors in clinical settings designed for treatment of addiction and relapse prevention. PMID:23603033
Puhl, Matthew D; Boisvert, Matthew; Guan, Zhiwei; Fang, Jidong; Grigson, Patricia S
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…
National Council on Teacher Quality, 2009
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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
The Exploratorium Leadership Program is a two-year training and support program for alumni of the Teacher Institute who take on the responsibilities of mentoring and coaching novice science teachers in the Exploratorium Beginning Teacher Program.
Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a…
Sanetti, Lisa M. Hagermoser; Chafouleas, Sandra M.; Fallon, Lindsay M.; Jaffrey, Rose
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.
Bleicher, R. E.
Full Text Available 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 and multicultural education. This paper explores how South Korean pre-service teachers understand the increasing ethnic and cultural diversity in South Korean society and multicultural education in South Korean schools. The responses suggest that multicultural education for pre-service teachers should facilitate a critical examination of South Korean identity as a political construct. Furthermore it should empower them to actively define multicultural education in their own contexts as a way to politically engage multiculturalism in and out of school.
Sunnie Lee Watson
Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed. PMID:23564059
Gregory, Anne; Huang, Francis
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Professional abilities of teachers have been challenged by the New Curriculum Reform from 2001. To find the present state of professional abilities of old teachers of 45 and over in junior middle schools, the investigation adopts questionnaire to inquire 127 junior middle school teachers in Suzhou Anhui province. The results show that the Chinese old teachers have basic skills for teaching with good basic abilities of education and can perform their “teaching” functions well by taking advantage of teaching abilities today. But there are some problems for them in abilities of teaching reflection, education cooperation, teaching innovation, education research and career planning, which are inconsistent with the ideas of the New Curriculum Reform in China. Facing the challenges from the Reform, the old teachers must seek for the improving of professional abilities. On one hand, the government and the schools should provide good outer support for them; on the other hand, the old teachers should set up their selfdevelopment consciousness.
Key words: Old teachers in junior middle schools; Professional abilities; The New Curriculum Reform in China
Résumé Les Capacités professionnelles des enseignants ont été contestées par le nouveau curriculum Réformer à partir de 2001. Pour trouver l’état actuel des capacités professionnelles des enseignants de agés de 45 ans et plus dans les collèges junior, l’enquête adopte questionnaire pour en savoir davantage, 127 enseignants des écoles intermédiaires junior à Suzhou province d’Anhui. Les résultats montrent queles enseignants de chinois anciens ont des compétences de base pour l’enseignement avec de bonnes aptitudes de base des l’éducation et peuvent exercer leurs fonctions «apprenant» et en tirant parti dequalités pédagogiques d’aujourd’hui. Mais il ya quelques problèmes pour eux dans les capacités de l’enseignement la recherche de réfl exion, la coopération l’éducation, l’innovation pédagogique, l’éducation et de carrière planifi cation, qui sont incompatibles avec les idées de la réforme du nouveau curriculum en Chine. Relever les défi s de la réforme, les anciens professeurs doivent chercher l’amélioration des capacités professionnelles. D’une part, le gouvernement et les écolesdevraient fournir un bon support externe pour eux; d’autre part, les anciens professeurs devraientmettre en place leur auto-développement de la conscience.
Mots clés: Anciens professeurs des collèges juniors; Capacités professionnelles; La réforme du nouveau curriculum en Chine
Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…
Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.
This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.
Ben Said, Selim
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.
Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena
A description is given of a cooperative teacher education program offered by Peabody College of Vanderbilt University and Fisk University, a historically black institution. The program is designed for minority students who wish to be certified in elementary and special education. These students spend their junior year and the first semester of…
Skeel, Dorothy J.
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…
Molinari, Luisa; Speltini, Giuseppina; Passini, Stefano
Discrete-trials teaching (DTT) is an evidence-based practice used in educational programs for children with autism spectrum disorders (ASD). Although there is strong demand for preparing teachers to effectively implement DTT, there is a scarcity of published research on such studies. A multiple baseline across participants design was utilized to…
Garland, Krista Vince; Vasquez, Eleazar, III; Pearl, Cynthia
Short-term field research projects were embedded into a two-week, Mathematics and Science Partnership-funded, teacher institute devoted to increasing content knowledge about the physical basis of climate change. Teams of four teachers were encouraged to ask any research question related to weather or climate, and create a data collection method that they thought might help answer their question. They were provided with a range of measurement devices, from simple immersible thermometers to light sensors, probeware, and carbon dioxide concentration sensors. Teams were expected to design data collection sites in a middle-school setting, present site designs to their peers, collect data, present initial results, and participate in peer-review about site design and data collected. Teachers were encouraged to generate research questions that could be replicated with their students at their schools. Design complexity ranged widely with some teachers deliberately choosing to model sites their students might design and others making full use of more sophisticated technology. On the third day of the institute, each group presented their research question and setup for data collection in poster format. Large gaps in understanding about testable questions and effective data collection methods were apparent. Instead of addressing errors as groups presented, facilitators encouraged participants to explore each groups’ presentation and make comments using post-it notes. Participants were then encouraged to respond to the comments and consider modifying their questions, site designs, or data collection methods. Teams gathered data up to three times daily and were fully responsible for choosing means of data organization; by the second week most were using and becoming familiar with Microsoft Excel. Final presentations were in Microsoft PowerPoint. Teams were expected to graphically report data, present possible interpretations, and discuss any problems related to their initial questions or methods. All teams reported problems with their work and identified improvements for future research. Teachers reported that the field component was very helpful to their understanding of the process of science and to deepening their content knowledge about climate change research. Additionally they reported that they were much more likely to include short-term research projects in their own classrooms as a result of this experience. Short-term data collection experiences such as these can serve to: - Encourage teachers to provide students with the opportunity to develop their own questions, and design methods to answer those questions; - Expose teachers to common pitfalls in data collection methods so that teachers can later guide students as students encounter similar problems; - Familiarize teachers with widely available technology used to record and present data; - Refine teacher understanding of research and improve likelihood of success on longer research projects; - Enable teachers to look at data sets more critically and in more depth; - Better understand how to construct, read, and interpret data tables and graphs; and - Increase depth of understanding of science content.
Gaboardi, M.; Parker, W.; Rodriguez, D.
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…
Xu, Yuejin; Patmor, George
Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…
Mason, Kevin O.
Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition, and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The im...
Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne
Teachers' role within the ICT-mediated learning environment is a pivotal one. They have to take on the more demanding role of mediator and knowledge broker: to provide guidance, strategic support, and assistance to help students to assume increasing responsibilities for their own learning. In order for them to take on such a role, teachers have to…
Lim, Cher Ping
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)
Merriam, Sharan B.
Dr. Carole Berotte Joseph, the new president of Bronx Community College, or BCC, has been training to lead an institution of higher education since grade school, taking on the role of master teacher since she played on her parents' stoop with the neighborhood children in Brooklyn. Growing up, she didn't play with dolls much. She played with real…
Miranda, Maria Eugenia
What if you could learn about how to prepare for emergency situations, explore the legends of the Alamo, and the rise of wireless communications all in one place? Sounds like a pretty good deal, and it is all possible via the Take Five website. Presented by the University of Texas at Austin, the Take Five website presents videos of various faculty members talking about their areas of expertise in an accessible and engaging format. Since the spring of 2003, the Take Five project has presented five new lectures each semester (hence the name of the project), and visitors to the site have access to all of these materials. The presentations are uniformly quite good, and along with the previously mentioned topics, they also cover such areas as minority entrepreneurship and the role of technology in addressing the worldÃ¢ÂÂs major health problems.
Full Text Available ... Online Store Events Make a Donation Access My Learning Access AADE7 System Find a Diabetes Educator Questions, Comments, Concerns? 800 . 338 . 3633 Taking Medication Diabetes is a progressive condition. Depending on what type a person has, their healthcare team will be ...
Full Text Available ... Make a Donation Access My Learning Access AADE7 System Find a Diabetes Educator Questions, Comments, Concerns? 800 . 338 . 3633 Taking Medication Diabetes is a progressive condition. Depending on what type a person has, their healthcare team will be able to determine which medications ...
To test whether chronic work stress is accompanied by altered immune functioning, changes in lymphocyte subsets and in lymphocyte production of cytokines were examined in reaction to acute psychosocial stress. Work stress was measured according to Siegrist's effort-reward-imbalance (ERI) model. ERI reflects stress due to a lack of reciprocity between costs and gains at work. Overcommitment (OC) is conceptualized as a dysfunctional coping pattern mainly characterized by the inability to withdraw from work obligations. Fifty-five healthy teachers (34 women, 21 men, mean age 50.0 ± 8.47 years) were exposed to a standardized laboratory stressor (Trier Social Stress Test). Lymphocyte subset counts and lymphocyte production of tumor-necrosis-factor (TNF)-?, interferon (IFN)-?, interleukin (IL)-2, -4, -6 and -10 were measured before and after challenge. High levels of ERI and OC were associated with lower natural killer (NK) cell (CD16+/56+) numbers whereas high levels of OC were related to a lower increase in T-helper cells (CD4+) after stress. Furthermore, subjects with higher ERI showed an overall increased pro-inflammatory activity, with higher TNF-? production at both time points and elevated pre-stress IL-6 production. IL-10 production decreased with higher ERI after stress. The ratios of TNF-?/IL-10 and IL-6/IL-10 were significantly increased in subjects high on ERI. Finally, OC was associated with higher IL-2 production post-stress. The present findings suggest a dampened innate immune defence, reflected in lower NK cell numbers together with an increased pro-inflammatory activity in teachers high on ERI and OC. Such pathways could partly be responsible for the increased vulnerability for stress-related diseases in individuals suffering from chronic work stress. PMID:20599495
Bellingrath, Silja; Rohleder, Nicolas; Kudielka, Brigitte M
Full Text Available Recently considerable interest to application in the medical purposes of the preparations based on vegetable raw materials in connection with their low toxicity and considerable therapeutic efficiency has been increased. The research aimed studying of an influence of chestnut bathtubs on a physical state, functional cardiovascular reserves, vegetative nervous systems, a condition of a psycho-emotional background at the persons who are actively playing sports. Material and Methods. Examination of 30 almost healthy students actively (professionally playing sports was conducted. Results. Application of chestnut bathtubs promoted increase of functional reserves of vegetative nervous system and, therefore, functional reserves of cardiovascular system. Decrease in level of uneasiness and increase of emotional stability and tolerance to a stress was noted. Conclusion. Thus follows that use of chestnut bathtubs promotes increase of level of a physical state and functional reserves of cardiovascular system and vegetative nervous system, and also conducts to improvement of a psycho-emotional condition of the persons who are actively playing sports.
One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches.…
Gellert, Laura M.; Gonzalez, Lidia
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.
Maggioli, Gabriel Diaz
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...
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
A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.
Rozelle, Jeffrey J.
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles,…
This issue of "Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers. It contains the following articles: (1) An Excerpt from "Taking the Lead" (Joellen Killion and Cindy Harrison); (2) Be Like a Virus and Connect (Bill Ferriter); (3) No. 1 Resource Has a Human Face (Joellen Killion); (4) With This…
Richardson, Joan, Ed.
An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than traditional…
Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura
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...
Research has proven that teachers have a fundamental influence on student results. Moreover, effective teacher professional development is one of the key mechanisms for improving student achievement. By the most recent OECD (Organisation for Economic Cooperation and Development) definition, "Professional development is defined as activities that…
Argentin, Gianluca; Pennisi, Aline; Vidoni, Daniele; Abbiati, Giovanni; Caputo, Andrea
Increased diversity brings strength to nursing and ANNA. Being a more diverse association will require all of us working together. There is an old proverb that says: "one hand cannot cover the sky; it takes many hands." ANNA needs every one of its members to be a part of the diversity initiative. PMID:24579394
Gomez, Norma J
Full Text Available Think back to when you were in school. Who was your favorite teacher? Who was the teacher you dreaded having? Almost everyone will instantly be able to answer these two questions. We've all had good teachers and unfortunately most of us have had teachers that were not effective. So what qualities does an effective teacher have that an ineffective teacher does not? The answer is that it takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student. In this article focus has been given on role of a good teacher and. qualities
UDAYSINH R. MANEPATIL
Beginning teachers have much to learn about teaching (Odell 1990), including navigating their own classrooms and learning new school procedures and policies. Mentors can assist beginning teachers in making the difficult transition from student to teacher. Smith and Ingersoll (2004) examined data from a national survey and found that beginning teachers who had the support of mentors and well-planned induction programs experienced increased job satisfaction and self-efficacy. This month's column describes how experienced teachers can be effective mentors and the benefits of a mentor-mentee relationship that can obtained as a result.
Hanuscin, Deborah L.; Lee, Michelle H.
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 ...
This website called Teachers Helping Teachers has been in operation since 1995 and is maintained by Dr. Scott Mandel, who is also Director of the a musical theater group and an author. The resources provided here are posted by teachers and available at no cost. During the school year the website is updated weekly. As of this report, they were soliciting contributions that relate a teachers favorite lessons from the year or lesson ideas for the end-of-the-year, Fathers' Day or graduation time. The teacher-created lesson plans are organized by subject area, such as math, science, social studies, language arts, special education and the arts. Separate sections discuss classroom management and provide book reviews. Each week a new lesson topic is highlighted and a teacher's suggested stress reduction strategy is posted. The Educational Resources Page provides links to a variety of other resources online.
Mandel, Scott M.
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”.
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...
Full Text Available Aim: To explore the knowledge and behaviour of adolescents from a low socio-economic region of Istanbul, regarding smoking and how these variables are affected by their teachers’ smoking status.Method: This is a descriptive study carried out between February-March 2007 among 6th-8th grade students of 3 primary schools in Tasdelen region. A questionnaire was filled out by adolescents under supervision about their smoking experience, related factors and whether the students were affected by their teachers’ smoking behaviour. After descriptive and comparative analysis of the data, a logistic regression analysis was performed.Results: Among the 560 participants, mean age was 13±1.08 (11-15. The incidence of a smoking experience at least once was 12%. At least one of the teachers was observed while smoking by 83.8% of the students, and 16% of them declared they were negatively affected by their teachers’ smoking behaviour. Among the factors related to smoking experience, the teachers’ smoking status (being a smoker increased the risk of smoking significantly, according to the regression analysis (p=0,008;OR 7,476;95% CI 1,703-32,826.Conclusion: Adolescents are influenced by teachers’ smoking at school. We think that the extent of this influence will decrease after the legislation (section number 5727, to take effect on July 19th 2009 prohibiting smoking in doors is passed.
Çi?dem Apayd?n Kaya
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.
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.
A discussion of foreign language classroom communication focuses on the ratio of teacher talk to student talk and its contribution to second language learning. It begins with the assumption that if students are to develop communicative competence in the target language, they must be allowed and encouraged to talk progressively more while the…
Wing, Barbara H.
Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616…
De Wit, David J.; Karioja, Kim; Rye, B. J.; Shain, Martin
This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…
Zerillo, Christine; Osterman, Karen F
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).
Longing, Jeffrey Lucian
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...
Stanic?i, Jelena; Stankovi, Ivana; Bogunovi, Blanka
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.
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
Lo, Jane-Jane; Van Zoest, Laura R
Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching…
Casey, Ashley; Fletcher, Tim
As the responsibilities and challenges of special education teachers at the secondary level increase, their roles are expanding to include mentor, coach, and facilitator for other teachers. In these roles, they lend their expertise and skills to become the new teacher leaders for today's inclusive secondary classroom settings.
Mulrine, Christopher F.; Huckvale, Manina Urgolo
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…
Osler, Audrey; Starkey, Hugh
Throughout this country the student population is becoming increasingly diverse, yet the teacher population does not reflect this diversity. This lack of diversity in the teacher population deprives students of color from having role models of the same race/ethnicity who look like them and who might have experiences which are similar to theirs (Epstein, 2005; Nettles & Perna, 1997). Having role models from their own race in the classroom could have a positive impact on students' attitudes about science (Perine, 2003), and facilitate their learning of the subject matter, and give students an incentive to do well in school (Vegas, Murnane, & Willett, 2001). In 2000, a national survey study of math and science teachers was conducted (Horizon Research, 2001). The majority of biology (90%), chemistry (93%), and physics (94%) teachers who participated in the study were White. Findings of the study revealed that only 55% to 60% of these teachers considered themselves well prepared to effectively teach a culturally diverse student population (Banilower, 2002; Smith, 2002; Wood, 2002). The majority of the teacher pool, which is White, prefer not to teach in urban communities as they have a preference for teaching jobs in the nonurban communities that are similar to those in which they were raised (Boyd, Lankford, Loeb, & Wyckoff, 2005; Epstein, 2005). The purpose of this quantitative study was to examine factors that may contribute to the underrepresentation of African American teachers certified in science. More specifically, it was decided to examine the high school experiences of in-service teachers. Study participants were teachers and other certificated faculty in two school districts located in the southern portion of the United States. Findings of the study revealed a statistically significant relationship between a teacher's decision to become certified in science and the following high school experiences: teachers and guidance counselors encouraging students to consider a career in science; having confidence in one's academic ability in science class; good student-teacher relationships; teachers and guidance counselors encouraging students to take higher level science courses; teachers having high expectations, overall, for all of their students. Upon examination of these experiences, it was revealed that: not being encouraged as much as other students to take higher level science courses; being discouraged from taking higher level science courses more than other students; the lack of availability of advance level science courses; and not taking at least three science courses create barriers to African American teachers becoming certified in science.
Davis, Rita C. F.
Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom…
Mewborn, Denise S.
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.
Sewart, Bethany Bianca
Full Text Available ... a doctor before taking acetaminophen if you have liver disease. Taking acetaminophen may be unsafe for you. Ask a doctor or pharmacist before taking acetaminophen if you are taking the blood thinning drug ... sick. Symptoms of liver injury may not be noticeable for days. If ...
A science teacher describes his experience at a workshop to learn to teach the Cold Spring Harbor DNA Science Laboratory Protocols. These protocols lead students through processes for taking E. coli cells and transforming them into a new antibiotic resistant strain. The workshop featured discussions of the role of DNA recombinant technology in…
Duvall, James G., III
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.
...ultimately to share their experiences and their increased...related professional experience. (d) Visitor selection...shall adequately screen teachers prior to accepting...attesting to the teachers' good reputation, character...sponsor shall provide the teacher, in addition to what...field trips and teacher training programs)....
Learning to teach from practice lessons is at the core of student teacher preparation programs. But, there is no consensus regarding how to conduct this important aspect of pre-service teacher preparation. In view of the National Curriculum Framework for Teacher Education 2010 (India), observation that existing teacher education take the school…
Gafoor, K. Abdul; Umer Farooque, T. K.
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.
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…
Reed, Vicki A.; Spicer, Lynette
Full Text Available Assignment of training teachers to establish a correspondence between increasing social demands of professional roles and the lack of its willingness to perform these functions. Implementation of training of teachers in remote form accompanied by the emergence of new actors of the educational process, which possess specific functions. In the process of creating a regional model of training teachers in remote form defines the basic knowledge and skills that allow teachers to provide a high level of continuing education of teachers.
Full Text Available This paper analyzes what may have been a mistake bypianist Thelonious Monk playing a jazz solo in 1958.Even in a Monk composition designed for patternedmayhem, a note can sound out of pattern. We reframethe question of whether the note was a mistake and askinstead about how Monk handles the problem. Amazingly,he replays the note into a new pattern that resituatesits jarring effect in retrospect. The mistake, orbetter, the mis-take, was “saved” by subsequent notes.Our analysis, supported by reflections from jazz musiciansand the philosopher John Dewey, encourages areformulation of plans, takes, and mis-takes as categoriesfor the interpretation of contingency, surprise, andrepair in all human activities. A final section suggeststhat mistakes are essential to the practical plying andplaying of knowledge into performances, particularlythose that highlight learning.
Full Text Available Teachers are the backbone of any educational institution and responsible for quality education, a good teacher can produce good student but Indian institutions are very poor in terms of quality teachers, in spite of having well qualified faculty members in their institutions. There is always a question mark about quality teaching. A teacher with good academic records may not necessarily be a good teacher hence there should be a reliable technique to evaluate teachers quality for financial and administrative decision making .An institute management can take proper decision about teachers after choosing best teacher in their institution and also assign new responsibilities based on their quality. Fuzzy AHP is a multi criteria decision making technique which is frequently used to find out ranking and can be applied to find out teachers ranking ,the quality of teacher is fuzzy in nature hence fuzzy AHP approach can better deal with this situation and finally decide ranking of the teachers based on the multiple conflicting criteria of the teachers. A teacher may have many qualities like communication ability, knowledge level ,interaction with students etc. but all these qualities are qualitative not quantitative which is little bit difficult to deal with traditional theory .Fuzzy logic can be used to deal this type of problem . In this research work fuzzy logic based MCDM method: fuzzy AHP is used to decide the ranking of teacher for further decision making. Data of small sample size of teachers are collected from educational institution.
Dr. Hota H.S
... 1. NUCLEOSIDE AND NUCLEOTIDE ANALOG REVERSE TRANSCRIPTASE INHIBITORS (NUKES) DRUG DAILY PILLS (ADULTS) HOW TO TAKE & STORE ... NON-NUCLEOSIDE REVERSE TRANSCRIPTASE INHIBITORS** (NNRTIs or NON-NUKES) DRUG DAILY PILLS (Adults)* HOW TO TAKE & STORE ...
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…
Rushton, Stephen; Morgan, Jackson; Richard, Michael
Full Text Available ... Facts label • the prescription medicine label • your health care professional, such as your pharmacist, doctor, and nurse Taking too much acetaminophen is harmful. Severe liver injury may happen if you: • take more acetaminophen than directed • take acetaminophen with other ...
In the Old Adobe Union School District in Petaluma, California, the school staff's goal is to assure that all teachers make the fundamental shift from teacher-centric to learner-centric thinking. For them, this is what distinguishes great teachers from good teachers. They believe this level of expertise takes years to develop and that schools play…
Williamson, Jeff; Zimmerman, Diane
While most would agree wholeheartedly with the benefits of getting students out more, there are numerous challenges in doing so, ranging from shrinking budgets to a standardized test-driven scholastic environment. However, the Division of Interpretation in Yellowstone National Park has gone to great lengths to provide resources for the classroom teacher. But, because it is not feasible for every teacher to bring students to Yellowstone, materials have also been designed to bring the park into the classroom via electronic field trips. Here you'll discover how to embark on this virtual adventure!
Fisher, Danielle N.
This USGS Web site presents educational materials about "earth structure, earthquakes, plate tectonics, and earthquake preparedness." Teachers can search the up-to-date information by topic or by grade level (K-12). The site provides a PowerPoint presentation Earthquakes 101, which incorporates images and drawings to help educators easily explain earthquake processes. Users can take Virtual Field Trips to places such as the Calavaras Fault and the Kentucky River Fault Zone. With so many fun learning activities, teachers will certainly benefit by visiting this site.
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
Students benefit in many ways by taking field trips to forests. Improved academic performance, increased participation in outdoor recreation, and a better grasp of natural resources management are some of the advantages. However, trips are not easy for teachers to organize and lead. Declining budgets, on-campus schedules, and standards of learning…
McCabe, Shannon M.; Munsell, John F.; Seiler, John R.
Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is…
Young students generally don't make up their lessons as they go along. But many music educators are encouraging just that by teaching composition alongside traditional musical concepts. Rather than simply relying on rote exercises that focus on basic musical principles and techniques, teachers are asking students to create their own music early on…
For years, the St. Louis school district has experienced the convergence of two trend lines school superintendents hope never to see: rising employee-pension costs and falling student enrollment. Despite years of fully funding its share of the teacher-pension plan, the proportion of the St. Louis district's budget tied up in paying benefits for…
Teachers strive to engage students in rich and varied experiences involving exploration. These experiences should be accessible to all types of learners (e.g., visual, kinesthetic, mathematically inclined), offering multiple pathways for engagement at different levels of sophistication and accommodating both conceptual and computational…
In this regular column of the free, online magazine Beyond Weather and the Water Cycle, the author looks at the importance of conserving water and practicing good conservation habits daily. The column is designed for teachers in K-Grade 5 classrooms and presents concepts of climate literacy that are appropriate for young children. Identified online resources provide data collection activities, lessons, and games.
Teacher preparation is a process of instructional fulfillment in teacher education. This program is widely used in school that need professionalism in terms of networking. Supervisor take their role to support preservice teacher in many expected attributes which school workers should be known and learned in various kind of school contexts. This study aims to investigate the implementation of professional experiences through online reflection in teacher preparation program. The study ...
Prasart Nuangchalerm; Veena Prachagool; Patcharee Sriputta
Our outreach efforts for K-12 teachers includes nine different one-credit hour courses especially designed for K-8 teachers and two courses designed especially for middle school physical science teachers. However, our primary effort is to teach nine different courses for current and prospective high school physics teachers. All courses are for graduate credit at the 600-level for teacher education professionals. During the past year we have instructed 315 teachers in 17 courses, 230 of these being in seven courses for high school physics teachers. We teach five online distance learning courses and four summer residence courses for those pursuing physics content knowledge and for those in our Master of Arts in Physics Education (MAPE) degree program. We have graduated 13 teachers in the past year and currently have over 60 candidates in the program. Degree candidates include other certified science teachers desiring to teach physics, middle school teachers desiring to move to high school physics, career crossovers, current teachers desiring a master’s degree, as well as others. The MAPE degree will be described. A synopsis of the course offerings will be given, and statistics of the annual number of teachers taking courses, numbers of courses, teacher numbers, and teacher MAPE graduates will be discussed.
Thornton, Stephen T.; Lindgren, R. A.
The rise of fundamentalism in the sphere of teacher education points to a swing back towards teachers as service workers for State agendas. Increasingly, teachers are expected to account for the outcomes of their practices. This article traces the trajectory of trends in teacher education over the past five decades arguing that this "new…
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.
The purpose of this study is to investigate effect of secondary school mathematics teachers’ preparation program on the pre-service teachers’ self-efficacy. In this sense, self-efficacy beliefs towards mathematics scale developed by Umay (2001) were administered to 108 freshmen, junior and senior pre-service teachers enrolled in secondary school mathematics teachers’ education program at Karadeniz Technical University. Result revealed that junior pre-service teachers taking only mathema...
Fatih Karaku?; Akbulut, O?mer Engin
Full Text Available Information Communication Technology (ICT breakthroughs have brought new opportunities to restructure the learning and knowledge transfer environment. ICT technology has opened new avenues and brought new challenges to learners and teachers. The responsibility of learning has shifted to the learners and this allows the roles of teachers to change in tandem. However, we should not lose sight of the fact that teachers determine the quality of the learning that takes place, and not technology. This article discusses the changes that teachers would experience in this new learning environment and the implications on their pedagogic practice. It also shares what teachers say about using ICT in teaching.
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…
Bennett, Robert B., Jr.
Physical models in the classroom "cannot be expected to represent the full-scale phenomenon with complete accuracy, not even in the limited set of characteristics being studied" (AAAS 1990). Therefore, by modifying a popular classroom activity called a "planet walk," teachers can explore upper elementary students' current understandings; create an environment where students generate questions based on their prior knowledge; and challenge students to think critically about the accuracy and limitations of a scale model of our solar system.
Full Text Available As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education?outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.
Full Text Available Taking Acetaminophen Safely Introduction Acetaminophen is an active ingredient used to relieve pain and lower fever. It is available ... you can find more information about acetaminophen What Acetaminophen is Used For Acetaminophen temporarily: • lowers fever • relieves ...
Taking Acetaminophen Safely Introduction Acetaminophen is an active ingredient used to relieve pain and lower fever. It is available ... you can find more information about acetaminophen What Acetaminophen is Used For Acetaminophen temporarily: • lowers fever • relieves ...
Full Text Available ... it can be harmful. Acetaminophen can cause serious liver injury. This reference summary discusses: • what acetaminophen is ... taking too much acetaminophen, which can cause serious liver injury, you must follow the information given by: • ...
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
This publication examines an in-service teacher training program in Beirut, Lebanon sponsored by the Unesco Institute of Education and set up by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). The program provides professional training for unqualified Palestine refugee teachers working in schools…
United Nations Educational, Scientific, and Cultural Organization, Hamburg (West Germany). Inst. for Education.
Teacher Talk is published by the Center for Adolescent Studies at the School of Education, Indiana University, Bloomington, IN. It is a publication for preservice, secondary education teachers and exists on the Web documents in a print. Content is indexed by topic making it easy to find specific information.
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teac...
Lehesvuori, Sami; Viiri, Jouni; Rasku-puttonen, Helena
Full Text Available This paper attempts to answer questions such as: How do science teachers perceive entrepreneurship education? Why is entrepreneurship education becoming more important? How can this theme be implemented and enhanced in the school context towards achieving National transformation in Nigeria? It is obvious that the question of how science teachers perceive the theme will definitely affect how they value it. A total of 40 science teachers (male and female teaching in Junior and Senior secondary Schools in Jos, Bukuru and environs were interviewed. One-third of the teachers studied re-evaluated their views or modified the manner in which they had earlier defined entrepreneurship education. One can therefore infer that the ability to re-evaluate and change one's attitude is influenced by an increased knowledge. An inner ability to manage the changes taking place in our post modern society and the labor market is stressed in this paper.
Full Text Available In the emerging world, responsibilities of a teacher have increased many folds. From being a person that just imparts bookish knowledge, a teacher now has the power to shape a better world. So, perhaps it’s time to understand the emerging teacher’s roles in irrespective of the subjects and levels of education. This article critically posits the responsibility of management teacher and also highlights on role beyond class room in Indian context of management education. The authors urge that the management educators should not forget the general responsibilities of teachers and should follow the frame of responsibility matrix for every walk of teaching profession.
This poster focuses on mentoring efforts with the Physics Teacher Education Coalition Project (PhysTEC) and comments from some mentees. This poster will focus on mentor-mentee interactions during the last three years. Types of interactions, time spent on those different interaction types, and summary comments from mentees will be available. (The PhysTEC project goals include increasing the number of physics teachers produced, improving undergraduate physics teacher education preparation, better equipping prospective teachers through their undergraduate education, and providing some mentoring support during their first years of teaching. The author served as a high school Teacher in Residence at Western Michigan University during 2002-2003 and has continued his involvement with the PhysTEC project through mentoring beginning and crossover teachers.)
Although increasing emphasis is being placed on mathematical justification in elementary school classrooms, many teachers find it challenging to engage their students in such activities. In part, this may be because the teachers themselves have not had an opportunity to learn what it means to justify solutions or prove elementary school concepts…
Lo, Jane-Jane; McCrory, Raven
The knowledge base of education-related law is growing at a rapid pace. The increase in federal and state statutes is rising commensurate with litigation that directs teachers on curricular, professional, and social matters. At the same time, numerous studies provide significant evidence that teachers lack an adequate level of knowledge of…
Full Text Available In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes.
Ay?e MENT?? TA?
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.
AbdulRahman Al Asmari
Full Text Available 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 be used to enhance richness and quality of teacher education in the classroom through web-based instruction, which can be implemented by Web-assisted classroom instruction and Individual learning.For effective learning, close and conducive learning environment in the college can be created through strategies like Development of instructional material, Use of web conferencing and blogs, Formation of discussion forum and newsgroup.
Full Text Available This article was conducted on 150 EFL teachers investigating the conceptions of research. An understanding of this issue is very important to the development of conditions for encouraging teachers to be research engaged in order not to be subservient and take a much more pioneering role in curriculum development. Questionnaire responses were analyzed to determine the teachers’ view of research. The findings of this research present that the teachers’ conceptions of research are very close to conventional scientific theories and findings. Teachers also reported lack of time, knowledge, and institutional support as influential factors which restrict their abilities to be research engaged. On the whole, this research points to a number of attitudinal, conceptual, and external obstacles to teachers’ research engagement. Understanding these is a necessary part of trying to make teachers’ research engagement a more possible and doable activity in ELT.
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This…
Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena
This article takes a broadly sociocultural perspective on the development of an Armenian English as a foreign language (EFL) teacher. It focuses on how experiences and actions outside the professional development classroom influence language teacher agency. The paper is framed within activity theory and specifically draws on Galperin's orienting…
This article describes peer coaching as a method for teacher improvement and offers guidelines for establishing a peer coaching program for early childhood and early childhood special education teachers and related services professionals. It also identifies common problems and possible solutions of peer coaching programs. Sample forms for use in…
Donegan, Mary M.; Ostrosky, Michaelene M.; Fowler, Susan A.
Full Text Available School development planning is an instrument of school internal development. It has been present in Serbian schools since 2002, but until today there have not been enough data regarding the way development planning takes place and what its effects are. The main question in this research is how the teachers directly involved in the process itself evaluate development planning in their schools. The sample consisted of 291 teachers from 51 primary schools in Serbia. They replied in written form to the open-ended questions regarding their opinion about the positive and the negative sides of school development planning. Data processing included creating categories of teacher answers and calculating the relative presence of answers by categories. Teachers estimated that the following were the positive sides of development planning: strengthening cooperation and team work, introducing planning practice, school development, increased participation, successful project realization and acquisition of new knowledge and advanced training. Teachers most often had no objections to development planning, and when they did, these referred to the following: insufficient support to the development team, resistance and lack of interest of their colleagues, demands of planning, problems with the functioning of the development team and poor plan realization. The results point out to the conclusion that school development planning is predominantly positively evaluated and at the same time provide the foundation for arriving at practical ideas regarding the future direction of the policies in the field of internal school development.
In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher…
Brown, Keffrelyn D.
Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182…
Spilt, Jantine L.; Koomen, Helma M. Y.; Jak, Suzanne
Studies in various Western countries since the 1980s established that teachers find themselves increasingly more subjected to outside control and are often reduced to enforcers of decisions made by others. This study presents findings from a qualitative study with 20 teachers in an attempt to discover i) whether teachers' work is being…
Gür, Bekir S.
There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…
Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification, working conditions, the challenges facing new teachers, and the distribution of teachers across geographic areas. PMID:17407929
Ladd, Helen F
This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…
Asikainen, Mervi A.; Hirvonen, Pekka E.
Full Text Available Abstract Background Health research is increasingly being conducted on a global scale, particularly in the developing world to address leading causes of morbidity and mortality. While research interest has increased, building scientific capacity in the developing world has not kept pace. This often leads to the export of human tissue (defined broadly from the developing to the developed world for analysis. These practices raise a number of important ethical issues that require attention. Discussion In the developed world, there is great heterogeneity of regulatory practices regarding human tissues. In this paper, we outline the salient ethical issues raised by tissue exportation, review the current ethical guidelines and norms, review the literature on what is known empirically about perceptions and practices with respect to tissue exportation from the developing to the developed world, set out what needs to be known in terms of a research agenda, and outline what needs to be done immediately in terms of setting best practices. We argue that the current status of tissue exportation is ambiguous and requires clarification lest problems that have plagued the developed world occur in the context of global heath research with attendant worsening of inequities. Central to solutions to current ethical concerns entail moving beyond concern with individual level consent and embracing a robust interaction with communities engaged in research. Conclusion Greater attention to community engagement is required to understand the diverse issues associated with tissue exportation.
Lavery James V
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!
Carlos Renato Zacharias
Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.
... Devices for Taking Insulin Alternative Devices for Taking Insulin On this page: What alternative devices for taking ... the skin. [ Top ] What alternative devices for taking insulin are available? Insulin pens provide a convenient, easy- ...
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…
Spitzer, Greg; Ogurek, Douglas J.
Full Text Available ... directed, it can be harmful. Acetaminophen can cause serious liver injury. This reference summary discusses: • what acetaminophen is used ... prevent taking too much acetaminophen, which can cause serious liver injury, you must follow the information given by: • the ...
A data processing system designed to facilitate inventory taking is described. The process depends upon the earliest possible application of computer techniques and the elimination of manual operations. Data is recorded in optical character recognition (OCR) 'A' form and read by a hand held wand reader. Limited validation checks are applied before recording on mini-tape cassettes. 5 refs
Full Text Available ... you've got your pills for the whole seven days 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 ...
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.
The proverb that probably best exemplifies my career in research is attributable to Yogi Berra (http://www.yogiberra.com/), ie, "when you come to a fork in the road ... take it." My career is a consequence of chance interactions with great mentors and talented students and the opportunities provided by a succession of ground-breaking improvements in technology. PMID:20554951
Mann, Kenneth G
It is well established that many teachers are resistant to take up the messages of reform if these messages require them to substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand the change or lack of change of science teachers' practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy, pedagogical discontentment provides a useful lens to understand teachers' consideration and adoption of messages of reform.
Southerland, Sherry A.; Sowell, Scott; Blanchard, Margaret; Granger, E. M.
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.
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
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.
As coeditor of the April 2006 issue of this journal, Tara Star Johnson wrote an eloquent essay in which she explored "the increasing bureaucratic pressure to mass-produce, homogenize and monitor students" as manifested in the No Child Left Behind Act and the National Council for Accreditation of Teacher Education (NCATE) accreditation process. The…
In the spring of 2006, a rather unusual advertisement by the Centre of Teaching and Academic Growth at UBC (http://www.tag.ubc.ca) came to my attention. Faculty members were invited to take part in a workshop entitled "All the World's a Stage: Teachers as Actors," offered by a zoology instructor and an amateur actor, Greg Bole: Teaching can be seen as creating an interpersonal relationship and hence uses many of the same skills as acting. The investigation and use of acting skills in teacher preparation can allow a greater facility with diverse methods, increase skill at adapting to change in the classroom or lecture hall, and an increased ability to quickly form positive relationships with students. (Greg Bole: http://www.tag.ubc.ca/programs/series-detail.php?series_id=249 )
Effective communication with a mobile robot using speech is a difficult problem even when you can control the auditory scene. Robot self-noise or ego noise, echoes and reverberation, and human interference are all common sources of decreased intelligibility. Moreover, in real-world settings, these problems are routinely aggravated by a variety of sources of background noise. Military scenarios can be punctuated by high decibel noise from materiel and weaponry that would easily overwhelm a robot's normal speaking volume. Moreover, in nonmilitary settings, fans, computers, alarms, and transportation noise can cause enough interference to make a traditional speech interface unusable. This work presents and evaluates a prototype robotic interface that uses perspective taking to estimate the effectiveness of its own speech presentation and takes steps to improve intelligibility for human listeners. PMID:23096077
Martinson, Eric; Brock, Derek
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.
Under-representation of BME groups in senior NHS management positions is still rife, and the mentoring scheme is seen as a key way of tackling the problem. Over 900 top managers are now offering mentoring to BME managers, but take-up varies by location. There is some disagreement about the appropriateness of a programme directed exclusively at BME staff, but future schemes might target other groups. PMID:16523761
In this essay, the author recalls several of her experiences in which she successfully pulled her boats out of river holes by throwing herself to the water as a sea-anchor. She learned this trick from her senior guides at a spring training. Her guides told her, "When you're stuck in a hole, take the "C" train."" "Meaning?" The author asked her…
There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…
Tuytens, Melissa; Devos, Geert
Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.
Fan, Xiying; Wu, Gang
Teacher leadership is increasingly recognized as a resource for instructional improvement. Consequently, teacher leader initiatives have expanded rapidly despite limited knowledge about how to prepare and support teacher leaders. In this context, the "Teacher Leader Model Standards" represent an important development in the field. In…
Berg, Jill Harrison; Carver, Cynthia L.; Mangin, Melinda M.
The shortage of special education teachers is critical. One means used to increase the supply of available teachers is to issue an emergency license to teachers not fully certified in special education. This is a phenomenological study of four general education teachers practicing special education using an emergency license. Their experience is…
Skill and risk taking are argued to be independent and to require different remedial programs. However, it is possible to contend that skill-based training could be associated with an increase, a decrease, or no change in risk-taking behavior. In 3 experiments, the authors examined the influence of a skill-based training program (hazard…
McKenna, Frank P.; Horswill, Mark S.; Alexander, Jane L.
Compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago, with the concept of the teacher image present in reform initiatives. Highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. (CAJ)
George, June; Mohammed, Jeniffer; Quamina-Aiyejina, Lynda
Full Text Available This article's aim is to study what 180 Polish teachers understand by creativity and how they put it into practice. The Creative competency of teachers was evaluated, using 6 variables: 1 understanding of teaching as a creative action; 2 knowledge of opportunities and secure limits in implementing creative changes; 3 ability to create and change elements of classroom work; 4 understanding of educational entities and having the ability to act in order to increase the autonomy of such entities; 5 critical thinking; 6 ability to research their own practice. To do so both a semi-structured interview and direct observation in their classroom were utilized. Results point out the need to foster teachers' innovative and creative capabilities.
Full Text Available One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigrant teachers in Australia. This article aims to fill this gap and to answer questions about their decision to move to Australia, their experience with Australian Education Departments in getting appointed to a school, their experiences as teachers in the classroom and in their new Australian community. It draws on primary data sources - in the form of a survey of 269 immigrant teachers in schools in NSW, SA and WA conducted in 2008-9 - and secondary sources - in the form of the 2006 national census and Longitudinal Survey of Immigrants in Australia – to provide insights into immigrant teachers in Australian schools, adding also to our understanding of Australia’s contemporary immigration experience.
The Department of Education's Norms and Standards for Educators (Department of Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by taking a closer look at competence and competence-based educati...
Fraser, William John; Killen, Roy; Killen, L. R.; Nieman, M. M.
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.
In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and…
Wiseman, Alexander W.; Al-bakr, Fawziah
Full Text Available In this study an attempt was made to understand the perceptions of pre-service science teachers regarding effective science teaching strategies and teachers who are successful at implementing these strategies in their educational practice culminating towards being considered an effective science teacher. Firstly, for the purposes of this research a consideration of the following questions was necessary: What are the characteristics of effective science teaching? What are the characteristics of an effective science teacher? In order to gain insight into the research in question, related literature was reviewed and questionnaire research, including open-ended questions had been administered to pre-service teachers. Some remarkable findings have been discovered which are briefly discussed. The main feature revealed through the study is that pre-service science teachers believe the pedagogical skills of professional teachers should take precedence at first over the improvement of their theoretical knowledge on their subject matter.
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…
Guasch, Teresa; Alvarez, Ibis; Espasa, Anna
It takes teachers many years to develop expertise in the complex set of knowledge, skills, and orientations needed to teach culturally and linguistically diverse (CLD) students well. The process begins in preservice preparation and continues into the early years of teaching and throughout a teacher's career. This article examines preservice…
Lucas, Tamara; Villegas, Ana Maria
Teacher quality is the single most important lever schools have for raising student achievement. A substantial body of research indicates that new teachers are less able than their more experienced colleagues to help students fulfill their academic potential. Yet in many school districts particularly those in urban settings as many as half of the teachers may have less than five years experience. In addition, the students who face the greatest challenges are most likely to be assigned novice teachers. By supporting new teachers, increasing their effectiveness, and reducing turnover, school districts can give the children most in need of high-quality teaching a real chance at success. In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests (and doesn t) about the power of welldesigned mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. The book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching.
Moir, Ellen; Barlin, Dara; Gless, Janet; Miles, Jan
The voices of college students and teachers vividly enlighten readers about the real-world challenges of multicultural education. Courses on diversity abound in American universities today. But open classroom discussion of racial and gender differences can evoke discomfort as much as new understandings. Negotiating these courses takes a toll on…
Peters-Davis, Norah; Shultz, Jeffrey
Full Text Available The article discusses several epistemological and methodological issues related to the analysis of discourse in general and of educational talk in particular. The theoretical framework provided by conversation analysis (CA is applied and critically discussed in the analysis of an empirical example of educational talk. Several questions seem pertinent: Can we - as analysts - have direct access to talk "as it actually occurs", independent of any kind of theorizing and predefined categorization? What is the epistemological status of the conversation analytic categories? What are the limitations of applying turn-taking as an analytical category in the study of talk? To what extent can we presume the knowledgeability of the interlocutors as a premise in our analysis? On the background of my own attempts at applying CA in the analysis of educational discourse, I argue for a widening of the perspective from a narrow, empiricist focus on conversational turn-takings and sequential organization of talk, for example in the handling of issues like silences and absences in talk. On the other hand, I also warn against the pitfalls of historicist, abstract social theory; here exemplified with some texts from theorists applying abstract philosophical categories from dialectical and historical materialism like "the law of contradiction" as explanatory tools in the study of situated action. In the study of educational meaning making we should avoid empiricist as well as historicist approaches and explanations.
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…
Goh, Pauline Swee Choo
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…
Aronson, Brittany; Anderson, Ashlee
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.
Warburton, J.; Timm, K.; Larson, A. M.
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
The question examined in this study was as follows: do teachers increase their positive classroom interactive behaviors as a result of training in systematic classroom observation techniques? (Authors/JA)
Kotcher, Elaine; Doremus, Richard R.
This report traces the growth of high school physics in American school over the past twenty years. Highlights of the report include: (1) Enrollments in high school physics continue to grow; (2) Increase in number and proportion of physics teachers; (3) Number of students taking honors, advance placement or second-year physics course has nearly…
Neuschatz, Michael; McFarling, Mark; White, Susan
Currently in the United States, there is a major push toward improving science education throughout all levels of education. While physics, biology, and chemistry are the three common sciences taught in high school, how, when and if Earth science is taught in our nation's schools varies greatly from region to region. Earth science topics are commonly incorporated into physics, chemistry, and biology classrooms and taught by teachers who may have never taken more than an introductory geoscience course. These teachers are often highly motivated to increase their understanding of the Earth sciences and need appropriate professional development opportunities in order to do so. In addition, many future elementary and middle school Earth science teachers take introductory geoscience courses in college. For these reasons, geoscience faculty play an active role in helping to educate future Earth science teachers. As part of the Digital Library for Earth System Education, the Science Education Resource Center (SERC) at Carleton College has developed a "Preparing Teachers to Teach Earth Science" website (http://serc.carleton.edu/teacherprep/). At this site geoscience faculty can learn more about supporting Earth science teachers both during their pre-service training in college, and as their careers progress through professional development opportunities. The website contains background materials and information about the necessity for geoscience faculty to get involved in supporting Earth science teachers, as well as recent science education reform initiatives. In addition, the site contains examples of geoscience courses serving pre-service teachers and Earth science professional development programs throughout the country linked to descriptions of their design and implementation. The website content draws heavily on material presented at the 2003 AGU/NAGT workshop "Developing the Earth Science Teacher Workforce: The Role of Geoscience Departments and Introductory Courses". This poster will provide geoscience faculty the opportunity to explore these resources on how to support Earth science educators throughout their careers as well as gain insight as to what is already being done throughout the country and how that might be applied at their own institutions.
Anderson, J. L.; Bezanson, C.; Moosavi, S. C.; Reynolds, D.; Manduca, C. A.
Professional learning communities (PLCs) are a widespread phenomenon in K-12 education, as they are perceived as a mechanism for enhancing teacher effectiveness and, therefore, student achievement. However, there is a dearth of empirical research on PLCs--particularly, the primary focus that the communities take, teachers' perceptions and…
Nadelson, Louis S.; Harm, Eian; Croft, Glen; McClay, Kerry; Ennis, Kimberly; Winslow, Rob
Education specialists with the NASA Educator Resource Center conduct a wide variety of workshops throughout the year to aid teachers and educators in coming up with new ideas to inspire their students and also in aiding in the integration of technology into their classrooms.
This guide provides teachers with copies of the materials given to students participating in the oceanography program of the Orange County Floating Laboratory Program and provides information concerning colleges and universities offering courses in oceanography and marine science, source of films, and sources of publications concerning the Navy's…
Linsky, Ronald B.; Schnitger, Ronald L.
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 firstname.lastname@example.org
Full Text Available This article discusses some trends of the labor in the capitalist society in the context of restructuring of contemporary modes of production, arguing in favor of a point of view that understands the trend of increasing and consolidating form of immaterial labor as a hegemonic type of labor in the knowledge society. It also argues on forms of labor in the tertiary sector and discusses several forms of immaterial labor in the current society. Finally, this paper discusses teachers’ work as one form of immaterial labor related with subjective and emotional aspects of teachers’ identity. It is a theoretical discussion on teachers’ work in the context of contemporary capitalism.
Álvaro Moreira Hypolito
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!
Researchers in teacher education have paid increasing attention to teacher reflectivity and its relevance for teaching/learning practices. However, to our knowledge, there has been no investigation of teacher reflectivity from the perspective of Systemic Functional Linguistics (SFL). In this paper we draw mainly on SFL to examine aspects of the relationship between teachers and learners as construed in self-evaluative reports written by 4 Brazilian teacher-trainees. These reports – sel...
Adriana de Carvalho Kuerten Dellagnelo; Jose Luiz Meurer
Full Text Available The Master of Science in Education has given teachers the possibility to raise the level of scientific and professional skills development, parting from the execution of research that seeks solutions to problems of educational practice. To mention specifically,Special Education shows obvious changes in the performance of teachers, as well as in the operation of schools. This research focuses on a proposed professional development strategy that integrates the actions taken by the multiplicity of factors involved in this process in a coordinated manner (Comité Académico, subdirectores de las filiales pedagógicas, facultad de Educación Infantil, Departamento de Educación Especial, Dirección Provincial de Educación to encourage the organization of the Master of Science in Education. The results are embodied in the 347 teachers who hold the academic title of Master of Science in Education, the 57 who have assumed the role of tutors, the 21 teachers at the Pedagogical University who have increased their experience as tutors, opponents and tribunals, as well as the elevation of the scientific and methodological preparation graduates have, to lead the processes taking place in the current Cuban school.
T. Hernández N.
Full Text Available One of the important elements of curriculum changing process is teacher. This study was a qualitative study which was obtained with interview form the opinions of physics teachers about adaptation of new physics curriculum. The group of study 57 physics teachers worked in Isparta city at 2010-2011 educational terms. Obtained data from physics teachersconducted content analysis and given some quotations from views of physics teachers. Most of physics teachers (70% thought that there was a necessity change of physics curriculum, but they had some drawbacks and implications. Half of physics teachers stated to accommodate new physics curriculum. But others stated that either have struggled to accommodate or did not accommodate it. This situation was sign of troubles of changing process. They have proposed implications about applying and adaptation of new curriculum; have to increasing time of course, taking in-service training, preparing introduction CD, designing curriculum according to different type of secondary education, being parallel with curriculum and university entrance exam, recruiting educational environment.
Hasan Said TORTOP
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.)
Full Text Available Human exposure to bioaccumulable organochlorine compounds is a reality, not only because of the known presence in tissues of the residue of historic contaminants such as DDT and other pesticides, but also because of the risk of current exposure to compounds still in use, such as lindane, endosulphan and polychlorinated biphenyls or PCBs, among others. The case of the PCBs is of particular importance. Although their production was prohibited due to their hazardous nature, persistence and environmental toxicity, a large number of equipments that contain considerable volumes of PCBs continue functioning. These equipments will reach the residual stage in the next few years, if not already, so that their correct disposal is necessary to avoid their release into the environment. A National Plan for the decontamination and elimination of polychlorobiphenyls (PCBs, polychloroterphenyls (PCTs and the equipments that contain them was launched in Spain in 2001. This plan must be implemented taking full account of the possible effects of PBCs on the environment and human health and with the knowledge of those responsible for public health.
M. Castillo Rodríguez
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.
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...
High school students in Seattle's Global Technology Academy bring refurbished computers to schools and orphanages in developing areas of the world and teach young people the skills they need to advance in an increasingly information-based global marketplace. In 19 trips to date, teams of 5-15 students have taken computers and knowledge to such…
Full Text Available Teachers are among the fundamental elements of education. The teacher has significant roles both within the society and the school. The place and importance of the teacher, particularly in the success of the students, cannot be denied. In this context, teaching as a career is a distinctive profession that requires professionalism. The profession of teaching requires expertise, as well as the support of both principals and primary education supervisors from time to time. For this reason, collaboration and cooperation among the teacher, the principal and the supervisor is inevitable for the success of the teacher, and consequently, the success of education. In order to maintain this collaboration and cooperation, it is necessary that principals, teachers and primary education supervisors act being aware of the expectations and needs of the others. The success of teachers and consequently the accomplishment of students can be maintained through utilizing the perceptions of principals and supervisors towards teachers. The aim of the present study is to determine the perceptions of primary school supervisors, primary school principals and teachers towards the teacher through the use of metaphors and discover the roles expected of the teachers. The study is a descriptive research study intended to determine and analyze the present situation. In the study, a qualitative research method was used to collect, analyze and interpret the research data. The sample group of the study consisted of 51 educational supervisors on duty in the province of Konya, 73 primary school administrators (65 headmasters and 8 deputy headmasters and 154 teachers employed in the three central districts located within the borders of the metropolitan municipality in the academic year of 2008-2009. The research data was collected by requesting the participants to complete the sentence “A teacher is like ......, because.......” in written form. The collected data was analyzed through content analysis. The metaphors produced by the participants were divided into 13 themes as; incompetent, devoted, hardworking, enlightening, shaper, leader, inefficient, cheap labor, monotonous, inconsistent, lazy, aggressive and crushed, by also taking the explanations into consideration. The results of the analyses showed that educational supervisors, principals and teachers perceived the teachers as individuals showing (1 positive (devoted, hardworking, enlightening, shaper and leader and (2 negative (incompetent, inefficient, cheap labor, monotonous, inconsistent, lazy, aggressive and crushed attitudes. When these two findings are interpreted together, it can be seen that supervisors, principals and teachers perceive teachers both as enlightening and shaping leaders who work devotedly without expecting any return in spite of all sorts of difficulties, and also as incompetent, inefficient and lazy individuals. The findings reveal the view that, besides the positive roles expected of the teachers, there are also teachers who cannot adequately meet these expectations. Furthermore, it can be stated that in order to perform the roles expected of them, teachers need to be authorized in accordance with their responsibilities, to have a better economic status and to be respected within the society. Suggestions: (1 School-based research studies should be conducted in order to determine the points that prevent the authorization of teachers in accordance with their responsibilities, (2 It should be maintained that primary education supervisors and school principals endeavour to understand the teachers and provide the required support in education and teaching activities (3 Senior managements, particularly principals, should create democratic environments in order to maintain the participation of teachers in the administration of schools and take the requests and suggestions of teachers into consideration.
Full Text Available Education in the Indian region faces a number of problems. These problems include the shortage of qualified teachers, very large student populations, high drop-out rates of students and teachers, and weak curriculum. All of these negative aspects result in poor delivery of education. The education crisis is worsened by the devastating effects of the HIV/AIDS pandemic, increasing poverty, a brain drain in the teaching community, budgetary constraints, poor communication, and inadequate infrastructure.While societies in the region undergo rapid changes as a result of increased access to information, the majority of the school-going youth continue to undergo traditional rote learning. ICTs are one of the major contemporary factors shaping the global economy and producing rapid changes in society. They have fundamentally changed the way people learn, communicate, and do business.
Girdhar lal Sharma
Populations that are underrepresented in physics generally are even more severely underrepresented among US physics teachers. Based on national data from the American Institute of Physics (AIP), 95% of physics teachers are White/non-Hispanic, about 1.5% are Hispanic, and approximately another 1.5% African-American. While 25% of our nation's African-American and Hispanic students now take physics in high school, they are very unlikely to have a role model, of similar race and ethnicity, teaching their physics classes. PhysTEC is making an effort to find and disseminate successful models for attracting more underrepresented minority students to high school physics teaching. This panel discussion, focusing on cultural perspectives on teacher education, will feature faculty from Minority Serving Institutions, which educate almost 60% of underrepresented minorities who get college degrees in the US, and individuals who have taught high school physics in areas with a dense minority population.
Muhoro, Peter; Cochran, Geraldine; Gonzalez, Victor; Rockward, Willie; Sunda-Meya, Anderson; Incera, Vivian
There have been fundamental changes in demand for and supply of teachers in Western Australia in recent years. Influences include increased high school retention, parent preference for private schools, falling teacher salaries, fewer students attracted to teaching careers. Attention to increasing the teacher supply is needed. (MSE)
Lewis, Philip; Norris, Keith
As teachers face increasing demands to meet the needs of students with special needs in inclusive classrooms, there is a corresponding increase in the need for professional development opportunities for practicing teachers in areas that will assist them to become more knowledgeable in meeting these needs. One area of concern for teachers is the…
Chmiliar, Linda; Cheung, Billy
Full Text Available This article reports on a research study that examined 25 reflective papers written by pre-service teachers a few weeks into attending primary teacher education. The overall aim of the study was to gain insight into the students’ thoughts and ways of reflecting as a basis for taking action to improve lecturing, tasks and exercises which promote reflection in the primary teacher education program. The students were asked to write a paper reflecting upon “The teacher I want to become”. Two research questions were posed upon the material: What images of teachers emerge in the texts? How is reflection carried out in constructing these images? The analysis of the reflective papers revealed that the students’ images of themselves might be placed in the main category; “caring teacher”. Furthermore their ways and levels of reflection varied considerably from descriptions and fragmented thoughts to accounts with elements of dialogic reflection.
Kitt Margaret Lyngsnes
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.
Bergstra, Jan A
The purpose of this study was to examine the effects of e-mailed specific performance feedback that included progress monitoring graphs on induction-level teachers' ratios of positive-to-negative communication behaviors and their use of behavior-specific praise in classrooms for students with emotional and behavioral disorders, mild…
Rathel, Jeanna M.; Drasgow, Erik; Brown, William H.; Marshall, Kathleen J.
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
Full Text Available 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 of chemistry teachers provides a reflection on the real background needs for this group of professionals.
Nyuara Araújo da Silva Mesquita
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
Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese [...] 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.
Nyuara Araújo da Silva, Mesquita; Thiago Miguel Garcia, Cardoso; Márlon Herbert Flora Barbosa, Soares.
Explores teachers' conceptions of the meaning of history. Contends that teachers' conceptions of history tend to place them in one of five typologies: storyteller, scientific historian, relativist/reformer, cosmic philosopher, or eclectic. Finds that these conceptions are related to teacher background, teacher belief, and teacher knowledge.…
Evans, Ronald W.
The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11…
Hargreaves, Andy, Ed.; Fullan, Michael G., Ed.
The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers' experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers' prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed.
Tan, Yuen Sze Michelle; Nashon, Samson Madera
... review our exit disclaimer . Subscribe Should You Take Dietary Supplements? A Look at Vitamins, Minerals, Botanicals and More ... half of all Americans take one or more dietary supplements daily or on occasion. Supplements are available without ...
The Population Program at Baylor College of Medicine in Houston conducted a 3-year sex education teacher training program in cooperation with the Houston Independent School District. Existing sex education curricula and teacher training programs were reviewed during the project's last year, and working relationships with school personnel and community representatives were established. During the 2nd year contacts with school district personnel were increased. The project director trained 14 teacher trainers from the school district; 8 of the 14 trained a total of 40 teachers from a total of 10 schools. The 72-hour training program (nine 8-hour sessions, 1 day a week) for the teacher trainers was conducted from mid-January through mid-March 1980. Pre- and posttest knowledge and attitude assessments were conducted with trainers and teachers. 3rd year tasks included selecting student curricula, teaching students, evaluating the effectiveness of the teacher training based on classroom performance, and revising the training manual. Project and school personnel carefully discussed the criteria for teacher trainers and teachers. There are 4 learner-directed goals of the training project. They are for the trainees to be comfortable communicating about sexuality; understand factual information about human sexuality and social systems; recognize the influence of their sexual beliefs; values; and attitudes on their behavior; and comprehend the decision making, systems framework of the training. A 200-page training manual was developed. The training focus was to teach participants a comprehensive sex education program, to develop further their skills as trainers, and to provide information and experiences to answer questions about sex education for 8th and 10th grade students. PMID:6908935
Flaherty, C; Smith, P B
This paper, from the UK group in the STTIS (Science Teacher Training in an Information Society) project, describes research into the nature of teachers' transformations of computer modeling, and the development of related teacher training materials. Eight teacher case studies help to identify factors that favor or hinder the take-up of innovative…
Stylianidou, Fani; Boohan, Richard; Ogborn, Jon
This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity.
Wang, Li; Du, Xiangyun
Full Text Available 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 education programs.
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.
Short, Barbara J.
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...
Mike Lamont for the LHC Team
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.
Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa
Full Text Available The aim of this study is to reveal preservice teachers’ metaphors about the lecturers at university. Study group of the research consists of 347 preservice teachers enrolled at three different education faculties in Turkey in 2011-2012 academic year. Data was obtained from the preservice teachers??? completion of the sentences such as “University teacher is like ..., because ...”. For analysing the data quantitative and qualitative research methods were used. As a result, 183 metaphors were determined about University teachers in 16 conceptual categories. The categories which produced metaphors most about the University teachers are as follows; university teachers as the source and passer one of the knowledge (42 metaphors, the university teacher as a guide one (38 metaphors, the university teacher as a changing one (24 metaphors, the university teacher as a scary-repelling one (21 metaphors, the university teacher as a versatile one (17 metaphors respectively. Besides, the metaphors can be used as an evaluation tool for determining the performance of a university teacher at studies of increasing quality in higher education.
Hasan Said TORTOP
In this article, the author shares some tips for teachers. His tips are as follows: (1) a teacher should forget his or her education; (2) a teacher should forget the theory (3) a teacher should remember that he or she is a translator, not an originator; (4) a teacher should respect his or her students; (5) a teacher should be true to his or her…
Mahon, Robert Lee
In the last two decades investigation of teachers’ beliefs and conceptions and teachers‘possibilities for change has been one of the points of emphasis in mathematics education. We propose the concept and design of an intervention program including five stakeholders on the basis of a teacher–student–parent–preservice teacher–teacher educator relation. The main idea is comprised of reversed roles in teaching and learning process i.e. elementary school preservice teachers should ado...
Alenka Lipovec; Polonca Pangr?i?
Full Text Available This paper presents research that investigates the nature of the connection between the professional development of five teachers in higher education and the evaluation processes they have to undergo. Since teaching, scholarship, and service are the three components that evaluation measures, this research examines how the teachers’ professional development was reflected in these components, and how they viewed the connection between their professional activities and the evaluation process. One conclusion states that while the evaluation process is intimidating and taxing, it develops the skills for the teaching component. The contribution stems principally from a mentoring channel, which enables teachers to receive counseling and guidance from experienced veteran colleagues. Mentoring encourages the teachers and prompts them to seek advice, study, scrutinize their work methods, and improve the quality of their teaching. Another conclusion reveals that during the first years of work in higher education, evaluation was not found to influence activity in the scholarship and service components. The evaluation requirements notwithstanding, the extent of the activity in these components was limited and non-intensive as a result of the teachers’ focus on teaching. Professional development deepens and expands as seniority increases and confidence in one’s teaching abilities grow. Despite the limited scale of the study, the research conclusions may serve as recommendations for institutions of higher education to consider providing a mentoring channel for the teachers who are in their first years of academic work. Furthermore, institutions should demonstrate flexibility vis-à-vis the extent and depth of such individuals’ activity in scholarship and services when evaluating them. Another recommendation is to encourage institutions to take into account the advantages of veteran teachers, and the fact that professional activities deepen and expand as seniority increases.
Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
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.
SØrensen, Birgitte Holm; Meyer, Bente Tobiesen
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...
Yavuz Akbulut; Cem Çuhadar
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.
Full Text Available The aim of this study was to examine qualitatively 109 third year primary teacher candidates’ views on being a good teacher. One open-ended question was posed to teacher candidates to be answered in writing. Although opinions about being a good teacher were categorized into six subtitles: personal characteristics, knowledge of subject and its teaching;, skills, professional growth, appreciation, and commitment to the mission, most of the answers were about different dimensions of personal characteristics.
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.
Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia
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.
Belinda Bustos Flores
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…
Myers, Donald A.
A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the future. This paper addresses the issue of teacher education for multigrade. The main thesis of this paper is that the professional…
Teacher mentoring programs have increased dramatically since the early 1980s as a vehicle to support and retain novice teachers. However, researchers and facilitators of mentoring programs are recognizing that mentors also derive substantial benefits from the mentoring experience. This digest examines research on how mentoring contributes to the…
Huling, Leslie; Resta, Virginia
Whether a principal builds a structure of shared decision making, shared leadership, or not, teachers will have ideas and conversations about what they feel may be more effective. These conversations impact the entire culture of a school. When teachers have the opportunity to take ownership of decision making and planning, the ultimate decisions…
Stegall, David; Linton, Jayme
The article describes a semester-long project that draws on Suzanne Collins' "The Hunger Games" as a resource and over-arching theme for preservice teachers taking a content area literacy course. We examine how preservice teachers learn to connect written texts to content area (disciplinary) literacy and consider ways to prepare…
Saunders, Jane M.; Ash, Gwynne Ellen
Background: Data were collected in Singapore as part of a ten-country international study that focuses on cross-cultural comparison of principal attitudes towards teacher involvement. Aim: This paper presents secondary school principals' perceptions with regard to teachers' responsibility-taking in the context of school change in Singapore.…
Lim, Lee Hean
Stories are important resources in the repertoire of the teacher. Storytelling is a powerful way in which to communicate experiences and to explore ideas. Using stories, the teacher takes her students on journeys of discovery that introduce them to new vistas of lived experience. In this article, the authors describe how they have used "digital…
Skouge, James R.; Rao, Kavita
The purpose of this project was to evaluate an online course in child development in which active learning strategies were infused. Preservice teachers taking the course were future elementary teachers seeking initial prekindergarten to sixth-grade teaching certification. Sixty-one persons were enrolled in a traditional face-to-face section of the…
Brown, Amber L.
We show that minimal physical contact can increase people's sense of security and consequently lead them to increased risk-taking behavior. In three experiments, with both hypothetical and real payoffs, a female experimenter's light, comforting pat on the shoulder led participants to greater financial risk taking. Further, this effect was both mediated and moderated by feelings of security in both male and female participants. Finally, we established the boundary conditions for the impact of physical contact on risk-taking behaviors by demonstrating that the effect does not occur when the touching is performed by a male and is attenuated when the touch consists of a handshake. The results suggest that subtle physical contact can be strongly influential in decision making and the willingness to accept risk. PMID:20554603
Levav, Jonathan; Argo, Jennifer J
Science Partners for Teachers is a group of scientists (mostly graduate students) in the physical and biological sciences at the University of Chicago which establishes one-on-one partnerships with Chicago-area K-12 school teachers. The goal is to have both partners benefit from the interaction. As scientists, we want to learn more about how to teach, how to develop lesson plans, and improve our ability to disseminate scientific knowledge (with an eye towards increasing our marketability for our future job searches). In exchange, we offer to be a resource for teachers looking to update their science curricula and to help incorporate and increase the use of computers, and the internet into the classroom. But most of all, we want to develop a relationship in which the scientist gains an inside look at teaching while the teacher gains an inside look at science and the way science is done. This model for scientist-teacher interaction is unique among the ones we have encountered as it involves a one-on-one partnering between adults (no K-12 students involved) and is specficially tailored to mesh well with an over-committed graduate student's schedule. This group was founded and continues to be run by several astrophysics graduate students who are looking for creative ways to help themselves and other grad students prepare for alternative careers related to education, preferably involving both research and outreach.
Rebull, L. M.; Munoz-Franco, L.
This essay documents a few key examples of the critical pedagogy and curriculum that the authors employ to challenge pre-service and in-service teachers to consider the concrete and theoretical contexts of taking on a social-activist-teacher persona. Their vision of social justice is rooted firmly in the critical tradition, as it is anchored in…
Porfilio, Brad J.; Malott, Curry S.
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.
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
V. SRIDHAR, P. SHREELA, B. SRIKANTH, T.SHIVAKRISHNA REDDY
The deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also…
Valencic Zuljan, Milena; Marentic Požarnik, Barica
Over the past 10?years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised…
This study examines a training module designed to increase teachers' technology proficiencies. In the process, the study also explores a self-assessment type measure and its value in relationship to teachers' use of technology in their classrooms. It examines pre- and posttest scores of K-12 teachers' perceptions of their level of technology…
Ivers, Karen S.
Nations throughout the world have increasingly looked at teacher education policy as a vehicle for reform of both the educational system and the society at large, and teacher quality is often positively associated with the quality of the overall educational system. Although such reforms often target pre-service teacher education, little is known…
Tanner, Paul Edward
Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little…
Roberts, T. Grady; Greiman, Bradley C.; Murphy, T. H.; Ricketts, John C.; Harlin, Julie F.; Briers, Gary E.
Increasingly, teacher clusters are being used as a substitute for the more traditional approaches to the professional development of teachers. With this goal in mind, many provincial education departments in South Africa have sought to institutionalise and encourage the formation of teacher clusters as vehicles for the continuing professional…
Jita, Loyiso C.; Mokhele, Matseliso L.
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.…
Teaching in 21st-century schools cannot easily be separated from technology-based solutions. Instead, technology is increasingly becoming an essential tool for any teacher's toolbox, especially the new teacher who is often considered a digital native. In teacher education and professional development, technology-based learning, or…
Smith, Sean J.; Israel, Maya
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…
The increasing importance of technology in today's world challenges teacher educators to create technology-proficient teachers, practitioners who can utilize existing technology, learn to work with emerging technology and adapt as needed when confronted with technological issues. Acknowledging the need for technologically proficient teachers,…
As schools become increasingly multicultural, teachers need special sensitivity to recognize differences and intercultural competences to be able to support the personal and academic growth of diverse students. This paper introduces newly qualified teachers' conceptions of diversity and intercultural competence in a Finnish context. The teachers…
...rookery or the increased accidental take of female seals. (3) Any taking of adult fur...or the intentional taking of subadult female fur seals is prohibited. (4) Only...may only be taken if so directed by NMFS scientists. (d) The scheduling of the...
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…
Bullough, Robert V., Jr.
Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers' and children's transitions between classrooms at a center throughout the day and only take into account head teacher qualifications. The objective of this investigation was to examine these traditional assumptions and to…
Setodji, Claude Messan; Le, Vi-Nhuan; Schaack, Diana
Building teacher morale involves more than compliments, plaques, and one-time events. Teacher morale is higher in schools where principals create a positive school culture and climate. Sinking teacher morale generally accompanies sinking student achievement. Time constraints, excessive workloads, and insufficient classroom resources take their…
This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics-Chemistry, Biology-Geology and Geography-History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire,…
Gimenez, Jesus Estepa; Ruiz, Rosa Maria Avila; Listan, Mario Ferreras
This article describes how the teacher work sample methodology of the Renaissance Partnership for Improving Teacher Quality was implemented within the teacher education program at a small liberal arts college. Resulting program improvements are described, as well as on-going challenges. The adapted teacher work sample prompt and scoring rubric are…
Kinne, Lenore J.; Watson, Dwight C.
Two types of teacher behavior were elicited from student responses to the Pupil Control Behavior Form (PCB). Two custodial teacher types emerged from the data: the "screamer" type, described as a teacher who controlled pupil behavior with verbal methods that expressed anger or frustration; and the "cold fish" type, depicted as a teacher who…
Licata, Joseph W.
Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…
Van Nuland, Shirley
This paper aims at assessing the evolutionist and creationist conceptions of Brazilian teachers. The work was developed within the framework of the European project BIOHEAD-CITIZEN, which takes into account that scientific knowledge and teachers’ attitudes and values can influence the teaching practices. The large questionnaire BIOHEAD-CITIZEN, which was constructed to be applied in 19 countries in Europe, Africa and in Middle East, was applied, in this study, to six groups of Brazilian tea...
Caldeira, Ana Maria Andrade; Arau?jo, Elaine Sandra Nicolini Nabuco; Carvalho, Grac?a Simo?es
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.
Pals Svendsen, Lisbet; Mondahl, Margrethe
To prepare future teachers for today s technology driven society, Colleges of Education must produce technology proficient teachers, which involves a change in the attitude of educators, increased access to technology rich K-12 schools, and creating positive attitudes on the part of preservice teachers. The purpose of this study was to determine whether or not preservice teachers received the training and support that is needed to gain technology proficiency. The sample for this study consist...
Evans, Brandi P.; Gunter, Glenda A.
The number of induction programs available to teachers is increasing rapidly, and by necessity these programs are designed to meet the needs of all teachers regardless of their preparation and academic background. This study examines the impact of a science-focused induction program on secondary science teachers from different preparation programs. The 16 teachers were first-year secondary science teachers who graduated the previous year from one of four different teacher-preparation programs. All teachers were monitored during their first year of teaching, as they participated in the induction program, to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the preservice training of a science teacher influenced the type of support the teacher derived from the science-focused induction program. Teachers from a preservice program with an extended student-teaching experience and two science methods courses held beliefs aligned with student-centered practices and implemented more reform-based lessons than did other teachers during the year. This study reinforces the importance of induction programs for teachers and suggests that there is a need for specialized support programs for beginning science teachers. The study also provides specific suggestions for improving the preparation of secondary science teachers.
Roehrig, Gillian; Luft, Julie
Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged p...
Krnjaji? Stevan B.
In the past few years, science educators and the nation at large have become increasingly concerned about the Crisis in Science Education. An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monograph What Research Says to the Science Teacher. A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST-NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity with What Research Says. Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow-up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow-up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that chemistry and physics teachers are more interested in problem solving than biology teachers, and that chemistry, physics, and earth science teachers are also interested in the sequence of the content. Males and females had the same top five interests but in a different order. The same is true for teachers of grades 7-9 versus grades 10-12. Rural teachers preferences varied substantially from those in other settings and differences were also found for teachers familiar with What Research Says compared to the rest of the sample. For every classification of teacher, the area of least interest was sex difference research.
Gabel, Dorothy L.; Samuel, K. V.; Helgeson, Stanley; Novak, Joseph; Butzow, John
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...
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.
Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.
Badea Elena Codruta
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…
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.
Wang, Zhi-guo; Zheng, Yu
This article has an overall aim as follows: to develop an alternative understanding to a narrow view of education, and in particular teacher training--preparatory and continuing--in terms of economy, as well as the competencies needed for the teaching profession. It takes the view that such an alternative is or could be found in the ideas put…
Describes a course, taught in Jamaica, for prospective high school physics teachers that stresses concepts which are difficult to teach and easily misunderstood by students. Also stresses preparing high school students to take national exams and teaching physics in poorly equipped laboratories. (MLH)
Chen, A. Anthony
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.
In this study, rubrics were developed using teacher expectations, alignment with assignment objectives, and learner interests and needs. Twenty-three teachers taking master's-level coursework in gifted education learned about the flexible rubric assessment. The three-phase implementation plan took 15 weeks and allowed participants to take control…
Schultz, Robert A.
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…
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...
Thornberg, Robert; Og?uz, Ebru
The Monterey Bay Aquarium has long had an ambitious outreach mission. As a result, its Teachers' Place is a fine resource for educators around the world. On the homepage, visitors will find sections such as Teacher Programs, Field Trips, and Classroom Resources. In the Classroom Resources area, visitors can take advantage of lesson plans and interactive media features that include Rocky Shore, Kelp Forest, Sea Otters, and Mission to the Deep. The Games & Interactives area includes downloadable posters, fact cards, and a virtual dive into Monterey Canyon that provides visitors with a truly immersive experience, minus the actual water, of course. This same section also has some pretty great tunes, such as "Hold On or Go With the Flow," which is a paean to surviving the rough and tumble world of the rocky shore.
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.
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...
Gou, Bin E.; Pan, Yining; Wang, Shan
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...
Bergstra, J. A.
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…
Akbari, Ramin; Tajik, Leila
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…
Adcock, Lee; Bolick, Cheryl
Extensive teacher mobility can undermine policy efforts to develop a high-quality workforce. In response, policymakers have increasingly championed financial incentives to retain teachers. In 2006, the Denver Public Schools adopted an alternative teacher compensation reform, the Professional Compensation System for Teachers ("ProComp").…
Fulbeck, Eleanor S.
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 This study is intended to investigate the teacher-student communication patterns in an upperintermediate English class. There are major questions in this study; (a what the nature of interaction is in a foreign language classroom, (b what the characteristics of teacher-student turn taking are, (c what type of feedback is taken by the teacher, (d how the teacher's competence and performance are. The participants of the study are female adult students and a female teacher majoring English literature at MA level that has had five years of teaching experience. Five partial
sessions of the class are recorded, transcribed, and analyzed. According to the findings, the type of discourse is teacher-initiated one and the question type is both WH-questions and questions with auxiliaries. The way of student's reply is brief and limited to one teacher-student turn-taking. The type of interaction is based on the questions posed by the teacher and long interaction such as discussing, debating, and challenging could rarely be seen in the classroom in question. The type of
feedback depending on the skill and tasks dealt with, ranging from recast to direct correction. The teacher's competence and performance are satisfactory with correct pronunciation and near native accent.
Follow-up research is required to investigate the effects of our beginning teacher preparation programs for secondary science teachers on classroom performance, student achievement, and higher order mental functioning of classroom teachers. Nevertheless, preliminary indications from working with students during the last several years show many encouraging outcomes among beginning teachers, including: increased knowledge of cognitive science, especially applications in instruction and learning; development of more analytical, self-directed classroom behavior; and enhanced capability of utilizing and powerful tool of video-taping for professional self-improvment.
O'Brien, George E.; Korth, Willard W.
Decision making is informed by appraisals of appetitive cues and their associated opportunities for rewards. Such appraisals can be modulated by cognitive regulation strategies in order to promote goal-directed choices. Little is known about how cognitive regulation strategies, especially reappraisal, alter risk taking during decision making. To characterise the effect of reappraisal on risk taking, we systematically varied both the goal of regulation and the value of the decision options. Participants engaged in two reappraisal strategies with opposite goals, to increase ("emphasise") or decrease ("de-emphasise") the importance of an upcoming decision, during the presentation of cues signalling monetary decisions. The expected value of taking a risk was systematically varied across decisions such that a risky choice could be beneficial or disadvantageous. Reappraisal strategies increased or decreased risk taking in accordance both with regulation goals and expected value information. These results suggest that reappraisal can be used to flexibly alter behaviour associated with appetitive cues while maintaining value information. PMID:23829274
Martin Braunstein, Laura; Herrera, Stefanie J; Delgado, Mauricio R
...Newly qualified teachers (NQTs) Institute of Physics NQT,NQTs,physics teacher, guide, help for, newly, qualified, iop This site ... IOP Institute of Physics For physics bull; For physicists bull; For all Home News About us Contact us Calendar MyIOP Search ...Careers Policy Resources You are here Education I am new to teaching physics Newly qualified teachers (NQTs) I am new ...to teaching physics Student teachers Newly qualified teachers (NQTs) Managing the Marking Mountain Top tips for lesson observations Established teachers who are ...
Full Text Available This paper describes the experiences of two teachers, Bulelwa and Kevin, who attempt to take on board the notion of incorporating the everyday into the mathematics, as the new South African Curriculum requires. Both of them, though in different ways, attempt to accommodate the two discourses, namely mathematics and the everyday. Because of their own different experiences and the different values they place on the everyday in mathematics, they handle the incorporation of the everyday quite differently. The paper argues that the practical experiences of these teachers provide insight into some of the practical challenges teachers have to negotiate in order to provide legitimacy for the everyday in mathematics.
A small number of studies have examined the importance of collective bargaining agreements in the context of teacher quality, school finance, or student outcomes. Although the evidence for a bargaining effect on most measures is mixed, the preponderance has suggested that bargaining increases expenditures on teacher compensation. In this article,…
Cowen, Joshua M.
Current public discourse is intensifying on increasing student academic achievement, corresponding to the creation of both federal and state legislative mandates demanding more educational accountability. Therefore, it is imperative to attract and retain quality teachers to provide quality education to every student. The Beginning Teacher Support…
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.
Full Text Available In the field of teacher training, there is a scarcity of teaching pronunciation teachingmethodology to cure the fossilized mistakes of teacher trainees and foreign language teacherson-the-job. A case study pertaining to this situation is handled for the first time in this articleunder the title of “Audio-articulation Method” (Demirezen, 2003; Hi?mano?lu, 2004. Thismethod takes up a fossilized mistake of teacher trainees or teachers on-the-job in fifty minutesand brings in pronunciation correction by using tongue-twisters, idioms, proverbs, and thelike. Thus, it cures the fossilized mistake to a grater extent by creating a higher awareness andimproving communicative fluency. This method through task-based point of view removesthe related fossilized mistake and brings in pronunciation betterment to the teacher traineesand the teachers on-the-job.
Prof. Dr. Mehmet Demirezen
Full Text Available Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children’s future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children’s training in a second language (Cummins, 1986/2001, p. 665. Dialogues between teachers and parents promote mutual understanding and increase parents’ knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001. A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved.
More than 30 year ago, the USA began protecting its environment with regulatory laws. However, this approach has progressed to the point where our economic health may have needlessly incurred long-term damage. The article explores the implications of a resurgent demand for legal guarantees for compensation when environmental regulations take individual property. What will happen when a price tag is attached to new or existing environmental laws? Some predict dire results; however, a more balanced and efficient policy may lie ahead. The discussion explores the implications of recent rulings, describes possible outcomes, and offers several alternatives to the traditional lobby-and-appeal tactics used in setting environmental policy. The authors conclude that as the concept of a regulatory taking is restored, more innovative negotiated solutions will take place between competing interests as they are given more equal legal footing
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 to lead to certain decision effects, by way of their being put into effect. The availability of a model or of a theory of the causal chain leading from a decision outcome to one or more decision effects is assumed for the decision taker, otherwise the decision outcome is merely an utterance. Decision effectiveness measures the decision effects against objectives meant to be served with the decision. Decision taking is positioned amidst many similar notions including: decision making, decision process, decision making proce...
Bergstra, J A
A presentation on the PhysTEC project and the mentoring of beginning physics teachers. The presentation discusses the problem of teacher attrition and the role of mentoring in solving the attrition problem.
Isola, Ew; Freeland, Dale
Reports on a study that examined the relationship between teacher sentiments toward two broad classifications of reading instruction--the phonics and the meaning-based methods. Concludes that teacher sentiments toward these two methods are multidimensional and complex. (FL)
Davis, Todd M.
The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning.
Wahlgren, Bjarne; Larsen, Lea Lund
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Stoichiometry page includes resources for teaching students about stoichiometry.
ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Titration page includes resources for teaching students about the theory and applications of titrations.
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 This study aims to find out the causes of propensity for elite athletes in universities in Turkey to take up karate branch, their expectations and reasons of involvement. A survey method was used in the study. The population for the study was made of elite students in universities engaged in karate. The measurement instrument was administered to 97 students. Data obtained from the survey was tested by Mann-Whitney U test and Kruskall-Wallis test. Elite athletes in karate branch in universities indicated that their families had more influence on their decision to take up this branch. Elite athletes in universities indicated that teachers of physical education and the press media have had almost no influence on their decision. Athletes considered the enjoyment of success as an important reason for engaging in karate, while joining a group of friends easily was considered unimportant. It was found that athletes in the national karate team had higher expectation than those not in the national team for enjoyment of success, obtaining material gains and being famed nationwide. It was further found out that as the length of time of involvement in karate increased, the desire increased for obtaining material gains, becoming famed, becoming a trainer, a referee, being famed nationwide, enjoying success and getting in the national team.
Full Text Available An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.
Andrew J. Wayne
Full Text Available Teachers should care for the emotional stability of their students, teachers must take on the work of social workers, teachers have to answer to those problems caused by the difficult socio-economic situation facing our students... Today, phrases like these are common in discussions among teachers and non-teachers. All of them, one way or another, relate to teacher's identity, and all are trying to tell their own truth about what is like being a teacher today. Obviously, not all refer to the processes of learning or teaching learning problems. What is then the identity of a teacher? What does the word "teacher" encapsulate in its meaning in today's society? We will try to make an approach to the definition of a teacher's identity but not looking for a single, dogmatic definition, but by highlighting some landscapes that will identify this territory. Our position will be, therefore, that of a cartographer trying to peer into the world through his own observations (provided he has the ability to travel to the land he is trying to represent, or with data from narratives of those who have traveled there already, or through representations made by others before him. Certainly, like any map, our representation will not be a finished product , but an attempt to present to other man and woman signs to orientate themselves in this new territory and that they themselves will enrich with their personal contributions.
A study was conducted to determine the present state of vocational education in Kentucky and the supply of and demand for vocational teachers. Results are summarized for vocational teacher education in general and for teachers in the areas of agricultural education, business and office education, marketing and distributive education, health and…
In this paper, we use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. We find that contract teachers are associated with higher effort than civil service teachers with permanent tenures, before as well as after…
Goyal, Sangeeta; Pandey, Priyanka
Prior research has shown that there is a correlation between teacher characteristics (e.g., pedagogical knowledge, teacher preparation/certification) and student achievement. Current political contexts call for the utilization of student achievement data to measure the effectiveness of our education systems. A solid research base of how teacher…
Jacobo, Amber Leann
This is the story of a teacher leader who helped lead change in an urban elementary school by creating a new culture of support for beginning teachers. Specifically, she led focused, collaborative inquiry around discussion-based teaching to improve teaching effectiveness, and she created a school-wide coalition of support for beginning teachers to…
Brondyk, Susan; Stanulis, Randi
The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…
Hill, Heather C.
Applies the concepts of idealism, individualism, and pragmatism from the Association for Teacher Education in Europe's scenario model to Germany's teacher education. Discusses the current German teacher training system's scholarly approach to idealism; notes organizational problems; examines the special psychological demands on students made by…
The aim of this review is to provide a critical analysis of language teacher research engagement. The term "research engagement" here covers both engagement IN teacher research (i.e. by doing it) as well as engagement "with" research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially…
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...
The site provides information about a project in which University of Rhode Island undergraduate mechanical engineering students were given take-home kits to perform system dynamics and controls experiments at home. It includes description of hardware/software used, the different experiments, guides for performing the experiments, and assessment information.
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.
An exploratory analysis of the problems of fetal liver take in an animal model has been performed, employing the mouse model of lethally radiation induced aplasia. The studies as well as the results of clinical fetal liver transplants are reported. (Auth.)
Risk taking can lead to ruin, but sometimes, it can also provide great success. How does our brain make a decision on whether to take a risk or to play it safe? Recent studies have revealed the neural basis of risky decision making. In this review, we focus on the role of the anterior insular cortex (AIC) in risky decision making. Although human imaging studies have shown activations of the AIC in various gambling tasks, the causal involvement of the AIC in risky decision making was still unclear. Recently, we demonstrated a causality of the AIC in risky decision making by using a pharmacological approach in behaving rats-temporary inactivation of the AIC decreased the risk preference in gambling tasks, whereas temporary inactivation of the adjacent orbitofrontal cortex (OFC) increased the risk preference. The latter finding is consistent with a previous finding that patients with damage to the OFC take abnormally risky decisions in the Iowa gambling task. On the basis of these observations, we hypothesize that the intact AIC promotes risk-seeking behavior, and that the AIC and OFC are crucial for balancing the opposing motives of whether to take a risk or avoid it. However, the functional relationship between the AIC and OFC remains unclear. Future combinations of inactivation and electrophysiological studies may promote further understanding of risky decision making. PMID:23917499
Ishii, Hironori; Tsutsui, Ken-Ichiro; Iijima, Toshio
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.
This article reports on a study of Pacific primary school teachers' and university lecturers' reflections on their involvement in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities; and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices in what has largely been a "conversation between us about them" conducted by Ministries of Education, Curriculum Development Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers' work. Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent not only as we seek to reshape a degree programme to suit the needs of the region's primary school teachers but also as "rethinking" debates about the purposes of education in the Pacific region are on-going yet exclusive.
Burnett, Greg; Lingam, Govinda Ishwar
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.
Ramona Retegan, Manuela
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.
Ali H. AbuSaada
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.
Early attrition from teaching bears enormous costs. High attrition means that schools must take funds urgently needed for school improvements and spend them instead in a manner that produces little long-term payoff for student learning (Kain & Singleton, 1996). Keeping highly qualified teachers should always be at the top of the priority list of…
Thompson, Arkeco Lashay Lewis
The acceptance of animation technologies is increasing. Video games, such as Sony PlayStation (SONY, 2002), have become part of the culture for young people from kindergarten through undergraduate school. Animation technologies have been implemented into educational systems in the form of animated pedagogical agents (Johnson, 2000). The research…
Gilbert, Juan E.
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…
Hulpia, Hester; Devos, Geert; Van Keer, Hilde
In response to the need to improve scientific literacy of teachers and K-12 students in Toledo and Ohio, the University of Toledo joined the Earth System Science Education Alliance to offer the 5-8th grade Earth Science course in the fall of 2001 and summer of 2002. The use of the Internet for the delivery of higher education courses has dramatically increased especially at the University of Toledo where over 6,000 students a semester take distance learning courses. Although distance learning has become an important medium for traditional undergraduate students who often have jobs, in-service teachers have been slow to sign up for distance learning courses even though they need Masters degrees to keep their licenses. Teachers are more likely to take lecture-based courses or summer seminars. In our presentation we will discuss our findings from pre and post course surveys and experiences from our two course offerings. We will relate technical difficulties encountered through the delivery of the course as well as the bureaucratic barriers that had to be overcome.
Czajkowski, K. P.; Spongberg, A.; Struble, J.
Full Text Available Background: Depression is one of the most severe disabling disorders in the world in view of teachers occupational stress, this study was desinged to measure the magnitude of depression among them. Methods: 291 Teachers from 21 primary schools in esfahan city were enamined by means of beck"s test. Results: This study revealed that 89% of the teachers suffered from afferent degrees of depression i.e ,33% mild , 28.3% moderate and 27.2% sever the degree of depression decreased as the level of education increased and with age the degree of depression increased. Conclusion: In view of their occupational roles, teachers are rulencable and more attention must be paid to their needs.
Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are kept. Less attention is given to teaching mentors how to assist new science teachers to develop their content knowledge, general pedagogical knowledge, and science-specific pedagogical content knowledge. This article provides a checklist for mentor teachers to use when assessing the teaching skills and knowledge of new science teachers. This checklist helps prioritize what and how much assistance the new teacher needs.
Shea, Kathleen; Greenwood, Anita
... January 6, 2005 SUBJECT: Research Experience for Teachers (RET): Supplement Opportunity Dear ... teacher?s research experience into classroom practice. A brief biographical sketch of the teacher ...
Full Text Available A science experiment is the core tool in science education. This study describes the science teachers' professional competence to implement science experiments in teaching/learning science. The main objective is the motivation of science teachers to use science experiments. The presented research tries to answer questions aimed at the science teachers' skills to use science experiments in teaching/learning science. The research discovered the following facts: science teachers do not include science experiments in teaching/learning in a suitable way; are not able to choose science experiments corresponding to the teaching phase; prefer teachers' demonstration of science experiments; are not able to improvise with the aids; use only a few experiments. The important research result is that an important motivational tool for science teachers is the creation of simple experiments. Examples of motivational simple experiments used into teachers' training for increasing their own creativity and motivation are presented.
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.
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...
Coggins, Michael R.
The motives for describing music teacher education as professional education can be manifold. Since professions are regarded to have a certain, powerful position in society (Molander & Terum, 2008; Vågan & Grimen, 2008), along with a kind of exclusiveness and higher status than other vocational groups, some descriptions may seem to rest on a wish to strengthen the status of the music teacher vocation. These endeavours accord with the increased use of the terms ‘profession’ and ?...
Danielsen, Brit A?got Brøske; Johansen, Geir
There is increasing acknowledgement that teachers’ knowledge for teaching mathematics is multifaceted and topic specific. Given the paucity of research on the teaching and learning of financial mathematics in general, little can be known about teachers’ knowledge for teaching compound interest. However, since financial mathematics is a component of the school curriculum in South Africa, and an important element of financial literacy more broadly, attention needs to be given to knowledge f...
Starting in 1991Geophysical Information For Teachers (GIFT) workshops were held in conjunction with AGU fall and spring meetings. These two-day workshops were designed to take advantage of AGU membership as presenters and to highlight recent developments in curriculum materials. Over a period of time the workshops evolved into a national program and a model for local or state workshops. Typically at the fall meeting the first day was held at the Exploratorium and consisted of curriculum materials presentations. Teachers learned about the development of new products for classrooms and participated in activity demonstrations. The second day was held at the AGU meeting site and featured six science talks by AGU members who were presenting papers at the meeting. Presenters were chosen to cover a broad range of geophysical sciences and subjects of topical interest. A similar model was followed at the spring and Ocean Sciences meetings with both days being held at the meeting venue. An AGU Council Project Grant was obtained in 1999 to expand the GIFT program to other venues and to develop a model for AGU members for setting up similar workshops in their home states. One-day workshops were held at the Washington State and South Carolina State Science Teachers annual meetings. These workshops consisted of science content lectures and curricular activities. Additionally, grant funding was used to create an Earth and Space Science Resource Day at National Science Teachers Association (NSTA) annual conventions. NSTA conventions are composed of short workshops and presentations and lectures on science teaching or education research. Occasional science lectures such as the AGU lecture offer science content information. At the 2002 convention AGU?s GIFT program joined with NESTA, NAGT, and AGI to coordinate a series of workshop events. Coupled with NESTA?s guided learning field trip teachers were offered a suite of science content and science-teaching activities focused on the Earth and Space sciences. Workshop evaluations revealed that the participants appreciated the opportunity to attend and participate in a scientific meeting. As a rule the science talks were held in high value, as teachers often do not have access to current science research. The curricular workshops were valued as an opportunity to bring new teaching materials into their classrooms.
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…
Tran, Tu; Baker, Robert; Pensavalle, Margo
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.
Full Text Available Teacher performance assessment is a part of a global trend based on teacher education program. The purpose of this paper is to investigate the American Teacher Performance Assessment (TPA program, to identify some of the features in creating a system for pre-service teachers in developing countries, and to suggest an ideal TPA model for strengthening the teacher education program.
As challenges are handed down from state and federal governments to demonstrate utility and efficiency within teacher education programs, it is important to stop and consider the role of teacher education within schooling. Perhaps we should prepare new teachers by asking, "How should we prepare new teachers?" By framing teacher education within a…
Parkison, Paul T.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Teaching English Language Learners: Mainstream Teachers Make a Stellar Journey as a Team to Transform Classroom Practices (Elsa M.…
Armstrong, Anthony, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Collective Responsibility Makes All Teachers the Best (Stephanie Hirsh); (2) Tools: How Our School Measures up/Exploring Our…
Armstrong, Anthony, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Districts Harness the Expertise of Classroom Teachers (Valerie von Frank); (2) Tool: Measuring Collaborative Norms; (3) Lessons from…
von Frank, Valerie, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Building Bridges: Data Help Instructional Coach Make Vital Connections with Teachers (Theresa Long); (2) NSDC Tool: Instructional…
Crow, Tracy, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Call to Action: Landmark Study on Professional Learning Calls to Teacher Leaders (Joellen Killion); (2) Tools: Hone Your Understanding of Effective…
von Frank, Valerie, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Standing Up, Speaking Out: Teacher Voices Lift to Influence National Policy (Anthony Armstrong); (2) Tool: Develop a Relationship…
Armstrong, Anthony, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Sharpening Skills for Our Century (Valerie von Frank); (2) Lessons from a Coach: First, I Assess How Teachers Learn (Julie…
Crow, Tracy, Ed.
Movies with teachers as main characters provide a powerful medium of instruction in the teacher-education classroom. The authors describe a graduate course for practicing teachers, "The Portrayal of Teachers in Film," in which such movies stimulate the examination of trends in the portrayal of teachers and serve as springboards for the exploration…
Shaw, Carla Cooper; Nederhouser, Deborah Dobbin
The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…
Full Text Available As teachers attempt to navigate an increasingly technological educational environment, they find themselves faced with numerous barriers. This study looked at three teacher leaders who navigated, with varying degrees of success, various contexts of and barriers to technology based reform. The purpose of this study was to investigate each teacher’s classroom technology usage and to examine how personal, cultural and contextual factors affected each teacher’s ability and willingness to use technology in support of their mathematics instruction. This study used a multiple case study design and relied on multiple qualitative data sources. Findings indicated that, while context and teacher characteristics influenced the change process, teacher thinking, in the form of a student-oriented focus, played the largest role in enabling teachers to adopt technology-based changes. Implications from this study emphasize the need to motivate teachers to reconstruct their knowledge and beliefs about the role of technology in mathematics education.
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.
Kadriye Dilek Akp?nar
Full Text Available Taking as reference the commitment of the OECD: “Teachers Matters: attracting, developing and retaining effective teachers”, this article departs from three basic assumptions: teaching at Higher Education is a very complex activity; to achieving quality in Higher Education requires a very qualified teacher; becoming a qualified teacher requires good education. To combine the commitment to quality teaching with teacher training, the text proposes, first, the “importance of teachers” as a cornerstone in the development of quality teaching. The second section analyzes the evolution of the teacher role and its new requirements, including the challenge of the double professionalism, the teaching competencies, the institutional involvement and the openness to globalization and networking. Third, we analyze the processes of teacher education and some changes they need in this new route map: an education oriented to the practical development of processes and to the piagetian “accommodation” approach, allowing for responding to both the technical and the psychosocial demands of teachers, which is assumed as lifelong career development.
Miguel Zabalza Beraza
Full Text Available This study reports on how an American Education System course, traditionally taught with broad objectives, was contextualized for science teachers. Using pre-assessment data, specific policy issues were targeted with the objective of increasing teachers’ feelings of influence over issues. The approach used was adapted from exposure therapy, a method common in behavioral therapy. This involved providing greater depth of understanding of issues, revisiting issues repeatedly, and developing professional dialogue. After participating in the course, teachers were significantly less likely to list standardized testing and curriculum standards as critical issues. The teachers correspondingly significantly increased their internal locus of control over these issues.
Full Text Available Indian higher educational focuses and emphasizes only to the students educational levels that is the methods and techniques that can be used to motivate students. But another important role that is “Teacher Motivation”. Teacher motivation is a vital role to improve the quality of education. The main determinants of the teachers of higher education institutions are occupational of teachers, job satisfaction and security, salary and social status. It focuses on the importance of the factors that affect the motivation of teachers. It defines the concept of motivation. It also takes into account the sources of motivation which are necessary in teaching process.
J. IMMANUVEL JOHNSON
In the September issue, we saw that a lower proportion of Hispanics and blacks take physics in U.S. high schools than do whites and Asians. Last month, we examined physics offerings and students by socioeconomic profile of the high school as reported by the principal. We saw that there were more physics classes and more physics students at better-off high schools. These increased offerings allow the teachers who teach physics to focus more on physics. We combined race and ethnicity data from the National Center for Education Statistics with data from our principals to examine the percent of each race and ethnicity attending schools by our socioeconomic profile of the school. Less than one-third of white and Asian public high school students attend a school that our principals classify as "worse off." Less than one-fourth of black and Hispanic students attend a school that our principals classify as "better off." The difference is stark. When combined with the percent of physics classes and physics students at each type of school, we have some insight into explaining the variation in physics taking by race and ethnicity.
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...
Hvide, Hans K.
Orientation of teacher preparation toward the development of competence has recently been suggested as a worthwhile direction of change in teacher education in the Western Balkan countries. In this study, 2,354 teachers, teacher educators, and student teachers from Bosnia and Herzegovina, Croatia, Macedonia, Montenegro, and Serbia responded to a…
Pantic, Natasa; Wubbels, Theo; Mainhard, Tim
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.
Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators'…
Gist, Conra D.
Using data from 503 inservice elementary teachers, this study investigated the relationship between teachers' background characteristics, teachers' beliefs about manipulatives, and the frequency with which teachers use manipulatives as part of their mathematics instruction. Findings from the study show that teachers' grade level and beliefs about…
Uribe-Florez, Lida J.; Wilkins, Jesse L. M.
The five-phase students-as-teachers model has advantages (increased empathy for student teachers, recognition of effective techniques, careful listening and attentiveness) and disadvantages (uneven preparation of material, the delicate role of the instructor). (SK)
Merrell, Wayne L.
We put in evidence the unexpected behavior of Leidenfrost droplets at the later stage of their evaporation. We predict and observe that, below a critical size Rl, 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 vapor 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.
Celestini, Franck; Frisch, Thomas; 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.
Celestini, Franck; Pomeau, Yves
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
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.
Muhumuza, Simon; Katahoire, Anne
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...
Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.
The aim of this study is to determine how physical education teacher candidates in Physical Education and Sports Higher Schools in different universities perceive the Community Service Course and to find out whether their perceptions change depending on several variables. The population of the study is composed of 146 fourth-year teacher candidate students who take the community service course in Physical Education and Sports Higher Schools in Ahi Evran, Aksaray, Kastamonu and Inönü Univers...
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.
From 2008-2010 Al Hrynyshyn (Teacher-in-Residence) and Duane Merrell mentored 39 students, 27 who were certified to be secondary physic teachers. This effort has brought about some interesting insights when it comes to the mentoring and induction of new teachers. From traditional student teacher (mentor teacher placements), to dual placement of student teachers with one mentor teacher, with placement from Washington State to Washington DC, each mentoring experience has brought increased understanding for mentoring. We have traveled to mentor in places like Montezuma Creek, Utah; Encampment, Wyoming; Washington DC and the local schools in and around Provo, Utah. During this mentoring time we continue to mentor former students and help with the induction process of becoming a successful young teacher. This presentation looks at some real life scenarios from our students and shows excitement for our successes as well as some humility in our failures, as they have helped shape the mentoring and induction models used at Brigham Young University. We are still learning and are willing to share our ideas in return for your feedback and ideas in hopes that perhaps we can help be better mentors for our students. The efforts of the Physics Department in supporting the mentoring of students, the ability to travel to do mentoring, and the efforts to reach each student we mentor every week are highlighted.
Merrell, Duane; Hrynyshyn, Alec
Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994).…
Grossman, Pam; Loeb, Susanna; Myung, Jeannie; Boyd, Donald; Lankford, Hamilton; Wyckoff, James
This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge could not be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest there may be important connections between the 2 for preservice teachers that would be fruitful areas for future research.
Bleicher, Robert E.
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...
Hayo Reinders; Cem Balcikanli
The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh- and eighth-grade teachers and…
Bordelon, Thomas D.; Phillips, Iris; Parkison, Paul T.; Thomas, Jeff; Howell, Corinne
Full Text Available 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 and feedback and utilization of results of performance evaluation; besides, this study provides a model of strategic-oriented college teacher performance management system based on six key decisions: Evaluation subject, methods, indicators, standards, period and feedback and utilization of results.
The national shortage of certified special education teachers has reached crisis proportions. This shortage has been exacerbated by increases in special education populations and high attrition rates of special education teachers. This study examined the factors influencing the recruitment and retention of special education teachers. Several…
Kagler, Fiesta T.
There has been increasing interest in assessing teachers' cross-curricular competencies as a result of reforms in teacher education in Switzerland. At Zurich University of Teacher Education, future students who do not have formal qualifications are required to pass several examinations and a test, which is known as an "assessment centre". The goal…
Bieri, Christine; Schuler, Patricia
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
The Student Teacher Awareness Program at Southside High School (Muncie, IN) introduces student teachers to a variety of topics and concerns from the perspective of the classroom teacher in the field. (CB)
Siler, Carl S.; Swafford, George E.
We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child-care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes…
Cotnoir-Bichelman, Nicole M.; Thompson, Rachel H.; McKerchar, Paige M.; Haremza, Jessica L.
Full Text Available This study aims to analyse in-service teacher training and, more specifically, to explore the existing relationship between in-service teacher training and teachers’ and school variables. The present research offers a detailed analysis of secondary school teacher in-service training variables (type of training activity and activity content in Asturias (Spanish and of the relationship between this in-service teacher training and teachers’ and context variables (i.e. departments and regions. Evidence is provided to show that in-service teacher training should be organized taking into account these differences (context, teacher variables, in- service teacher training variables among departments, schools and districts to ccater for inequalities.
In an asymmetric tournament model with endogenous risk choice by the agents it is shown that equilibrium efforts decrease (increase) with risk if abilities are sufficiently similar (different). Risk also affects winning probabilities. The interaction of both effects is analyzed.
Kra?kel, Matthias; Sliwka, Dirk
The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.
Roychoudhury, Anita; Roth, Wolff-Michael
Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs. PMID:24479552
Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara
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 present study investigated the relationship between EFL teachers' locus of control and self-regulation and the moderating role of self-efficacy. To empirically investigate the theorized relationship between self-regulation and locus of control, 63 English teachers were selected according to a convenience sampling from different language institutes in Mashhad. The participants were asked to complete the' Teacher Self-Regulation Scale' as well as the 'Teacher Locus of Control Scale'. The data supported the theoretical expectation of a linkage between self-regulation and locus of control. The results indicated a significant relationship between teachers' self-regulation and internal locus of control. It was found that about 48% of the variation in teacher self-regulation can be explained by taking their internal LOC into account. Subsequent data analyses indicated that among the components of self-regulation, 'mastery goal orientation', and 'intrinsic interest' have the highest correlations with teacher locus of control. The findings also illustrated that teacher self-efficacy had no significant impact on the relationship between self-regulation and locus of control. This suggests that regardless of the teacher self-efficacy level, a teacher self-regulation is related to his/her internal locus of control. The results derived from the present study should encourage teacher educators to take advantage of this relationship by providing EFL teachers with programs and experiences for developing effective paths for enhancing teacher self-regulatory skills as well as their internal tendencies and perceptions.
Mohammad Taghi Monshi Toussi
Three exemplary high school biology teachers used metaphor to describe their teaching practice. Major themes associated with the teaching metaphor were identified using personal and professional history, curriculum and instruction strategies, reflection on the types and levels of classroom discourse, and reflection on the classroom social environment. Teacher A used the metaphor of a teacher is a nurturer. Themes associated with the nurturer metaphor included an emphasis on the affective dimension of learning and learning by doing. Providing a warm and supportive environment, being approachable to the student, taking a personal interest in the students, limiting student frustration, encouraging involvement, emphasizing student-to-student relationships and student-to-teacher relationships were evidences supporting Teacher A's metaphor of nurturer. Teacher B used the metaphor of a teacher is a provider. Themes associated with the provider metaphor included providing a safe environment, providing a classroom where ideas can be shared without fear of ridicule, providing information, and efficiency. Providing knowledge in a context of approachability and hands on activities were also associated with the provider metaphor. Teacher C used the metaphor of a teacher is an inspirer. Themes associated with the inspirer metaphor included a love of learning, making learning fun, student independence, and striving to do one's best. In the absence of a context in which the inspirer metaphor is possible, Teacher C indicated she could settle for part of the inspirer metaphor relating to nurturing. Results of the study suggest beliefs and images associated with teaching practice of the participants can be described using metaphor. Furthermore, each teacher's metaphor was consistently reflected in the: (1) personal and professional history of the teacher; (2) curriculum and instructional strategies used by the teacher; (3) types and levels of classroom interaction patterns observed during the study, and (4) nature of the classroom social environment. That is, the teacher's metaphor was congruent with many aspects of her teaching practice. Finally, each teacher's metaphor was stable over time. Once a teacher had identified their teaching metaphor, it did not change during the period of the study.
Harrell, Pamela Esprivalo
... how and where to dispose of a mercury thermometer.) Back Continue Tips for Taking Temperatures As any parent knows, taking a squirming child's ... take a rectal temperature or an electronic ear thermometer to take the temperature inside the ear canal. You could also use ...
Full Text Available In this article, we introduce Bakhtin’s (1981 idea of revoicing and situate our data drawn from a graduate literacy methods course for in-service teachers in the United States in this framework. This study is exploratory in nature. We use data from a single literacy methods class to explore and shed light on the “how-to” of teacher reflection using a Bakhtinian framework. As teacher educators, we believe that introducing new frameworks and perspectives that enable professionals to dismantle the binary of theory and practice by putting reflection into action is of high priority for the field.We discuss in detail an activity in a literacy methods class that requires the in-service teachers to put the idea of culturally relevant teaching (Ladson-Billings, 1994 into action by dramatizing a read-aloud in a childhood classroom, and to observe and analyze what happens when an idea from a class reading (culturally relevant teaching takes a dimensional spin into practice (a dramatized classroom scenarios. In doing so, the in-service teachers were challenged to reinterpret and revoice the concept of “culturally relevant teaching” to meet the realities of their own classrooms and their own pedagogical tales (Dyson, 2002. The main purpose of this paper is to contribute to the literature on teacher reflection by shifting the focus from theorizing about teacher reflection to the enactment of teacher reflection.
Full Text Available This paper deals with the leader's role of the teacher in school, as one of central persons in educational process, and the creation of a climate stimulative for learning. Besides defining the leader's role of the teacher, which is here treated as an aspect of participation in decision-making and responsibility, different manifestations of that role in school are discussed, as well as its importance for contemporary education and possibilities and challenges of encouraging the development of teachers-leaders. The results of several studies that present the leader's role of the teacher from the point of view of different participants in school life are displayed. It is concluded that leadership of teachers in school is desirable and that it should be encouraged, since it contributes to democratisation of school climate, stimulates pupils' achievements, motivates other teachers, as well as that it is necessary to analyze numerous obstacles to leadership of teachers. Among the most important obstacles are those stemming from institutional inertia, the fear of taking risks and resistance of school principals to developing the leadership of teachers.
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…
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental…
Pantic, Natasa; Wubbels, Theo