WorldWideScience
1

What It Would Take to Increase the Number of High School Astronomy Courses: A Survey of Principals and a Comparison to Astronomy Teachers, and a Prescription for Change  

Science.gov (United States)

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…

Krumenaker, Larry

2010-01-01

2

Rewarding Teachers without Pay Increases.  

Science.gov (United States)

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

Hayden, Gary

1993-01-01

3

Taking the Long View toward Music Teacher Preparation: The Rationale for a Dual-Degree Program  

Science.gov (United States)

This article describes the long view toward music teacher preparation and the rationale of a dual-degree program. Taking a longer, more thoughtful approach to new teacher preparation that is concentrated on developing highly qualified and caring teachers will positively affect teachers and students. Furthermore, this article presents some…

Greher, Gena R.; Tobin, R. Nicholas

2006-01-01

4

What Does It Take to Make a Teacher?  

Science.gov (United States)

The variety of teacher preparation programs in the United States provides an opportunity to develop better ways of preparing teachers. There are three key areas in which teacher preparation must improve, including the content teachers will teach, the curriculum of practice essential for beginning teaching, and the approaches and settings best…

Ball, Deborah Loewenberg; Forzani, Francesca M.

2010-01-01

5

Teacher Greetings Increase College Students' Test Scores  

Science.gov (United States)

The current study is an extension of a previous investigation dealing with teacher greetings to students. The present investigation used teacher greetings with college students and academic performance (test scores). We report data using university students and in-class test performance. Students in introductory psychology who received teachers'…

Weinstein, Lawrence; Laverghetta, Antonio; Alexander, Ralph; Stewart, Megan

2009-01-01

6

Attitudes of Teacher Candidates Studying at Technical Education on Ability to Take the Role of a Teacher  

Science.gov (United States)

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…

Simsek, Cengiz

2012-01-01

7

Districts Take Action to Stem Violence Aimed at Teachers  

Science.gov (United States)

Experts caution that reliable and up-to-date statistics on student violence against teachers can be hard to acquire. National and district data, however, show a drop in such violence over the past decade. The National Center for Education Statistics' 2007 school crime and safety report, the only known source for such data nationwide, says the…

Honawar, Vaishali

2008-01-01

8

Turkish Language Teachers' Stance Taking Movements in the Discourse on Globalization and Language  

Science.gov (United States)

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…

Coskun, Ibrahim

2013-01-01

9

Risk Taking Behaviour And Assertiveness Behaviour Of D.T.ED., Teacher Trainees – A Study  

OpenAIRE

The aim of the study is to investigate the risk taking behaviour and assertiveness behaviour of D.T.Ed., Teacher Trainees. The sample of the study consisted of 400 D.T.Ed., Teacher Trainees (129 male and 271 female). The tools used in the study were the Risk Taking Behaviour Scale by Answer Yousuf and Assertiveness Inventory by Tasneem Naqvi (1988).After framing necessary objectives and hypotheses, appropriate analysis was carried out on the collected data .From this analysis ...

Lal Kumar, A. C.; Muthumanickam, R.

2012-01-01

10

Virtual driving and risk taking: do racing games increase risk-taking cognitions, affect, and behaviors?  

Science.gov (United States)

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

2007-03-01

11

The Gradual Increase of Responsibility Model: Coaching for Teacher Change  

Science.gov (United States)

This study examines the gradual increase of responsibility (GIR) model for teacher coaching (Collet, 2008), an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model. In GIR, instructional coaches model, make recommendations, ask probing questions, affirm teachers' appropriate decisions, and praise in order to provide…

Collet, Vicki S.

2012-01-01

12

Taking steps to increase the trustworthiness of scientific research.  

Science.gov (United States)

To enjoy the public's trust, the research community must first be clear about what it is expected to do and then avoid the incidents that prevent it from meeting those expectations. Among other things, there are expectations that published scientific results will be reliable, that research has the potential to contribute to the common good, and that research will be conducted ethically. Consequently, the scientific community needs to avoid lapses that prevent it from meeting these three expectations. This requires a strong commitment to trustworthy research practices, as well as mechanisms that diminish lapses that inevitably occur in complex endeavors such as scientific research. The author presents a model to assess the strength of commitment to trustworthy research and explores proven quality assurance mechanisms that can diminish lapses in research injurious to the public's trust. Some mechanisms identify in advance ways that things can go wrong so that steps can be taken to prevent them from going wrong in the first place. Other mechanisms investigate past errors or near misses to discover their causes so that they can be addressed to avoid similar future instances. The author explains why such methods are useful to efforts to promote research worthy of the public's trust.-Yarborough, M. Taking steps to increase the trustworthiness of scientific research. PMID:24928193

Yarborough, Mark

2014-06-13

13

Note Taking and Sharing with Digital Pen and Paper. : Designing for Practice Based Teacher Education.  

OpenAIRE

This thesis is a continuation of my previous work `Supporting Notetaking with Digital Writing System: the case of teacher education?. The main goal of this thesis is to design a customized digital pen and paper based note taking system for the practice based teacher education, PPE. This thesis work has further performed a literature review to state the pedagogical objectives of PPE. Literature review on state-of-the-art has also been carried out. Together, these researches have informed t...

Nguyen, Ngoc Phan Hong

2006-01-01

14

Note Taking and Sharing with Digital Pen and Paper. :Designing for Practice Based Teacher Education.  

OpenAIRE

This thesis is a continuation of my previous work `Supporting Notetaking with Digital Writing System: the case of teacher education?. The main goal of this thesis is to design a customized digital pen and paper based note taking system for the practice based teacher education, PPE. This thesis work has further performed a literature review to state the pedagogical objectives of PPE. Literature review on state-of-the-art has also been carried out. Together, these researches have info...

Nguyen, Ngoc Phan Hong

2006-01-01

15

Is It Possible for Teachers to Take Students beyond a Rudimentary Introduction to an Activity?  

Science.gov (United States)

This brief article presents student and professor responses to the question: Is it possible for teachers to take students beyond a rudimentary introduction to an activity? [Responses to this question were provided by Kevin Reilly, Terra Marjonen, Scott A. G. M. Crawford, Jason S. Whitworth, Brianne Mahoney, Erin Sereduk, Sam Thielen, Matt Lassen,…

Journal of Physical Education, Recreation & Dance, 2013

2013-01-01

16

Taking Broader Impacts to Another Level: Researcher Benefits from Teacher Researcher Experience Collaborations  

Science.gov (United States)

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.

2008-12-01

17

Addressing the Inequitable Distribution of Teachers: What It Will Take to Get Qualified, Effective Teachers in All Communities. Research Brief  

Science.gov (United States)

Students of color in low-income schools are 3 to 10 times more likely to have unqualified teachers than students in predominantly White schools. These disparities in teacher distribution matter greatly: Research consistently shows that teacher quality is one of the most important variables for student success and that teachers with stronger…

Adamson, Frank; Darling-Hammond, Linda

2011-01-01

18

USING TEACHER GREETINGS TO INCREASE SPEED TO TASK ENGAGEMENT  

OpenAIRE

We used a multiple baseline design across participants to determine if teacher greetings would reduce the latency to task engagement. Three participants were identified by their respective teachers as having difficulty initiating task-appropriate engagement at the beginning of class. Latency was measured from teacher greeting until the participant was actively engaged for 5 consecutive seconds. Results showed that teacher greetings were effective at reducing latency to task engagement for all...

Allday, R. Allan; Bush, Miranda; Ticknor, Nicole; Walker, Lindsay

2011-01-01

19

Increasing Teachers' Confidence in Using Computers for Education.  

Science.gov (United States)

The anxiety or confidence that teachers display towards computers and other new technologies is a subject which should be of prime importance to teacher educators and educational technologists. Many teachers feel ill-prepared and resist the integration of computers and other technologies into their instruction. Since 1976 there has been a growing…

Pina, Anthony A.; Harris, Bruce R.

20

Strawberry Square II: Take Time. Teacher's Guide. 33 Lessons in the Arts to Help Children Take Time with Life.  

Science.gov (United States)

This teacher's guide accompanies a series of telelessons designed to stimulate arts activities in grades 2 and 3. It follows a story line established in "Strawberry Square" which centers around the revitilization of Strawberry Square by Skipper, the owner of the Tune Shoppe in the square. Each of the 15 lessons has four sections, which contain a…

Marcy, Nancy

21

The Racing-Game Effect: Why Do Video Racing Games Increase Risk-Taking Inclinations?  

OpenAIRE

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

2009-01-01

22

Central exit examinations increase performance...but take the fun out of mathematics  

OpenAIRE

In response to PISA, all German federal states but one have adopted central exit examinations (CEEs) at the end of all secondary school tracks. Theoretically, the advantages of CEEs are fairly undisputed. CEEs make teaching and learning output observable and comparable across schools, and provide incentives for teachers and students to increase their effort. In line with earlier research, we confirm that CEEs have a positive causal effect on student performance. We also investigate what actua...

Ju?rges, Hendrik; Schneider, Kerstin

2010-01-01

23

Central exit examinations increase performance ...: But take the fun out of mathematics  

OpenAIRE

In response to PISA, all German federal states but one have adopted central exit examinations (CEEs) at the end of all secondary school tracks. Theoretically, the advantages of CEEs are fairly undisputed. CEEs make teaching and learning output observable and comparable across schools, and provide incentives for teachers and students to increase their effort. In line with earlier research, we confirm that CEEs have a positive causal effect on student performance. We also investigate what actua...

Ju?rges, Hendrik; Schneider, Kerstin

2008-01-01

24

34 CFR 200.57 - Plans to increase teacher quality.  

Science.gov (United States)

...receiving high-quality professional development to enable them to become highly qualified and effective classroom teachers; (ii) Describe...for voluntary transfers, professional development, recruitment...

2010-07-01

25

How Do Students Understand Mathematical Lectures? Note-Taking as Retelling of the Teacher's Story  

Science.gov (United States)

Starting from an interest in the teachers' use of diagrams and gestures during a traditional front lesson at tertiary level, this research takes a narratologic perspective to see a mathematical lesson as a story, and hence the students' notes as re-tellings of a mathematical story. The first minutes of a traditional mathematics lecture…

Andra, Chiara

2013-01-01

26

The racing-game effect: why do video racing games increase risk-taking inclinations?  

Science.gov (United States)

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

2009-10-01

27

Teacher training for mathematical literacy: A case study taking the past into the future  

Scientific Electronic Library Online (English)

Full Text Available With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the f [...] ield of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.

Sarah, Bansilal; Lyn, Webb; Angela, James.

2015-02-01

28

Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness  

OpenAIRE

Effective teachers are sensitive to individual learning differences (ILDs). This dissertation investigates teacher changes as a result of eight long-term professional development (PD) courses (56-hours and 28-hours) designed to help them become more sensitive to ILDs. In these courses, the teachers were mediated to investigate their own and colleagues' ILDs with the help of learning style inventories and a cognitive style test. The styles scores, interviews of colleagues and mediated d...

Rosenfeld, M. N.

2008-01-01

29

Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer  

Science.gov (United States)

In 3 quasi-experiments using intact classrooms and 1 true experiment using random assignment, students completed partially complete graphic organizers (GOs) or studied complete GOs that covered course content. The partial task led to increased overall examination performance in all experiments. Also, the authors measured students' note-taking

Robinson, Daniel H.; Katayama, Andrew D.; Beth, Alicia; Odom, Susan; Hsieh, Ya-Ping; Vanderveen, Arthur

2006-01-01

30

The Place of Autonomy in School Community: Taking a Closer Look at Teacher Collaboration  

Science.gov (United States)

Teachers hold the key to school reform. Professional learning communities--as well as other related strategies, including collaborative and distributive models of leadership--offer much that is promising. Yet, weaknesses documented in research require attention. We conducted a study of teachers in two elementary schools identified as exemplary…

Gates, Gordon S.; Watkins, Millie

2010-01-01

31

Does MSP Participation Increase the Supply of Math Teachers? Developing and Testing an Analytic Model  

Science.gov (United States)

An important feature of the Math and Science Partnership (MSP) Program of the National Science Foundation is to increase K-12 student achievement in math and science by increasing the quality, quantity, and diversity of the nation's K-12 math and science teachers. Because the underlying supply of math and science teachers is never directly…

Tyler, John H.; Vitanova, Svetla

2008-01-01

32

Increasing Elementary School Teachers' Awareness of Gender Inequity in Student Computer Usage  

OpenAIRE

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 ...

Luongo, Nicole

2012-01-01

33

Effects of Increased Self-Regulated Learning Opportunities on Student Teachers' Metacognitive and Motivational Development  

Science.gov (United States)

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.

2012-01-01

34

Stress during adolescence increases novelty seeking and risk taking behavior in male and female rats  

Directory of Open Access Journals (Sweden)

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.

MariaToledo

2011-04-01

35

AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy  

Science.gov (United States)

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.

2012-12-01

36

Evaluation of a teacher-led physical activity curriculum to increase preschooler physical activity  

OpenAIRE

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...

Jean Harvey-Berino; Janice Bunn; Brian Flynn; Anne Dorwaldt; Gregory Dana; Lizzy Pope; Margaret Dunn-Carver

2013-01-01

37

Optimising the Use of Note-Taking as an External Cognitive Aid for Increasing Learning  

Science.gov (United States)

Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style…

Makany, Tamas; Kemp, Jonathan; Dror, Itiel E.

2009-01-01

38

Sleep deprivation during late pregnancy produces hyperactivity and increased risk-taking behavior in offspring.  

Science.gov (United States)

Sleep deprivation in women resulting from their modern lifestyle, especially during pregnancy, is a serious concern as it can affect the health of the newborn. Anxiety disorders and cognitive deficits in the offspring are also on the rise. However, experimental studies on the effects of sleep loss during pregnancy, on emotional development and cognitive function of the newborn, are scanty in literature. In the current study, female rats were sleep-deprived for 5h by gentle handling, during the 6 days of the third trimester (days 14-19 of pregnancy). The effects of this sleep deprivation on anxiety-related behaviors of pups during their peri-adolescence age were studied using elevated plus maze (EPM). In addition to body weights of dams and offspring, the maternal behavior was also monitored. The weanlings of sleep-deprived dams showed heightened risk-taking behavior as they made increased explorations into the open arms of EPM. They also showed higher mobility in comparison to the control group. Though the body weights of sleep-deprived dams were comparable to those of the control group, their newborns had lower birth weight. Nevertheless, these pups gained weight and reached the control group values during the initial post-natal week. But after weaning, their rate of growth was lower than that of the control group. This is the first report providing evidences for the role of sleep during late pregnancy in shaping the neuropsychological development in offspring. PMID:25446439

Radhakrishnan, Arathi; Aswathy, B S; Kumar, Velayudhan Mohan; Gulia, Kamalesh K

2015-01-30

39

Through your eyes: Incongruence of gaze and action increases spontaneous perspective taking  

Directory of Open Access Journals (Sweden)

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.

CristinaBecchio

2013-08-01

40

Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time Schedule  

Science.gov (United States)

The effectiveness of fixed-time delivery of attention to increase the on-task behavior of 2 students in general education was examined. The teacher in this study provided attention to students on a 5-min fixed-time schedule and responded to students in her typical manner between cued intervals. An ABAB withdrawal design was used to test the…

Riley, Jessica L.; McKevitt, Brian C.; Shriver, Mark D.; Allen, Keith D.

2011-01-01

41

Preservice Teachers and Computers: Strategies for Reducing Anxiety and Increasing Confidence.  

Science.gov (United States)

Several strategies are presented that have been used in computer-literacy courses and been found to be successful for reducing computer anxiety and increasing computer confidence in preservice teachers: (1) give them an overview; (2) speak in their language; (3) find the friendliest computer system; (4) have them play; (5) make the computer fit…

Pina, Anthony A.; Harris, Bruce R.

42

Evaluation of a teacher-led physical activity curriculum to increase preschooler physical activity  

Directory of Open Access Journals (Sweden)

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.

Jean Harvey-Berino

2013-02-01

43

Stress during Adolescence Increases Novelty Seeking and Risk-Taking Behavior in Male and Female Rats  

OpenAIRE

Adolescence is a period of major physical, hormonal, and psychological change. It is also characterized by a significant increase in the incidence of psychopathologies and this increase is gender-specific. Likewise, stress during adolescence is associated with the development of psychiatric disorders later in life. Previously, using a rat model of psychogenic stress (exposure to predator odor followed by placement on an elevated platform) during the pre-pubertal period (postnatal days 28-30),...

Toledo-rodriguez, Maria; Sandi, Carmen

2011-01-01

44

Stress during adolescence increases novelty seeking and risk taking behavior in male and female rats  

OpenAIRE

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), ...

MariaToledo

2011-01-01

45

Ordinance on the body responsible for taking measures in case of increased radioactivity (OROIR)  

International Nuclear Information System (INIS)

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)

46

HIV superinfection in the era of increased sexual risk-taking.  

Science.gov (United States)

Recent reports have documented increases in unprotected intercourse (UI) and sexually transmitted diseases (STDs) among men who have sex with men (MSM) and other at-risk populations. A further consequence of persons living with HIV engaging in unprotected intercourse or shared parenteral exposures with seroconcordant partners is HIV recombination and superinfection, possibly with a drug-resistant or more pathogenic virus. The epidemiologic, clinical, and therapeutic implications of recent case reports confirming superinfection in persons living with HIV, as well as research priorities aimed at providing a more thorough understanding of the consequences of unprotected sex among HIV-infected people, are explored here. PMID:15028931

Blackard, Jason T; Mayer, Kenneth H

2004-04-01

47

Increasing the Reading Achievement of At-Risk Children through Direct Instruction: Evaluation of the Rodeo Institute for Teacher Excellence.  

Science.gov (United States)

Evaluated the Rodeo Institute for Teacher Excellence (RITE), a phonics-based program that addressed at-risk students' failure to develop reading skills and provided teacher professional development. Data on K-2 students in intervention and control schools indicated that the RITE program successfully increased RITE students' reading abilities,…

Carlson, Coleen D.; Francis, David J.

2002-01-01

48

Taking a long look at isochrony: Perceived duration increases with temporal, but not stimulus regularity.  

Science.gov (United States)

A commonly observed phenomenon to elucidate distortions of perceived duration is the filled-duration illusion: a temporal interval delimited by two marker signals is perceived to be shorter than the same interval with several identical filler signals. Previous investigations have focused on regularly spaced (isochronous) fillers and the influence of their temporal structure has not been considered. We find that intervals with isochronous fillers are perceived to last longer than their anisochronous counterparts. The illusion increases with the amount of deviation from isochrony and with the number of fillers. Findings also indicate that perceived duration is specifically affected by temporal irregularities, as randomization of the fillers' sound amplitude or frequency does not cause an appreciable distortion. These results can be accounted for by both pacemaker-accumulator models and entrainment models. PMID:25341650

Horr, Ninja K; Di Luca, Massimiliano

2015-02-01

49

Increased ultrasonic vocalizations and risk-taking in rat pups of sleep-deprived dams.  

Science.gov (United States)

Ultrasonic vocalizations (USVs) in rodent pups are analogous to cries in human babies. There is reduction in USVs in pups after experimental deprivation of rapid eye movement sleep of dams during pregnancy. However, the effects of total sleep deprivation on the USVs of newborns and their emotional development are not documented. Male pups born to the rats that underwent total sleep deprivation for 5h during the third trimester made higher vocalizations, when tested on early postnatal days (pnds) in an isolation-paradigm. Their anxiety-related behaviors during pnds 25-28, were tested using elevated plus maze (EPM). In comparison to the control pups, weanlings of sleep-deprived dams made increased entries into the open arms and higher mobility in the EPM. Enhanced distress calls during early pnds and reduction in risk assessment in weanlings indicate a link between the two behaviors. The USVs during ontogeny may provide early signals about altered emotional development. PMID:25446215

Gulia, Kamalesh K; Patel, Niraj; Kumar, Velayudhan Mohan

2015-02-01

50

It Takes a Village - Strategies to increase Minority Participation in the Earth and Life Sciences  

Science.gov (United States)

The issues surrounding minority participation are multifaceted and complex. To be successful in increasing minority participation in the earth and life sciences requires multiple layers of support both in formal and nonformal settings. A comprehensive approach to broadening participation needs to build in: 1) Awareness and exposure to the wide range of career options 2) Nurture of multiple professional experiences from novice to leadership over multiple years 3) mentoring and advice at critical decision stages 4) opportunities for peer networking among other like-minded minority scientists and 5) institutional leadership and investment. The presentation will share the major accomplishments of the award-winning SEEDS program of the Ecological Society of America which recognizes and welcomes the diversity of cultures and perspectives. It seeks to create a professional home for its students, nearly 90% of whom are from minority backgrounds. No single organization can do it all. We will also share how we have partnered with other organizations including the Institute for Broadening Participation's MSPhD's program and discuss strategies that universities can develop to work with professional societies to accomplish your diversity goals.

Mourad, T.

2013-12-01

51

Increasing self-efficacy and quality lesson planning using Lesson-Study with elementary preservice teachers  

Science.gov (United States)

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

52

Impacts of teachers’ competency on job performance in research universities with industry characteristics: Taking academic atmosphere as moderator  

Directory of Open Access Journals (Sweden)

Full Text Available Purpose: Research universities with industry characteristics play an irreplaceable role in national economic development and social development. With the rapid development of research universities with industry characteristics in China, these universities face new challenges in managing teachers and promoting their quality. This paper aims to examine the impact of teachers’ competency on job performance in research university with industry characteristics Design/methodology/approach: Based on the behavioral event interview and questionnaire methods, a four-dimension (i.e. basic quality, teaching ability, industry awareness and research capacity competency model was proposed, the influence mechanism of competency on job performance was examined using empirical research. Findings: We found that there is a significant positive correlation between the teachers’ competency level, four dimensions and job performance in research universities with industry characteristics, especially between research capacity, teaching ability, industry awareness and job performance. And academic atmosphere plays a regulatory role in the interaction between the competency and job performance. Practical implications: Our findings can help to improve the management level of teachers in research universities with industry characteristics.Originality/value: The paper introduces the competency theory to the teacher management in research universities with industry characteristics, and gives some interesting findings.

Anguo Xu

2014-10-01

53

Does an Urban Teacher Residency Increase Student Achievement? Early Evidence from Boston  

Science.gov (United States)

Boston Teacher Residency (BTR) 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 the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and…

Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.

2012-01-01

54

It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction  

Science.gov (United States)

Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants…

Coffey, Heather M.; Fitchett, Paul G.; Farinde, Abiola A.

2015-01-01

55

Students' Note-Taking Challenges in the Twenty-First Century: Considerations for Teachers and Academic Staff Developers  

Science.gov (United States)

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that…

van der Meer, Jacques

2012-01-01

56

SYSTEM OF SUPPORT OF DECISION MAKING AS INNOVATIVE INSTRUMENT OF ACTIVITY EFFICIENCY INCREASE OF HIGHER EDUCATIONAL ESTABLISHMENT TEACHERS ??????? ????????? ????????? ?????? ?? ???????????? ?????????? ?????????? ???????????? ?????????? ????????? ?????? ??????????? ???????  

Directory of Open Access Journals (Sweden)

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.???????? ????????-??????????? ??????? ?????????? ?????? ?????????? ????????? ?????? ??????????? ??????? ?????????? ?????? ?????????? ?????? ???? ????????? ?? ????????? ?????????????? ??????. ?? ????? ???????? ????????? ??????? ???????? ? ?????????-???????? ?????? ?? ?????? ??????????? ????????????, ??? ???????? ?????? ????????? ????? ?? ??????? ?????????? ?????????? ?????????, ??? ? ??????? ??? ???????????? ?????????? ???????????? ?? ?????????? ???? ?????????? ?????????. ??? ????????? ???? ???????? ??????? ?????? ????????????? ??????? ????????? ????????? ?????? "?????? ?? ??????????????? ?????? ?????? ?????????? ???????? ????? ????????? ?? ??????????", ??????? ??????????? ???? – ?? ????????????? ???????? ????? ????????? ?? ???????????? ????????? ??? ?????????? ??????.

H. Skorohod

2011-02-01

57

Intragastric acidification increases the sensitivity of 14C-urea breath test in patients taking a proton pump inhibitor  

International Nuclear Information System (INIS)

Objective: To investigate if intragastric acidification at the ingestion of 14C-urea can decrease the likelihood of false-negative (FN) results of urea breath test (UBT) in patients taking a proton pump inhibitor (PPI). Methods: Twenty-three patients with positive 14C-UBT (UBT-1) results underwent an acid suppression treatment with omeprazole 40 mg/d for 14 d. On day 13, patients underwent second standard UBT (YBT-2). On day 14, patients underwent a modified UBT (UBT-3), which included consuming 200 mL of 0.1 mol/L citric acid solution 30 min before and at the administration of 14C-urea. Mean 14CO2 expiration and the number of FN results were compared for the three UBTs. Results: Omeprazole caused a significant decrease in mean 14CO2 excretion between UBT-1[(5.57 +- 3.90) Bq/mmol] and UBT-2[(1.98 +- 1.42) Bq/mmol, t=5.867, P=0.000]. Omeprazole caused 10(43.5%) FN UBT-2 results. Mean 14CO2 expiration in UBT-3 [(4.93 +- 3.77) Bq/mmol] was greater than that in UBT-2 (t=-4.538, P=0.000). UBT-3 caused only 2 FN results (8.7%, x2=6.66, P14C-urea increases 14Co2 expiration and decreases FN 14C-UBT results in patients taking PPI

58

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills  

Science.gov (United States)

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

59

Thematic Blogs: Tools to Increase Interaction, Collaboration and Autonomy among Pre-Service Foreign Language Teachers  

Science.gov (United States)

This paper reports a study that is done in an English Language Teaching (ELT) pre-service teacher undergraduate course at a university in Turkey. Seventy six EFL pre-service teachers were asked to create Thematic Blogs in groups by using WordPress. Each group was assigned a specific topic

Savas, Perihan

2013-01-01

60

An Algebra-Integrated Physics and Chemistry Workshop for Teachers as a Model for Increasing the Number of Minority Students in Science and Engineering  

Science.gov (United States)

The need to increase minority representation in science and engineering disciplines is well documented. Many strategies for achieving this goal have evolved over the years; yet, minority representation is still minimal. It appears that while students are naturally curious about the universe, once mention is made of mathematics as a pre-requisite to the study of science and engineering, interest seems to wane. Perhaps a possible way to get around this phobia is to incorporate the mathematics into the science courses and the science into the mathematics courses at the secondary level. This will require mathematics and science teachers to work together, re-enforcing each other so that lessons can be truly interdisciplinary. For the past two summers, we have conducted workshops for secondary school mathematics and science teachers in a large urban school district. The workshops are called "Algebra-Integrated Physics and Chemistry". These workshops are designed to introduce the teachers to mathematical modeling of physical and chemical phenomenon. T chnology (graphic calculators) is used to dis covere functions that model a particular process. We have modeled linear functions by looking at the Celsius and Fahrenheit scales. A simple experiment is heating water, measuring the temperature in both Celsius and Fahrenheit scales, plotting Celsius versus Fahrenheit temperatures, and determining their mathematical relationship. At this point, the science teacher can also go into a discussion of the meaning of temperature. In some cases readily available data can be analyzed. The ellipse and Kepler's third law is ideal when studying conic sections. In this case, available data can be used, and by plotting appropriately, cubic functions can be studied and motions of planets in their orbits near and far from the sun can be discussed. This new approach to mathematics and science will take the student to a certain comfort level so that statements such as either " I like science, but I don't like math" or " I like math, but I don't like science" will be a thing of the past. Students will achieve a certain comfort level with math and sciences and want to continue their studies in math, science, and engineering disciplines. Thus, the number of students studying science and engineering will increase. However, to increase the secondary school teachers' comfo rt level with interdisciplinary subject matter and new approaches to delivery, a partnership must be forged between universities, industry, government science and education agencies, and secondary school teachers.

Obot, V.; Brown, B.; Wu, T.; Wunsch, G.; Miles, A.; Morris, P.; Lindstrom, M.; Allen, J.

61

Mars Rover Curriculum: Teacher Self Reporting of Increased Frequency and Confidence in their Science and Language Arts Instruction  

Science.gov (United States)

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.

2013-12-01

62

Taking peer victimization research to the next level: complex interactions among genes, teacher attitudes/behaviors, peer ecologies, & classroom characteristics.  

Science.gov (United States)

This commentary reviews research findings of the five papers in the special entitled "School-related Factors in the Development of Bullying Perpetration and Victimization", which represent critical areas that are often overlooked in the literature. First, one paper points to the complex interaction between a genetic disposition for aggression and classroom norms toward aggression. Second, an intervention paper unpacks the underlying mechanisms of an efficacious school-wide bully prevention program by opening the "black box" and testing for mediators. Third, the remaining studies employ a wide range of rigorous designs to identify how teachers' attitudes, behaviors, and classroom practices play a critical role in the prevalence of victimization and bullying in the classroom. Further, teachers' attitudes and behaviors are shown to be predictive of youth's willingness to intervene to assist a peer who is being victimized. Results are situated in what is known about bullying prevention, and how the findings from these studies could maximize the sensitivity of future prevention efforts. PMID:25345834

Espelage, Dorothy L

2015-01-01

63

Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness  

Science.gov (United States)

This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: (1) increase program accessibility to…

Smith, Catherine A.; Vellenga, Heidi E.; Parker, Marian; Butler, Norman L.

2006-01-01

64

A Survey about Teachers’ “Economic Income and Sense of Happiness”of the Sichuan Tibetan Elementary School: Take Ma Erkang County As An Example  

OpenAIRE

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

2010-01-01

65

Aprendizagens profissionais de professores dos primeiros anos participantes num estudo de aula / Professional teachers of early education learning and taking part of a class study  

Scientific Electronic Library Online (English)

Full Text Available O estudo de aula é um processo formativo que leva os professores a refletirem, através de um trabalho eminentemente colaborativo, sobre a sua prática profissional. Trata-se de uma experiência que envolve três momentos principais: planejamento, observação da aula, e reflexão pós-aula e seguimento. O [...] seu objetivo é criar condições para uma maior compreensão dos processos de raciocínio dos alunos por parte dos professores e, assim, contribuir para o seu desenvolvimento profissional. Neste artigo, analisamos as possibilidades formativas dos estudos de aula no que se refere às aprendizagens profissionais dos professores relativas à prática letiva, com enfoque na seleção de tarefas e na análise do raciocínio dos alunos, bem como à sua visão da colaboração e reflexão profissional. Para isso, seguiu-se uma metodologia qualitativa e interpretativa, tendo por base a observação participante. O estudo de aula que apresentamos decorreu num Agrupamento de Escolas, situado numa zona rural, e envolveu cinco professoras dos primeiros anos e uma equipe do Instituto de Educação. Os resultados reforçam a ideia de que os estudos de aula podem proporcionar aos professores um olhar mais atento sobre a natureza das tarefas a propor em sala de aula e levá-los a valorizar mais os processos de raciocínio dos seus alunos. Além disso, este trabalho evidencia o contributo do estudo de aula para o desenvolvimento de um trabalho colaborativo entre professores e para a sua valorização da reflexão. Abstract in english The study of an instructional class is a process of schooling that helps teachers to think through an eminent and collaborative work and their professional career. That study deals with the experience which involves three mostly important events: planning, observation of the instructional class and [...] questioning pos-classroom and follow-ups. Its objective is to create conditions for a bigger comprehension of the processes which involve reasoning from students motivated by teachers and, on that manner, the report contributes to the professional development. On this article, we analyze the schooling possibilities of studies for the classroom due respect to teachers' forms of learning skills related to their elective practice with the focus on selecting tasks along with students forms of reasoning as well as their professional vision of collaboration and the importance of questioning. This report follows a qualitative and interpretative methodology having on the background the actor as a basis of observation. The study of the instructional class we present takes place on a Given Number of Schools which can be located in a farming area in a rural zone and it involved a crew of 5 teachers from the 5th primary years from the Institute of Education. The results reinforce the idea that the studies of schooling class provide teachers with an attentive look over the nature of tasks to be suggested in the classroom and teachers help students to attribute more values over the tasks and the reasoning of their pupils. Thus, this work sets light over the contribution of the schooling class for the development of a collaborative work between teachers for its questioning.

Mónica, Baptista; João Pedro da, Ponte; Isabel, Velez; Estela, Costa.

2014-12-01

66

News Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education  

Science.gov (United States)

Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education

2011-07-01

67

Physical Education Teacher Education: Creating a Foundation to Increase the Status of Physical Education in Schools  

Science.gov (United States)

Physical education teacher education (PETE) programs have contributed to the marginalization of physical education in three significant ways. First, the nature of content knowledge is contested. Is content knowledge disciplinary knowledge, or is movement the content knowledge of our field? Second, PETE has failed to produce a critical mass of K-12…

Richardson, Karen Pagnano

2011-01-01

68

Offering Community Engagement Activities to Increase Chemistry Knowledge and Confidence for Teachers and Students  

Science.gov (United States)

Given the emphasis on community engagement in higher education, academic departments need to become more involved in the community. This paper discusses a number of outreach activities undertaken by the chemistry department at Rhodes University, South Africa. The activities range from service learning to community engagement with teachers and…

Sewry, Joyce D.; Glover, Sarah R.; Harrison, Timothy G.; Shallcross, Dudley E.; Ngcoza, Kenneth M.

2014-01-01

69

Teachers with Limited Computer Knowledge: Variables Affecting Use and Hints To Increase Use.  

Science.gov (United States)

One of the most relevant issues in classrooms today is the incorporation of technology, specifically computers, into classroom instruction. A review of the literature reveals that six of the most important variables in determining the degree to which teachers integrate computers into their instruction and planning are knowledge, anxiety, personal…

Larner, David K.; Timberlake, Laura M.

70

Increasing New Teachers' Specific Praise Using a within-School Consultation Intervention  

Science.gov (United States)

Specific praise is an empirically supported classroom management strategy associated with desired academic and behavioral student outcomes when implemented appropriately in classrooms. Unfortunately, new teachers often begin their careers without the background knowledge or support to implement this strategy effectively and consistently. We…

Briere, Donald E.; Simonsen, Brandi; Sugai, George; Myers, Diane

2015-01-01

71

Is Conformity a Mediating Variable on Increased Risk-Taking Behavior Across Years of Membership in the Greek System?  

Directory of Open Access Journals (Sweden)

Full Text Available In the college subculture of Greek Life, members adhere to specific rules and norms in order to remain accepted, which could beindicative of conformity. This notion raises the question: what is the role of conformity on the risk taking behaviors of alcoholusage and sexual promiscuity as well as on the academic performance across years of membership? The article examines conformityin 31 fraternity members, cross-sectionally, using a compressed longitudinal design and hypothesizes members develop lower levelsof conformity after initiation, making them less susceptible to risk taking behaviors such as binge drinking, sexual promiscuityand decreased academic performance. Surveys were administered in paper format, and results were evaluated using a series ofanalysis of variance equations. The results indicated an interaction effect between peer conformity (high, low and alcoholicbeverages consumed as well as a main effects for between peer involvement (high, low and time on college GPA.

CHLOË ELIZABETH LEE-ZORN

2012-07-01

72

Is Conformity a Mediating Variable on Increased Risk-Taking Behavior Across Years of Membership in the Greek System?  

OpenAIRE

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

2012-01-01

73

Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646  

Science.gov (United States)

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.

2011-01-01

74

'It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments': Exploring One Teacher Educator's Personal Experiences of Dyslexia.  

Science.gov (United States)

This article uses a life history approach to explore personal experiences of dyslexia of one higher-education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. Copyright © 2015 John Wiley & Sons, Ltd. PMID:25582621

Glazzard, Jonathan; Dale, Kirsty

2015-05-01

75

A Survey about Teachers’ “Economic Income and Sense of Happiness”of the Sichuan Tibetan Elementary School: Take Ma Erkang County As An Example  

Directory of Open Access Journals (Sweden)

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

Zhi-hui YU

2010-06-01

76

Pathways to Motivate Reluctant Readers: Exploring Teachers’ Perception of Using Children’s Picture Books to Increase English Language Learners’ Reading Motivation  

Directory of Open Access Journals (Sweden)

Full Text Available Reluctant reading, aliteracy, and readicide are issues that were recently developed as a result of the remarkable decline of learners’ reading motivation. One of the major causes of these vexing issues was the paucity of materials that could be implemented to increase learners’ reading motivation. To fill this gap, the current study explored teachers’ experiences of using children’s picture books to increase students’ reading motivation. Two English as a second language teachers from the fifth and sixth grades participated in this study. Classrooms were observed and both teachers were interviewed at the end of the fieldwork of this study. Findings from classroom observation notes indicated that teachers spent 462 minutes in delivering reading instructions, tasks, and activities. In the same vein, students spent 329 minutes in reading practices throughout the assigned reading sessions. Finally, both teachers affirmed an increasing interest of reading practices in the participating classrooms comparing to previous reading-periods.Keywords: reading, motivation, picture books, explicit instruction

Al Tiyb Al Khaiyali

2014-05-01

77

Using Tele-Coaching to Increase Behavior-Specific Praise Delivered by Secondary Teachers in an Augmented Reality Learning Environment  

Science.gov (United States)

This study analyzes the effects of real-time feedback on teacher behavior in an augmented reality simulation environment. Real-time feedback prompts teachers to deliver behavior-specific praise to students in the TeachLivE KU Lab as an evidence-based practice known to decrease disruptive behavior in inclusive classrooms. All educators face the…

Elford, Martha Denton

2013-01-01

78

What Is the Role of Education Technologies in Increasing Information Levels on Nutrition among Primary School Teachers?  

Science.gov (United States)

Nutrition is indispensable for human beings from the day they were born to the day they die. Besides having the right information for a balanced diet, it is also important to know how to use such information. This paper evaluates the nutritional knowledge of primary school teachers in Guzelyurt district. The questionnaire was given to 71 teachers

Sezenler, Alpay; Caglar, Mehmet

2007-01-01

79

Information Works! Measuring Rhode Island Schools for Change 2000. Statewide Analysis, 2000. Productive, Caring and Mutually Intriguing Teacher/Student Relationships: What's It Going To Take?  

Science.gov (United States)

This annual report presents state-level data about education in Rhode Island, focusing this year on what appears to support or obstruct the relationship most central to education, that of teacher and student. Data are provided for the state's 37 school districts (including 1 operated by the state). The sections of the report are: (1) "Student…

Rhode Island State Dept. of Elementary and Secondary Education, Providence.

80

Research on the Influencing Factors of Job Stress of University Teachers ---- Take Changchun University of Science and Technology as an Example  

Directory of Open Access Journals (Sweden)

Full Text Available

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

Liying GUO

2012-04-01

81

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example  

Science.gov (United States)

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.

2013-12-01

82

Language teachers and teaching  

CERN Document Server

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

Ben Said, Selim

2013-01-01

83

A Survey about Professional Abilities of Old teachers of 45 and over in Junior Middle Schools under the New Curriculum Reform in China: Take Suzhou Anhui Province as an Example  

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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

Fang YIN

2012-03-01

84

Pre-service Teachers’ Awareness and Attitudes on South Korea’s Increasing Cultural and Ethnic Diversity and the Role of Multicultural Education in K-12 Schools  

Directory of Open Access Journals (Sweden)

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

2011-08-01

85

Supervised Teacher Development Groups - Super and Visionary to Whom and What?  

OpenAIRE

Supervised teacher groups have increasingly become a new way to meet demands for professional development in Swedish schools. The general purpose is to engage small groups of teachers in guided ongoing dialogues about their work, although the activity takes different forms. The purpose of the current study is to examine what principals’, supervisors’ and teachers’ perspectives on supervised teacher groups as means for learning and development are. A pre-study (web survey) among Swedish ...

A?berg, Karin

2007-01-01

86

Workplace Conditions That Matter to Teachers. Principal's Research Review: Supporting the Principal's Data-Informed Decisions. Vol. 6, No. 1  

Science.gov (United States)

Much of the conversation in recent years about how to attract and retain high-quality teachers has focused on salaries--how much teachers are paid, the possibilities of differentiated pay scales, and pay for performance. But it has become increasingly clear that teachers take much more than salary into account when tallying up working conditions.…

Protheroe, Nancy

2011-01-01

87

Students' note-taking as a knowledge construction.  

OpenAIRE

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 betw...

Castello, M.; Monereo, C.

2005-01-01

88

Fostering Leadership Skills in Pre-Service Teachers  

Science.gov (United States)

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

2012-01-01

89

Teacher's Toolkit: Helping middle school students with learning disabilities pass the federally mandated science tests--Science instruction, study skills, and test-taking strategies  

Science.gov (United States)

Since the passage of No Child Left Behind (NCLB) in 2002, and the amendments to the Individuals with Disabilities Education Act in 2004, the majority of students with learning disabilities take science courses as part of the general-education middle school class. In addition, they will be required to take the high-stakes science tests in accordance with NCLB at least one time during the middle school years, mandated to start in 2007-2008. The purposes of this article are to review the typical characteristics of learning disabilities (LD) that make science instruction a challenge and then to describe instructional modifications, study skills, and test-taking strategies to help students with LD succeed in science class and pass the related tests.

Marcee M. Steele

2006-11-01

90

Short-term data collection projects: A means to increase teacher content knowledge and bring authentic research experiences into the classroom  

Science.gov (United States)

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.

2010-12-01

91

Do Perceptions of Being Treated Fairly Increase Students' Outcomes? Teacher-Student Interactions and Classroom Justice in Italian Adolescents  

Science.gov (United States)

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

2013-01-01

92

Building Teachers' Capacity for Using Technologies in Schools: A Case Study of In-Service Professional Development in Barbados  

Science.gov (United States)

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

2007-01-01

93

Taking Medication  

Medline Plus

Full Text Available ... schedule. Be sure to bring all medications or labels with you when you go to health appointments. ... to remind you to take your medications or labels when you go for any medical appointment.

94

Taking Medication  

Medline Plus

Full Text Available ... on what type a person has, their healthcare team will be able to determine which medications they should be taking and help them understand how your medications work. They can demonstrate how to inject insulin or ...

95

Taking Medicines  

Science.gov (United States)

... of this page please turn Javascript on. Taking Medicines Drugs in the Body Medicines can enter the body in many different ways, ... many steps happen along the way. Understanding how medicines work in your body can help you learn ...

96

Taking Medication  

Medline Plus

Full Text Available ... Make a Donation Access My Learning Access AADE7 System Find a Diabetes Educator Questions, Comments, Concerns? Taking Medication Diabetes is a progressive condition. Depending on what type a person has, their healthcare team will be ...

97

How does an increase in undergraduate teaching load affect GP teacher motivation? A grounded theory study using data from a new medical school.  

Science.gov (United States)

The opening of a new medical school is a cause for celebration. Starting with a clean slate often gives the opportunity to adopt more modern teaching practices. However, encouraging large numbers of clinicians to start teaching and to adopt these new methods brings its own set of challenges. During the expansion phase of a new medical school, it was often noted that new teachers seemed to have considerable difficulties, and often expressed these as negativity towards student placements. This did not chime with much of the work from established schools, which seemed to evaluate expansion of teaching more positively. We wanted to better understand the issues involved. Semi-structured interviews were conducted involving GPs who had received medical students over the first four years of a newly established medical school. The aims were to assess the impact of the students on the new teachers, and to try to better understand why some teachers were experiencing difficulties. We collected qualitative and quantitative data at the interviews. The qualitative data were analysed using grounded theory which aims to link emerging themes together. The findings suggest that as the quantity of teaching medical students increases, the enjoyment and commitment to teaching may decrease. Concerns over the administration of teaching may begin to predominate. Two factors may help to reduce this: 1 Adequate investment in manpower and premises to reduce time and space constraints on teaching. 2 Practices considering themselves as teaching practices where education is a part of the practice identity. PMID:23906166

Harding, Alex; Sweeney, Grace

2013-07-01

98

Teacher Knowledge/Ability and Pupil Achievement.  

Science.gov (United States)

Studies of the relationship between increased spending for education and student achievement have failed to take into account teacher knowledge and ability. The authors' study showed wide variation within schools and concluded that research on the effects of schooling is weakened by concentrating on entire schools and school systems. (Author/WD)

Tanner, Daniel; Celso, Nicholas

1982-01-01

99

Teacher Leadership: Making Your Voice Count  

Science.gov (United States)

Though principals play an important role in setting the vision for a school, and moving their staffs toward that vision, it is increasingly apparent that teachers must take on active decision-making and problem-solving roles. By sharing these responsibilities, schools can tap into the expertise of those most in tune with teaching and learning, and…

Singh, Kathryn

2011-01-01

100

Trailblazing Teacher Contract Agreement Adopted in Baltimore  

Science.gov (United States)

The Baltimore City Public Schools made national headlines late last year when the district adopted a new contract designed to take student learning and teacher professionalism to the next level. The three-year deal replaced conventional approaches to compensation--regular pay increases based on years in the system--with a new approach that gives…

Education Digest: Essential Readings Condensed for Quick Review, 2011

2011-01-01

101

Take Five  

Science.gov (United States)

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 worldâ??s major health problems.

102

Teacher Quality and Teacher Mobility. Working Paper 57  

Science.gov (United States)

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

Feng, Li; Sass, Tim

2011-01-01

103

Increasing Parental Involvement in Our Schools: The Need to Overcome Obstacles, Promote Critical Behaviors, and Provide Teacher Training  

Science.gov (United States)

An ever growing body of research indicates that parental involvement is a key factor in the success of children in school. Studies have shown that children whose parents take an active interest in their education benefit in a number of ways. These children generally have higher academic achievement, better attendance, a sense of well-being, a…

Flynn, Gregory V.

2007-01-01

104

Double Take  

Science.gov (United States)

This paper begins by discussing the results of two studies recently conducted in Australia. According to the two studies, taking a gap year between high school and college may help students complete a degree once they return to school. The gap year can involve such activities as travel, service learning, or work. Then, the paper presents links to…

Educational Leadership, 2011

2011-01-01

105

Mirror Images: New Reflections on Teacher Leadership  

Science.gov (United States)

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

Reason, Casey; Reason, Clair

2011-01-01

106

Teaching language teachers scaffolding professional learning  

CERN Document Server

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

2012-01-01

107

Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies  

Directory of Open Access Journals (Sweden)

Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers? competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; Ye?ilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özp?nar, 2009. As the common result of these studies indicate that teachers? interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; Ye?ilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvac? et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced during the application but could not be envisaged in the theoretical pre-service education. T

Adnan Baki

2009-11-01

108

NEW DISCOURSES OF TEACHER PROFESSIONALISM: A NORWEGIAN CASE  

Directory of Open Access Journals (Sweden)

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

Eyvind Elstad

2013-05-01

109

Taking SESAME to the classroom  

CERN Multimedia

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...

2014-01-01

110

Becoming a science teacher: The competing pedagogies of schools and teacher education  

Science.gov (United States)

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.

111

Taking of history  

DEFF Research Database (Denmark)

Learning how to take a history is an extremely important discipline in the education of veterinary students. In our opinion the fact that this discipline is often neglected in traditional teaching is a big mistake. The mere thought of facing a real client can be almost paralysing to even the smartest student. So the more familiar a student can become with these situations the better. Since september 2006, veterinary students at Faculty of Life Sciences, University of Copenhagen, have received training in the discipline of history taking, using innovative educational methods: Online The students prepare themselves for the course by going online at home the day before class. Here they find a narrated PowerPoint presentation containing : 1) The principles of history taking 2) Client diversities – and the obstacles one might have to face with these different types of clients Video In class a series of videos are shown to the students. These videos shows different situations from the clinic and illustrate different types of clients. Some situations are taken from real life, others are made using actors. Each situation is discussed in class – we look at the obvious hurdles that we meet with the different types of clients, and we discuss any mistakes done by the veterinarian. Subjects such as ethical values, bad conscience, euthanasia, new family members, value of life, economy, maltreatment, etc. are often discussed. Live Role Playing We end up with a session of Live Role Play - the teacher/veterinarian acting as a client and one or two students acting as the veterinarian. Letting the teacher act as the client instead of an actor doing it, has two benefits. First of all the teacher is able to answer any question in a feasible way, knowing what the symptoms would be like in a given situation. Secondly, the students won’t be intimidated by the situation, as they are already familiar with the ‘client’. The ‘client’/teacher must be able to perform as different types of clients to make the sessions more interesting, colourful and fun. During these Live Role sessions, the students will get help and good advice from the ‘audience’. This way everybody in class participates and learn – and we all have fun!

Langebæk, Rikke

112

Using of bathtubs on the basis of biologically active agents of a phytogenesis for increase of reserve opportunities at the persons who actively takes sports  

Directory of Open Access Journals (Sweden)

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.

Kotenko K.V.

2013-12-01

113

If the economic outlook continues to worsen, George Osborne will have to relax the pace of deficit reduction and take measures to increase demand in the economy  

OpenAIRE

Yesterday saw the Chancellor’s autumn statement. Tony Dolphin argues that the measures announced in this ‘mini-budget’ are not a real plan for growth. If increased demand is not generated – and only the government is in a position to do this – then unemployment and public sector borrowing will continue to rise in excess of previous predictions.

Dolphin, Tony

2011-01-01

114

Employer contributions have a significant impact on encouraging pension savings. Policy-makers seeking ways to increase contribution rates and take-up should focus on this lever  

OpenAIRE

With an ageing population, the question of how we will pay for our retirement is a pressing one. Using new survey data, James Lloyd of the Strategic Society Centre finds that just over half of the workforce is saving a pension, and that employer contributions are by far the largest influence on pension savings. Policy makers should focus on this ‘policy lever’ if they wish to increase the amount that we save.

Lloyd, James

2011-01-01

115

Using Organizational Strategies and Parent-Student-Teacher Involvement To Increase Utilization of an Elementary School Media Center.  

Science.gov (United States)

A practicum was designed to increase the utilization of an elementary school media center whose wealth of materials were seldom checked out or used, and whose facilities were used mostly for fixed library scheduled classes. Moreover, the media center's facilities were unattractive and uninviting to visit. The solution strategies involved…

McKnight, Deloris

116

Differentiation: Lessons from Master Teachers  

Science.gov (United States)

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

Carolan, Jennifer; Guinn, Abigail

2007-01-01

117

Integrating Ict Into Teacher Education Programme  

OpenAIRE

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...

Geeta Thakur

2012-01-01

118

Analysis of Teacher’s Professional Ethic in China  

Directory of Open Access Journals (Sweden)

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

Jie Zhang

2014-12-01

119

A Quest for Increasing Student Math Achievement and Promoting Rigorous Evaluation in Italy: Evidence from the M@t.abel Teacher Professional Development Program  

Science.gov (United States)

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

2012-01-01

120

The Teaching of Test Taking Skills, Grades 7 and 9.  

Science.gov (United States)

The information and activities in this guide are offered to teachers who want to assist junior high school students in developing test taking skills. The introductory sections discuss test wisdom, give advice to teachers about testing, provide tips to students on test taking skills, offer practice sheets on completing test forms, and define…

Prince George's County Public Schools, Upper Marlboro, MD.

121

TEACHERS NEEDED  

CERN Document Server

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

2001-01-01

122

Teachers Teaching Teachers  

Science.gov (United States)

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

Mason, Diana S.

2004-01-01

123

The Supervision of a Student Teacher as Defined by Cooperating Teachers.  

Science.gov (United States)

Studied the perceptions of 36 cooperating teachers taking a course in supervision aimed at supervising student teachers. These cooperating teachers seemed to favor a trial-and-error approach or a developmental model of the supervision of a practicum for preservice teachers, in contrast to the reflective approach usually favored by university…

Boudreau, Pierre

1999-01-01

124

Training of adult education teachers : experiences from a teacher training programme in cooperative learning  

DEFF Research Database (Denmark)

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.

Wahlgren, Bjarne

2011-01-01

125

Teacher Identity Work in Mathematics Teacher Education  

Science.gov (United States)

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

Neumayer-Depiper, Jill

2013-01-01

126

Students' note-taking as a knowledge construction.  

Directory of Open Access Journals (Sweden)

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.

Castello, M.

2005-12-01

127

Teacher Educators Modelling Their Teachers?  

Science.gov (United States)

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

Timmerman, Greetje

2009-01-01

128

The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas  

Science.gov (United States)

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

129

Perceptions of Declining Classmate and Teacher Support Following the Transition to High School: Potential Correlates of Increasing Student Mental Health Difficulties  

Science.gov (United States)

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

2011-01-01

130

Reflections of Preservice Information Technology Teachers Regarding Cyberbullying  

Directory of Open Access Journals (Sweden)

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.

Yavuz Akbulut

2011-07-01

131

Research trends in mathematics teacher education  

CERN Document Server

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

2014-01-01

132

THE USE OF CLASSROOM VIDEOS AS A CONTEXT FOR RESEARCH ON TEACHERS’ PRACTICE AND TEACHER EDUCATION  

OpenAIRE

The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in t...

Oliveira, He?lia; Menezes, Lui?s; Canavarro, Ana Paula

2012-01-01

133

Urban Legend in Teacher Education  

Science.gov (United States)

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

Smiley, Azure Dee

2006-01-01

134

University and Elementary School Perspectives of Ideal Elementary Science Teacher Knowledge, Skills, and Dispositions  

Science.gov (United States)

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

135

Four Takes on Technology  

Science.gov (United States)

See how several educators are exploring the potential of technology in their classrooms. Citing several Web sites that provide and catalog primary source documents, two teachers show how classrooms can use digitized documents as historians and scholars do. An English teacher in Israel uses technology to engage students as foreign ambassadors. One…

Allen, Susan M.; Dutt-Doner, Karen M.; Eini, Karen; Frederick, Rona; Chuang, Hsueh-Hua; Thompson, Ann

2006-01-01

136

Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy  

Science.gov (United States)

Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all students. Practicing teachers need professional development experiences where they explore their own cultural identity, investigate their misconceptions of "others," and embrace the role of empowering students who have been marginalized culturally, economically, and/or linguistically to achieve a status as fully participating members of the classroom community.

Arnold, Suzanne C.

137

Ways to Improve Lesson Planning: A Student Teacher Perspective  

Science.gov (United States)

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.

2010-01-01

138

Evaluating Teachers Ranking Using Fuzzy AHP Technique  

Directory of Open Access Journals (Sweden)

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

2013-01-01

139

Take Charge. Take the Test. PSA (:30)  

Centers for Disease Control (CDC) Podcasts

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.

2012-03-07

140

Take nothing for granted  

International Nuclear Information System (INIS)

An overview of Western Canada Sedimentary Basin (WCSB) natural gas supply, past, present and future, was presented. Reserves are considered as being more than adequate to meet supply requirements. In the long term, it is expected that there will be sufficient gas to fill all existing and currently planned pipelines serving the WCSB. Nevertheless, it does not pay to take anything for granted. One of the challenges facing the natural gas industry in an integrated North American market is to maintain a balance between deliverability and take-away capacity. Competition between fuels is also a factor that complicates matters. Measures taken by TransCanada Pipelines to prepare for the expected heightened competition were reviewed. Chief among them is the recent TransCanada/Nova merger which is expected to increase efficiency, decrease costs, provide a solid platform for continued growth, create customer-driven energy solutions and enable the new entity to successfully compete in an integrated North American market. The accord reached between CAPP, NOVA, SEPAC and TransCanada Pipelines and the status of the new Alberta tolls are further examples of measures taken by TransCanada Pipelines to prepare for all contingencies by leaving nothing to chance

141

Social Responsibility of Management Teacher – Beyond Teaching -  

OpenAIRE

In the emerging world, responsibilities of a teacher have increased many folds. From being a person that just imparts bookish knowledge, a teacher now has the power to shape a better world. So, perhaps it’s time to understand the emerging teacher’s roles in irrespective of the subjects and levels of education. This article critically posits the responsibility of management teacher and also highlights on role beyond class room in Indian context of management education. The authors urge tha...

Barman, Arup

2012-01-01

142

Better prepared future teachers = better physics department!  

Science.gov (United States)

A more scientifically literate society benefits physics as a profession. It is best realized by better serving all undergraduate physics students. Arguably, the most important are future K-12 teachers. In better-serving all students, the department also benefits. University of Arkansas, Fayetteville has seen a drastic change in number of majors, the number of students active in research and the number of graduates pursuing graduate work while also increasing the number of majors who decide to teach. What works to build these numbers and strengthen these resources at Arkansas will be discussed, with additional examples from other members of the growing Coalition of institutions that are seeking to improve and promote physics and physical science teacher education within physics departments. This group, the Physics Teacher Education Coalition (www.PTEC.org), is bringing together innovative ideas and practices throughout the country to help meet the critical shortage of well prepared and actively supported teachers. The program will be described and information provided for those interested in taking advantage of these efforts.

Stewart, Gay

2006-03-01

143

Teachers building dwelling thinking with slideware  

Scientific Electronic Library Online (English)

Full Text Available Teacher-student discourse is increasingly mediated through, by and with information and communication technologies: in-class discussions have found new, textually-rich venues online; chalk and whiteboard lectures are rapidly giving way to PowerPoint presentations. Yet, what does this mean experienti [...] ally for teachers? This paper reports on a phenomenological study investigating teachers' lived experiences of PowerPoint in post-secondary classrooms. As teachers become more informed about the affordances of information and communication technology like PowerPoint and consequently take up and use these tools in their classrooms, their teaching practices, relations with students, and ways of interpreting the world are simultaneously in-formed - conformed, deformed and reformed - by the given technology-in-use. The paper is framed in light of Martin Heidegger's "Building Dwelling Thinking" (1951) and "The Thing" (1949). In these writings, Heidegger shows how a thing opens a new world to us, revealing novel structures of experience and meaning, and inviting us to a different style of being, thinking and doing.

Catherine A., Adams.

2010-05-01

144

Take Your Medicines Safely  

Medline Plus

Full Text Available ... ask the following six questions-- What is the name of the medicine? What is the medicine supposed ... to remember-- write down the time you take your medicine and as you take your medicine, cross ...

145

Take Your Medicines Safely  

Medline Plus

Full Text Available ... not completely give what they call a "bactericidal effect." That means taking the bacteria completely out of ... taking this medicine? What are the possible side effects and what do I do if they occur? ...

146

'ICTs' IN TEACHER EDUCATION  

OpenAIRE

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

Girdhar lal Sharma

2012-01-01

147

Opaqueness and Bank Risk Taking  

Directory of Open Access Journals (Sweden)

Full Text Available This paper investigates the relationship between opaqueness and bank risk taking. Using a sample of 199 banks from 38 countries over the period January 1996 to December 2006, I analyze whether more opaque banks are riskier than less opaque banks. I find suggestive evidence that commonly used proxies for bank opaqueness are significantly related to bank risk taking as measured by the Merton PD and the bank-individual Z-score, even after accounting for potential simultaneity between risk taking and opaqueness. More opaque banks seem to engage more in risk taking than less opaque banks. This result provides support to the common view that bank opaqueness is problematic and that transparency among financial institutions should be increased.

Patrick Behr

2012-12-01

148

Teacher MA Attainment Rates, 1970-2000  

Science.gov (United States)

The share of female teachers in the U.S. with an MA more than doubled between 1970 and 2000. This increase is puzzling, as it is much larger than that of other college-educated women, and it occurred over a period of declining teacher aptitude. I estimate the contribution of changes in teacher demographic characteristics, increases in the returns…

Larsen, S. Eric

2010-01-01

149

Take Action: Water Conservation  

Science.gov (United States)

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.

Jessica Fries-Gaither

150

K-12 science education reform will take a decade, and community partnerships hold best hope for success  

Energy Technology Data Exchange (ETDEWEB)

Fundamental change in K-12 science education in the United States, essential for full citizenship in an increasingly technological world, will take a decade or more to accomplish, and only the sustained, cooperative efforts of people in their own communities -- scientists, teachers, and concerned citizens -- will likely ensure success. These were among the themes at Sigma Xi`s national K-12 science education forum.

Keever, J.R.

1994-12-31

151

Teacher clusters in South Africa : opportunities and constraints for teacher development and change  

OpenAIRE

Teacher clusters represent a recent experiment in the field of teacher professional development in South Africa. Increasingly, teacher clusters are being used as a substitute for the traditional approaches to professional development in helping teachers reshape their professional knowledge and change their classroom practices. What underlies this renewed confidence in teacher clusters as a vehicle for professional development? In this paper, we use a qualitative case study approach to exam...

Jita, Loyiso C.; Ndlalane, Thembi Constance

2009-01-01

152

Take Your Medicines Safely  

Medline Plus

Full Text Available ... or activities should I avoid while taking this medicine? What are the possible side effects and what do I do if they occur? And, is there any written information available about the medicine? There are many reasons patients don't take ...

153

Teacher's Niche  

Science.gov (United States)

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

154

Entrepreneurship Education for Science Teachers as a Means of Achieving National Transformation.  

Directory of Open Access Journals (Sweden)

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.

Habila Nuhu

2014-03-01

155

Enhancing the Note-Taking Skills of Students with Mild Disabilities.  

Science.gov (United States)

This article discusses the difficulties students with mild disabilities can have with note taking. It begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes. (Contains references.)…

Boyle, Joseph R.

2001-01-01

156

Price increase  

CERN Document Server

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.

2006-01-01

157

Price increase  

CERN Document Server

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.

2005-01-01

158

Social Responsibility of Management Teacher – Beyond Teaching -  

Directory of Open Access Journals (Sweden)

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

Arup BARMAN

2012-06-01

159

Deliberate Practice in Teacher Education  

Science.gov (United States)

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the…

Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.

2014-01-01

160

Practices and Prospects of Learner Autonomy: Teachers’ Perceptions  

Directory of Open Access Journals (Sweden)

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

2013-01-01

161

Integrating Ict Into Teacher Education Programme  

Directory of Open Access Journals (Sweden)

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.

Geeta Thakur

2012-07-01

162

Teacher Labor Markets in Developed Countries  

Science.gov (United States)

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,…

Ladd, Helen F.

2007-01-01

163

Can Early Careers Teachers Be Teacher Leaders? A Study of Second-Year Trainees in the Teach First Alternative Certification Programme  

Science.gov (United States)

The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to…

Muijs, Daniel; Chapman, Chris; Armstrong, Paul

2013-01-01

164

Are Boys Better Off with Male and Girls with Female Teachers? A Multilevel Investigation of Measurement Invariance and Gender Match in Teacher-Student Relationship Quality  

Science.gov (United States)

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

2012-01-01

165

Take Your Medicines Safely  

Medline Plus

Full Text Available ... better, the antibiotic is working in killing the bacteria, but it might not completely give what they call a "bactericidal effect." That means taking the bacteria completely out of the system. It might be ...

166

Take Your Medicines Safely  

Medline Plus

Full Text Available ... I take it and for how long? What foods, drinks, other medicines or activities should I avoid ... twice a day and one of them with food and the other one standing on my head, ...

167

Take Your Medicines Safely  

Medline Plus

Full Text Available ... teeth or eating breakfast. By communicating with our health care providers and by accepting a greater responsibility in our own health care, we can learn to take our medicines safely.

168

Take Your Medicines Safely  

Medline Plus

Full Text Available ... prescription medications have switched to the non-prescription status so we have a lot of potent medications ... the week. Announcer: Regardless of age or economic status, taking medication can be as integral a part ...

169

Take Your Medicines Safely  

Medline Plus

Full Text Available ... as bad. Woman: Alright, that's for high blood pressure. Doctor: Okay. Woman: I take a half a ... can't feel, so people with high blood pressure--we really can't feel that, and so ...

170

The ABCs of Managing Teacher Stress.  

Science.gov (United States)

Describes stress management for teachers and presents strategies that teachers can use to lessen the impact of stress. Outlines the ABCs of stress: Acknowledge, Behavior Modification, and Communication. Notes that stress can motivate teachers to explore new instructional strategies, adopt innovative approaches to increasing student motivation, and…

Nagel, Liza; Brown, Sheri

2003-01-01

171

In My View: No Teacher Left Behind  

Science.gov (United States)

The shortage of teachers in America's classrooms is reaching epidemic proportions. The National Education Association (2003) predicted that nearly one million veteran teachers will retire within the next decade, and reported that the number of classrooms without qualified teachers increases each year. In this article, the authors contend that a…

Gray, David L.; Smith, Agnes E.

2005-01-01

172

Using Multiple Data Sources in Teacher Evaluation.  

Science.gov (United States)

The Tennessee Career Ladder Evaluation system, which uses a multiple data source approach to assessment, was developed to identify excellent teachers. It is used to determine whether or not the teacher should receive increasing career benefits. Evaluation data are generated by three evaluators, the teacher candidate, the school principal, three…

McLarty, Joyce; And Others

173

Taking Notes - Cornell Style  

Science.gov (United States)

Learning to take notes using the Cornell System There are many different ways and methods out there in which you can learn to take notes, with the most popular method being the Cornell Method. Click on the following links to learn more about the Cornell Note Method Cornell Note System Cornell Note System Cornell System Now that you are familiar with the Cornell System, think about ...

Luke Freeman

2005-11-28

174

Teacher labor markets in developed countries.  

Science.gov (United States)

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

2007-01-01

175

Follow the Teacher: Making a Difference for School Improvement  

Science.gov (United States)

In this book, Robert Hess promotes teacher leadership as the critical component to achieving breakthrough results in school improvement. Developed from conversations and stories of dozens of teacher leaders and administrators, this book advocates that all teachers can and should take on leadership roles in their school. It contains many stories of…

Hess, Robert T.

2007-01-01

176

Effects of participation in inquiry science workshops and follow-up activities on middle school science teachers' content knowledge, teacher-held misconceptions, and classroom practices  

Science.gov (United States)

An important aspect of developing science literacy for all students is developing science-literate teachers. With the implementation of the No Child Left Behind Act, many middle school teachers found themselves in a position where they were no longer qualified to teach middle school science. This study was designed to help science teachers increase their science content knowledge, identify and resolve misconceptions/errors they may have, and assist them in their teaching by providing strategies for inquiry-based teaching, science laboratory exercises, and science equipment. Teachers enrolled in biology courses offered by the Rocky Mountain Middle School Math and Science Partnership participated in this study. They were required to take pre-, post-, and follow-up assessments over course concepts, complete a survey over their background and teaching pedagogy, and be observed teaching in their classrooms for three class periods followed by an interview after each observation. The results included key findings: (1) These assessments indicated that science teachers can increase their science content knowledge by attending high-quality professional development courses designed to help increase basic science content knowledge on science content. (2) Teachers held numerous misconceptions as shown by the assessments and classroom observations. Some were resolved, some that appeared to be resolved at the time of the post test reappeared again on the follow-up test, and some were not resolved. (3) Teacher observations showed that they did use science equipment provided by the course instructors and they taught the content from the Biology course where appropriate. Teachers teaching classes other than biology demonstrated their ability to teach inquiry science by employing inquiry activities and teaching with a "scientific method" approach.

Cepeda, Linda F.

177

Collaboration Between Astronomers at UT Austin and K-12 Teachers: Connecting the Experience of Observing and Research with the Classroom  

Science.gov (United States)

McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).

Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program

2015-01-01

178

Teacher Field Research Experiences: Building and Maintaining the Passion for K-12 Science Education  

Science.gov (United States)

Academic scientists and researchers are increasingly encouraged to develop connections with K-12 educators to promote scientific literacy and bring excitement into the classroom. Such partnerships carry long-term benefits to both teachers and researchers. Teachers gain the tools, confidence, and knowledge to develop research activities with their students that promote scientific inquiry, and researchers benefit from outreach activities that improve communication skills for sharing scientific knowledge with the public. Our K-12 programs have been field based under a theme of Classrooms Without Walls, to take advantage of our local marine environment and a long-term research program on the Alaskan Arctic coast. Our professional development programs for teachers have included the creation of an annual summer graduate level course (Application of Field Research Experiences for K-12 Science and Math Educators) as an introduction to scientific methodology, observation, and inquiry based learning. We provide graduate students as resources in classrooms and for field trip experiences and provide supplies and instrumentation to teachers for K-12 field projects. Finally, teachers have an opportunity to join our researchers to remote sites under various competitive programs that receive federal support (e.g. GK-12, ARMADA). We provide examples of our activities, which are based on recent needs assessment surveys of science teachers; these included development of content knowledge and providing students with opportunities to connect concepts with experiences. Our goal is to provide field experiences to teachers and students that enable them to relate science concepts to the real world.

Dunton, K.; Schonberg, S.

2006-12-01

179

Being a Teacher of TCFL vs. Becoming a Teacher of TCFL : Exploring the professional identity formation of NTCs at Danish Universities  

DEFF Research Database (Denmark)

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

Zhang, Chun

2013-01-01

180

Teacher's Guide  

Science.gov (United States)

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

Christopher Griffith

181

Queering Art Teacher Education  

Science.gov (United States)

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

Cosier, Kimberly; Sanders, James H., III

2007-01-01

182

Offering Choice in Teacher Education.  

Science.gov (United States)

A teacher educator incorporates active involvement of students and choice in two different college classrooms. The first class was an undergraduate reading/literacy education class. Students were offered the choice of the RAP (Reading Addiction Process) option or taking the final exam. Students read materials of their own choice on a daily basis.…

Smith, Arthur E.

183

Comments on"Tomorrow's Teachers."  

Science.gov (United States)

The Holmes Group Report takes on faith the primacy of teacher quality and fails to question how curricular, instructional, and administrative considerations contribute to educational outcomes. Differentiated staffing is not new, only the names are different. Reform proposals constitute a major political debate over the role of public education.…

Dreeben, Robert

1987-01-01

184

Qualifying online teachers  

DEFF Research Database (Denmark)

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

Levinsen, Karin

2007-01-01

185

Taking a deep breath  

Directory of Open Access Journals (Sweden)

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

2012-12-01

186

Phenomenological Study of Special Education Teachers Using an Emergency License  

Science.gov (United States)

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

Alborn-Yilek, Susan

2010-01-01

187

Teacher Leader Model Standards: Implications for Preparation, Policy, and Practice  

Science.gov (United States)

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.

2014-01-01

188

Take Three: Seasonal Flu  

Centers for Disease Control (CDC) Podcasts

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.

2010-09-29

189

Take Your Medicines Safely  

Medline Plus

Full Text Available ... back twice as bad. Woman: Alright, that's for high blood pressure. Doctor: Okay. Woman: I take a half a ... that we can't feel, so people with high blood pressure--we really can't feel that, and so ...

190

It Takes a Township  

Science.gov (United States)

In this article I argue for higher education practitioners to take focused action to contribute to transforming their societies into open and democratically negotiated forms of living, and why they should do so. The need is especially urgent in South Africa, whose earlier revolutionary spirit led to massive social change. The kind of social…

McNiff, J.

2011-01-01

191

Rapid inventory taking system  

International Nuclear Information System (INIS)

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

192

Developing a workable teacher identity: Building and negotiating identity within a professional network  

Science.gov (United States)

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.

Rostock, Roseanne

193

Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching--A Student Teacher Perspective  

Science.gov (United States)

The increasing importance attributed to the cultural dimension of foreign language (FL) education has entailed new demands for teachers and teacher educators. This paper explores the cultural agenda in Finnish language teacher education from a student teacher perspective. The focus is on the students' perceptions regarding how effectively cultural…

Larzen-Ostermark, Eva

2009-01-01

194

Pedagogical Content Knowledge for World History Teachers: What Is It? How Might Prospective Teachers Develop It?  

Science.gov (United States)

This article takes up the question of world history teachers' pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and…

Harris, Lauren McArthur; Bain, Robert B.

2011-01-01

195

University Teacher Competencies in a Virtual Teaching/Learning Environment: Analysis of a Teacher Training Experience  

Science.gov (United States)

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

2010-01-01

196

Psychology in Teacher Education: A Perspective from Singapore's Pre-Service Teachers  

Science.gov (United States)

This paper reports on Singaporean pre-service teachers' views of psychology and knowledge and the skills of psychology which are important for them. A total of 353 teachers taking the core module of educational psychology participated in the study. They rated the degree of appropriateness of items that described the discipline of psychology and…

Tan, Ai-Girl

2006-01-01

197

Teachers' professional development: Awareness of literacy practices  

Scientific Electronic Library Online (English)

Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of lit [...] eracy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.

Berit, Lundgren; Eileen, Scheckle; Denise, Zinn.

2015-02-01

198

Standards for Teacher Research: Quality and Sustainability in Teacher-Research.  

Science.gov (United States)

Advocates practitioner-research, by teachers and learners, in their own language classrooms. Points out that teachers who are successful at integrating an investigative element into their teaching may demand collegial support to increase the chance for satisfactory research and that other teachers may develop a new professional concept of what…

Allwright, Dick

1997-01-01

199

Teachers' Sickness Absence in Primary Schools, School Climate and Teachers' Sense of Efficacy.  

Science.gov (United States)

In the period from 1978 to 1988, teacher absenteeism increased considerably in the Netherlands, especially in primary education. This study questions whether teacher absenteeism is related to school climate and teachers' sense of efficacy. When climates of low- and high-absenteeism schools are compared, several school climate characteristics…

Imants, Jeroen; van Zoelen, Ad

1995-01-01

200

Training Future Physics Teachers at BYU: Successes in Teacher Training  

Science.gov (United States)

Science disciplines at BYU graduate their fair share of teachers. In the school year 2005-2006 the physical science teaching program will graduate 22 teachers. The break down of those 22 teachers comes out Physics (10) Physical Science Composite (6) Earth Space Science (2) and Chemistry (4). With 32 physics students specializing in physics teaching, BYU is striving to encourage students to become science educators. All physical science teaching majors have very strong content programs. Physics students who chose the teaching option degrees only differs by approximately 3 classes from that of a physic major. With strong collaboration with the BYU McKay School of Education the College of Physical Science and Mathematics has created an advising program that focuses on getting the students who want to become teachers into the schools early. This introduction into the school is continuous from the beginning of the student’s junior year thru graduation. Students take introduction to science teaching to enter the teacher preparation program. In the introduction class students have a minimum of 48 hours in the public schools supervised by both the college and public school teachers and partnerships that have been established.

Merrell, Duane B.; Clark, R. Beck

2006-12-01

201

Teacher as Researcher: Teacher Action Research in Teacher Education  

Science.gov (United States)

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

Souto-Manning, Mariana

2012-01-01

202

TEACHER NEEDED  

CERN Multimedia

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

2002-01-01

203

Challenges of Multicultural Education: Teaching and Taking Diversity Courses  

Science.gov (United States)

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

2005-01-01

204

Taking It All into Account  

Science.gov (United States)

Evaluating special education teachers is an especially salient topic for secondary principals because special educators in middle and high schools often collaborate with numerous content-area teachers and have varying degrees of direct instructional impact. The author's experiences as a secondary special educator and as a supervisor…

Driver, Melissa K.

2013-01-01

205

Taking bisphosphonates during pregnancy.  

Directory of Open Access Journals (Sweden)

Full Text Available QUESTION: Several of my female patients take bisphosphonates for low bone mineral density (BMD. Two of them are of reproductive age. Are these drugs safe during pregnancy? ANSWER: Very little is currently known about the effects of bisphosphonates on human pregnancy. There have been only two reports of bisphosphonate use during late pregnancy. Animal studies suggest that biphosphonates cross the placenta and that the effect is an extension of the expected pharmacologic effect of bisphosphonates on both fetus and mother. Risks and benefits should be carefully weighed.

French AE

2003-10-01

206

Strawberry Square II: Take Time Song Book. 33 Lessons in the Arts to Help Children Take Time with Life.  

Science.gov (United States)

Designed to accompany a series of telelessons to stimulate art activities in grades 2 and 3, this songbook correlates with activities in the teacher's guide. Titles of songs included in this book are: Take Time; The Frog's Flute; Howjido; 59th Street Bridge Song; The Put-Togetherer; Good Morning Starshine; Let the Sunshine In; Elephant Song; Spin…

Larson, Tom, Comp.

207

language teachers  

CERN Document Server

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

2007-01-01

208

Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project  

Directory of Open Access Journals (Sweden)

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!

Teresa Strong-Wilson

2007-12-01

209

Theoretical reflections on the construction of pedagogical content knowledge of prospective teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The pedagogical content knowledge (PCK is used by the teacher to transform his/her knowledge about the content in knowledge comprehensible and teachable forstudents. For the construction of PCK, literature indicates that prospective teachers should come across to issues inherent to carrying out teaching since their entrance in pre-service formation, and not only during the curricular training. In view of the above, this essay is aimed at reflecting on the relationship between the contexts of preservice formation and teacher practice in the Basic Education, as well as possible reflections of the experiences of pedagogical practices in the curricular training for prospective teachers and to build their PCK. Consulted literature suggests that: the context of formation needs to permeate and be permeated by social and educational contexts which surround the courses, with the relation between initial formation and Basic Education being ruled by harmony, complementarity, and reciprocity; the participation of pedagogical practices in the construction of PCK allows prospective teachers to get to the curricular training in better conditions to take responsibilities inherent to this stage of their teaching formation; and even though literature does not make strategies evident for the implementation of pedagogical practices, it has been increasing the consensus that they need to be distributed horizontally in courses of formation of prospective teachers.

Daniel Marcon

2012-01-01

210

Male Teacher Shortage: Black Teachers' Perspectives  

Science.gov (United States)

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

Martino, Wayne; Rezai-Rashti, Goli M.

2010-01-01

211

SCIENCE 7, 8, 9, EXPERIMENTAL SYLLABUS BLOCK A, TAKING CARE OF OURSELVES.  

Science.gov (United States)

COURSE TOPICS, CONCEPTS, LEARNING ACTIVITIES, AND TEACHER REFERENCE INFORMATION ARE INCLUDED IN THIS TEACHER GUIDE FOR AN EXPERIMENTAL INSTRUCTIONAL BLOCK ON THE TOPIC "TAKING CARE OF OURSELVES". MAJOR TOPICS INCLUDE (1) UNDERSTANDING HOW WE LEARN, (2) MAINTAINING HEALTHY BODY SYSTEMS, AND (3) DEVELOPING BENEFICIAL PATTERNS OF BEHAVIOR. EACH OF…

New York State Education Dept., Albany.

212

The Teaching of Test Taking Skills-Grade Three. Revised Edition.  

Science.gov (United States)

The information and activities in this guide are offered to teachers who want to help their third grade students develop test taking skills. The introductory sections of the guide discuss test wisdom, the characteristics of third grade students, the teacher's role in testing programs, elementary words and terms, directional words and phrases for…

Prince George's County Public Schools, Upper Marlboro, MD.

213

The Teaching of Test Taking Skills, Fifth Grade Level. Revised Edition.  

Science.gov (United States)

The information and activities in this guide are offered to teachers who want to familiarize their fifth grade students with test taking techniques. The introductory sections of the guide discuss the types of tests administered to fifth grade students, test wisdom in general, characteristics of fifth grade students, the teacher's role in testing…

Prince George's County Public Schools, Upper Marlboro, MD.

214

The analysis of principle’s, supervisor’s and teacher’s perception of the term “teacher  

Directory of Open Access Journals (Sweden)

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.

Atila Y?ld?r?m

2011-07-01

215

Running Twice as Fast? A Review of the Research Literature on Teachers' Stress.  

Science.gov (United States)

A literature review of teacher stress in Scotland found that hours worked by teachers have not changed significantly over the last decade, but the number of unpopular tasks over which teachers have little control has increased, resulting in increased stress. Being forced to implement mandated changes also increases teacher stress. (Contains 46…

Wilson, Valerie; Hall, John

2002-01-01

216

'ICTs' IN TEACHER EDUCATION  

Directory of Open Access Journals (Sweden)

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

2012-07-01

217

Multitasking and Synchronous Work: Complexities in Teacher Work  

Science.gov (United States)

Teacher work is described as increasing in complexity and intensity. Reasons for this include societal changes, reformed and increased work tasks, and the changed moral and normative character of teacher work, but also teachers' experiences of doing more than one thing at the same time, and of thinking about one's work at all times. The concept of…

Brante, Goran

2009-01-01

218

Teacher Resources  

Science.gov (United States)

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

Heather Miller

2011-12-13

219

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

Science.gov (United States)

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

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-08-01

220

Taking Care of Time  

Directory of Open Access Journals (Sweden)

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.

Cortney Davis

2007-01-01

221

Teacher Agency in Bilingual Spaces: A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children  

Science.gov (United States)

This review poses an increasingly common--and increasingly urgent--question in the field of teacher education: How can teachers best be prepared to educate Latina/o bilingual learners? The answers that the authors offer here challenge some of the prevailing assumptions about language and bilingualism that inform current approaches to teacher

Palmer, Deborah; Martinez, Ramon Antonio

2013-01-01

222

How do beliefs and other factors such as prior experience influence the decision-making of new teachers during their first year teaching experience?  

Science.gov (United States)

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.

2003-06-01

223

Preservice Teachers’ Metaphors about University Teacher and Metaphor as an Evaluation Tool  

Directory of Open Access Journals (Sweden)

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

2013-01-01

224

Development of Teachers as Scientists in Research Experiences for Teachers Programs  

Science.gov (United States)

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

2014-11-01

225

Decision Taking as a Service  

CERN Document Server

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

2012-01-01

226

Taking centre stage...  

Science.gov (United States)

HAMLET (Highly Automated Multimedia Light Enhanced Theatre) was the star performance at the recent finals of the `Young Engineer for Britain' competition, held at the Commonwealth Institute in London. This state-of-the-art computer-controlled theatre lighting system won the title `Young Engineers for Britain 1998' for David Kelnar, Jonathan Scott, Ramsay Waller and John Wyllie (all aged 16) from Merchiston Castle School, Edinburgh. HAMLET replaces conventional manually-operated controls with a special computer program, and should find use in the thousands of small theatres, schools and amateur drama productions that operate with limited resources and without specialist expertise. The four students received a £2500 prize between them, along with £2500 for their school, and in addition they were invited to spend a special day with the Royal Engineers. A project designed to improve car locking systems enabled Ian Robinson of Durham University to take the `Working in industry award' worth £1000. He was also given the opportunity of a day at sea with the Royal Navy. Other prizewinners with their projects included: Jun Baba of Bloxham School, Banbury (a cardboard armchair which converts into a desk and chair); Kobika Sritharan and Gemma Hancock, Bancroft's School, Essex (a rain warning system for a washing line); and Alistair Clarke, Sam James and Ruth Jenkins, Bishop of Llandaff High School, Cardiff (a mechanism to open and close the retractable roof of the Millennium Stadium in Cardiff). The two principal national sponsors of the competition, which is organized by the Engineering Council, are Lloyd's Register and GEC. Industrial companies, professional engineering institutions and educational bodies also provided national and regional prizes and support. During this year's finals, various additional activities took place, allowing the students to surf the Internet and navigate individual engineering websites on a network of computers. They also visited the Millennium Dome site, constructing a model of the Dome and designing a range of Dome exhibits from innovative assembly kits. Details of the 1999 competition will be available from the Engineering Council at 10 Maltravers Street, London WC2R 3ER (tel: 0171 240 7891, http://www.engc.org.uk).

1998-11-01

227

PBS Teachers  

Science.gov (United States)

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

2002-01-01

228

Educational Design for Learning Games with a focus on the teacher’s roles  

DEFF Research Database (Denmark)

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

229

Beliefs about Teaching Science: The Relationship between Elementary Teachers' Participation in Professional Development and Student Achievement  

Science.gov (United States)

Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student…

Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana

2012-01-01

230

Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform: When Will We Learn?  

Science.gov (United States)

Background/Context: Teacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The…

Yendol-Hoppey, Diane; Hoppey, David; Morewood, Aimee; Hayes, Sharon B.; Graham, Meadow Sherrill

2013-01-01

231

Taking Care of Your Teeth  

Science.gov (United States)

... brushing. Continue How You Can Keep Your Teeth Healthy Kids can take charge of their teeth by taking these steps: Brush at least twice a day — after breakfast and before bedtime. If you can, brush after ...

232

Reflections of Preservice Information Technology Teachers Regarding Cyberbullying  

OpenAIRE

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

2011-01-01

233

Online resources in mathematics: teachers' genesis of use  

CERN Document Server

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.

Bueno-Ravel, Laetitia

2010-01-01

234

Theoretical perspectives of science teacher education  

Directory of Open Access Journals (Sweden)

Full Text Available Science teacher education is an essential component in the entire system of science education. Currently, there is a lack of appropriate theory to describe and explain the complex phenomena and problems involved in science teaching and teacher education, and to provide effective guidance for policy-makers and practitioners. However, a range of theoretical viewpoints concerning science education and teacher education in general have been articulated in recent years. The aim of this article is to summarize some of the main theoretical perspectives in this area, so that they can be referred to in practical works and future research studies on science teacher education.First, contemporary views on the goals of science education and the principles of science teaching, assessment and teacher education have been articulated by a number of science educators and professional organizations worldwide (NRC, 2000; 2007. These theoretical viewpoints are based on a wealth of findings from research studies on students’ learning of science carried out in the past few decades. It was noted that learning with understand is the focus of the latest scientific studies on students learning, that is, cognitive processes involved in learning are the main research interests. Our new understanding of students’ learning indicated that students are active learners, their attention, memory, sense-making, problem solving, understanding and acquisition new knowledge are strongly influenced by their prior knowledge, skills, and conceptions. In addition, it was found that students’ inquiry skills and their understanding of basic science principles are closely related, and that meta-cognition plays an important role in science teaching and learning. The implications for science teacher education is that teacher education institutions are expected to provide opportunities for teachers to develop the knowledge, skills, and teaching approaches which will enable them to create better learning environments for their students. The importance of science teachers’ development of pedagogical content knowledge in school contexts is emphasized.Secondly, turning to literature on teacher education in general, theoretical perspectives on the purposes of teacher education, teachers’ professional qualities and teachers’ learning to teach are respectively discussed. Summarizing the analysis of Zeichner and Joyce, Doyle (1990 outlined five paradigms in teacher education programs, including teachers as good employees, junior professors, fully functioning persons, innovators, and reflective practitioners. Five conceptual orientations of teacher education programs are described by Feiman-Nemser (1990, including academic, practical, technological, personal, and critical/social. Doyle (1990 discussed teacher professional qualities in great length, by pointing out a sharp distinction between the professional-technical knowledge base emphasized by traditional competence-based teacher education program (informed by process-product research studies and the kind of personal practical knowledge that teachers actively constructed within the social environment in school contexts. The former emphasizes direct instruction of generalized knowledge and skills in teaching, while the later emphasizes teachers’ roles in making personal meaning, insight, and creativity within a specific context. Doyle (1990 strongly suggested that successful teacher education program and research studies can be designed if one combines fruitfully the strengths of both knowledge types mentioned above. Korthagon (2004 and coworkers have done comprehensive research studies along the same line. In addition to point out that teachers change take place successively through a layered structure from environment, behavior, competencies, beliefs, identity, to mission (the innermost layer, they proposed that in learning to teach, mathematics teachers and possibly teachers in other fields as well, develop through a sequence of three stages, namely, gestalt formation, schematization, and t

Chorng-Jee GUO

2010-06-01

235

Innovation through College Classroom Teacher: an Analysis of Experience  

Science.gov (United States)

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

2014-05-01

236

THE ATTITUDES AND VIEWS OF TEACHERS AND PRE-SERVICE TEACHERS RELATED TO THE GENDER DISCRIMINATION IN SCHOOL LEADERSHIP  

Directory of Open Access Journals (Sweden)

Full Text Available Women are underrepresented in leadership positions in Turkish work life as well as in other countries. There are some social and personal barriers preventing women from managerial positions. One of the area in which women are underrepresented is school leadership. The main purpose of this study is to describe the attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions in schools. In accordance with the main purpose of the study it was investigated whether there were any differences between the attitudes and the views of the primary teacher and the primary pre-service teachers. The attitudes and the views about the barriers facing female teachers in school leadership were also compared according to gender and the grades of the primary pre-service teachers. Data were collected from 114 primary teachers working in primary schools in Çayeli district and 192 primary pre-service teachers attending primary school teacher training program in the Faculty of Education in Rize University.The attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions were described in two dimensions, personal attitudes and views, and social attitudes and views. Study results revealed that the attitudes and views differentiated significantly due to gender and position (teacher or pre-service teacher in both dimensions. Moreover, it was indicated that gender and the position of the primary teachers and the primary pre-service teachers have significant joint effects on the personal attitudes and views whereas joint effects of the gender and positions on the social attitudes and views were not observed at statistically significant level. As a conclusion, study results indicated that female primary teachers and female primary pre-service teachers have not negative attitudes and views for female promoting to school leadership as much as their male counterparts. However, female primary teachers and female primary pre-service teachers seemed to accept voluntarily the social female roles more than male primary teachers and male primary pre-service teachers.In accordance with the study results some suggestions were developed. First of all, it was proposed that traditional gender roles should be redefined in Turkish Educational System. Secondly, gender discrimination subject might take place in teacher training programs. Moreover, further gender studies were recommended in terms of motivation, stress, work satisfaction, work performance, work commitment and organizational culture.

Cemalettin ?PEK

2010-08-01

237

Student Teachers' Perceptions of Teacher's Qualities  

Science.gov (United States)

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

Casey, John P.; Alden, Elaine

1977-01-01

238

Teachers Helping Teachers: Peer Observation and Assistance.  

Science.gov (United States)

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

Willerman, Marvin; And Others

239

Teachers' Perceptions of the Effective Teacher  

Science.gov (United States)

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

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

2010-01-01

240

Accelerated Learning Formats in Teacher Education Programs  

Science.gov (United States)

The US student population is increasing; consequently, 50,000 additional teachers will be needed within the next ten years. Overcrowded teacher education programs in traditional universities cannot guarantee the availability of necessary classes, however, and students desiring a teaching credential anticipate an extended time frame for credential…

Richards, Jan S.

2006-01-01

241

Community College Staff Development: The Teachers' Perspective.  

Science.gov (United States)

Many teachers resist staff development programs because they believe that "staff development" is a euphemism for "staff evaluation" and are suspicious of an administration collecting quantitative material on teaching for any reason. Similarly, there exists a competitiveness among teachers that precludes complete trust. In recent years, an increase

Buchan, Robin G.

242

An Effective Teacher in Every Classroom  

Science.gov (United States)

Proposals to reauthorize No Child Left Behind seek to ensure "equitable" access to effective teachers. The U.S. Department of Education's Race to the Top fund rewards state plans for "ensuring equitable distribution of effective teachers and principals" and for "ambitious yet achievable annual targets to increase the number and percentage of…

Haycock, Kati; Hanushek, Eric A.

2010-01-01

243

LHC Report: Take Five  

CERN Multimedia

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

2011-01-01

244

Nuclear age: Take two?  

International Nuclear Information System (INIS)

The Energy Policy Act of 1992 removes many institutional obstacles impeding nuclear energy's further development and expansion. Coupled with the important progress being made by the industry in implementing the Nuclear Power Oversight Committee's (NPOC) Strategic Plan for Building New Nuclear Power Plants, the stage is now set for new nuclear plant orders by the mid-1990s, if advanced nuclear plant designs prove by then - as projected - to be competitive with other sources of baseload capacity. Nuclear energy's competitiveness with other energy sources undoubtedly will become increasingly important as the Clinton Administration implements a transition that is expected to shift the Department of Energy's (DOE) focus and priorities to other energy alternatives. Congress overwhelming directive to reform the nuclear plant licensing process, restructure the uranium enrichment enterprise into a business-like corporation, and demonstrate progress toward studying Yucca Mountain as a potential high-level waste site marks the beginning of a new era for nuclear energy in the United States. With the legislative foundation complete, efforts are now concentrating on design and engineering work to allow for an order for an advanced, standardized nuclear energy plant during this decade

245

Strengthening Teacher Evaluation: What District Leaders Can Do  

Science.gov (United States)

School districts have typically not done a good job of managing the human side of teacher evaluation. In general, neither supervisors nor teachers find performance assessment a constructive, interpersonally respectful experience. District leaders can cultivate high-quality teaching--and attend to the human side of assessment--by taking five…

Donaldson, Morgaen L.; Donaldson, Gordon A., Jr.

2012-01-01

246

Research on Strategic-oriented College Teacher Performance Management System  

OpenAIRE

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...

Zhou Jingkun

2012-01-01

247

Entering the Arena: The Figured Worlds Transition of Preservice Teachers  

Science.gov (United States)

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

2013-01-01

248

Learning and Knowledge Development in Preschool Teacher Education and Practicum  

Science.gov (United States)

In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of…

Johansson, Inge; Sandberg, Anette

2012-01-01

249

We Brought Teachers Up to Snuff, And So Can You.  

Science.gov (United States)

The Cedar Rapids, Iowa, Plan for Instructional Improvement requires principals to take part in several workshops and activities to learn how to analyze what goes on in the classroom. Principals then direct teacher inservice training by conducting staff meetings, small seminars, and classroom observation followed by teacher conferences. (MLF)

Jacobson, William C.

1984-01-01

250

Implementing Active Learning in an Online Teacher Education Course  

Science.gov (United States)

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.

2014-01-01

251

Making the transition to middle schooling: A case study of experienced science teachers coping with change  

Science.gov (United States)

The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of coping with the stress of these changes. The discussion includes meta-assertions and recommendations concerning the leadership and planning process for movement to a middle school philosophy, the most appropriate building structure for meeting needs of science teachers, teachers as curriculum makers, and the nature of middle level professional development for experienced science teachers.

Strong, Donna Dorough

252

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes  

Science.gov (United States)

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

Boyle, Joseph R.

2010-01-01

253

Using Competency-Based Evaluation to Drive Teacher Excellence: Lessons from Singapore. Building an Opportunity Culture for America's Teachers  

Science.gov (United States)

The United States' education system needs to take its critical next step: fairly and accurately measuring teacher performance. Successful reforms to teacher pay, career advancement, professional development, retention, and other human capital systems that lead to better student outcomes depend on it. Where can the U.S. find the best-practice…

Steiner, Lucy

2010-01-01

254

Chinese Teachers' Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context  

Science.gov (United States)

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…

Wang, Li; Du, Xiangyun

2014-01-01

255

Teacher training, capacity building and professional capital  

DEFF Research Database (Denmark)

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.

Rasmussen, Jens

256

Lessons about Climate Change Pose Many Challenges for Science Teachers  

Science.gov (United States)

This article reports on lessons about climate change which pose many challenges for science teachers. The natural world today offers a broad--and dire--catalog of scientific phenomena for teachers wanting to craft classroom lessons on the topic of climate change. As public concern about global warming increases, teachers are carving out a larger…

Cavanagh, Sean

2007-01-01

257

Teachers of Limited English Proficient Children in the United States.  

Science.gov (United States)

The 1980-81 Teachers Language Skills Survey shows dramatic increases in number and quality of professionally prepared bilingual education teachers since 1976-77, when the first training programs funded by the Bilingual Education Act were started. However, less than 25 percent of the teachers teaching bilingually in 1980-81 had basic qualifications…

Waggoner, Dorothy; O'Malley, J. Michael

1985-01-01

258

Teacher Beliefs regarding Bilingualism in an English Medium Reading Program  

Science.gov (United States)

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.…

Vaish, Viniti

2012-01-01

259

French Teacher Training: Problems and Solutions--A Manitoba Perspective.  

Science.gov (United States)

Discusses the increased demand for French immersion teachers, the concomitant demand for improved teacher education programs, and the joint efforts of the University of Manitoba's faculty of education and French department to create a course for senior students and practicing teachers to meet these needs. (MSE)

Annandale, Eric

1985-01-01

260

Chapter 2: Adoption of Instructional Innovation across Teachers' Career Stages  

Science.gov (United States)

Teachers are regularly exposed to a number of new and innovative technologies, ideas, philosophies, systems, and experiences from the time they enter teacher education to the time they leave the profession. A predictable result of this increased exposure is that teachers are regularly faced with decisions about whether to incorporate one or more…

Metzler, Michael W.; Lund, Jacalyn; Gurvitch, Rachel

2008-01-01

261

University Support of Secondary STEM Teachers through Professional Development  

Science.gov (United States)

Problems associated with recruiting, supporting and retaining quality teachers in the STEM areas have been well documented in the literature. Specifically, findings suggest STEM teachers have indicated a need for pedagogy and increased content knowledge. These needs may be attributed to the fact that more STEM teachers have been alternatively…

Beaudoin, Colleen R.; Johnston, Pattie C.; Jones, Leslie B.; Waggett, Rebecca J.

2013-01-01

262

How Teachers Become Leaders: Learning from Practice and Research. Series on School Reform  

Science.gov (United States)

This book is a unique insider's look at the process that teachers experience when they assume leadership positions in their school, district, state, or writing project site. The text features vignettes by K-12 teachers, describing their individual leadership roles and experiences to show how teachers take charge in a variety of contexts. The…

Lieberman, Ann; Friedrich, Linda D.

2010-01-01

263

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

Science.gov (United States)

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

Hue, Ming-Tak

2007-01-01

264

Accounting for Movement between Childcare Classrooms: Does It Change Teacher Effects Interpretations?  

Science.gov (United States)

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

2012-01-01

265

A Personal Journey: TGfU Teacher Development in Australia and the USA  

Science.gov (United States)

This paper examines teacher development of TGfU in teacher education programmes in Australia and the USA by taking a cross-sectional snapshot across a sequence covering the final two years of a teacher education programme in which TGfU is emphasised, and the first two years of teaching after graduating from the same programmes. It explores the…

Light, Richard; Butler, Joy

2005-01-01

266

A New Teacher's Plea  

Science.gov (United States)

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

Jones, Brian K.

2012-01-01

267

Helping Teachers become Leaders  

Science.gov (United States)

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

Phelps, Patricia H.

2008-01-01

268

Technology Enhanced Teacher Evaluation  

Science.gov (United States)

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

Teter, Richard B.

2010-01-01

269

Examining Relationships between School Administrators’ Humor Behaviors and Teachers’ Mobbing Experiences According to Teacher Perceptions  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to identify school administrators' humor behaviors as perceived by teachers and to determine the relationships between the school administrators' perceived humor behavior and mobbing experienced by teachers. Data was obtained from 459 teachers chosen by systematic sampling. Results indicated that teachers described negative attitudes mostly encountered as "refusal to take their ideas and opinions into consideration," "hiding information that would affect their performance from them", and "humiliation suffered as a result of being assigned to works below the level of their competence." Teachers believed that school administrators generally had "Appreciative humor" and "productive-social humor" attitudes. While there was a negative and significant relationship between positive humor behaviors and mobbing, there were also positive and significant relationships between negative humor behaviors and mobbing. Sarcastic humor and rejective humor were the significant predictors of mobbing.

Necati Cemalo?lu

2014-12-01

270

Otters Increasing - Threats Increasing  

Directory of Open Access Journals (Sweden)

Full Text Available In some parts of Central Europe populations of otters are apparently increasing. Until recently, no research was being conducted on the ecology of otters in mainly artificial habitats like fish farms. Otters are not only a new source of conflict requiring species management, but appear once again threatened by illegal hunting. Austria is dealing with this problem using compensation for otter damage, electric fencing and translocation of problem otters. Despite a rise in illegal killing, Austria does not formally recognise this as a threat.

Andreas Kranz

1994-10-01

271

Computerized Teachers' Praise: Incorporating Teachers' Images and Voices.  

Science.gov (United States)

This paper provides an idea of how to improve computer-assisted instruction effectiveness by incorporating teachers' images and voices into computers. Efforts to increase students' motivations by improving computer-assisted instruction feedback systems through the use of arcade-style video games and animation have proven to be ineffective and…

Wu, Yi-Cheng

272

A Training Programme on Managing Science Class Interactions: its Impact on Teachers' Practices and on their Pupils' Achievement.  

OpenAIRE

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number...

Morge, Ludovic; Toczek, M. C.; Chakroun, Nadia

2010-01-01

273

Teacher as Learning Facilitator in ELT  

Directory of Open Access Journals (Sweden)

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

2012-05-01

274

Art Teachers and Action Research  

Science.gov (United States)

The qualitative educational research literature is increasingly advocating the use of literary/artistic techniques. This article describes and evaluates educational action researches by three art teachers, and questions why they have not capitalised methodologically on their artistic expertise. Analysis of commonalities in practitioner-based…

Mason, Rachel

2005-01-01

275

Study Skills of Teacher Education Students.  

Science.gov (United States)

The Study Habits Inventory examined strengths and weaknesses in secondary education majors' notetaking, studying, and test-taking skills and found students were well-prepared to teach important studying and testing skills. Research indicates that prospective teachers' academic skills may positively affect their achievement in academic settings.…

Jones, Craig H.; And Others

1992-01-01

276

The RIASEC Profile of Foreign Language Teachers  

Science.gov (United States)

Vocational choice appears to crystallize during adolescence and one's career aspirations begin to take shape later. Over 40 years ago Holland studied incoming freshman to match vocational aspirations to vocational preference profiles. Individuals seeking to become foreign language teachers were assigned a Social, Artistic, Enterprising vocational…

Swanson, Peter B.

2008-01-01

277

Ensuring Teacher Retention in a PDS  

Science.gov (United States)

This study takes place at a Professional Development School (PDS). This PDS opened as a pre-K-5 public charter school, and as a PDS in collaboration with a local public university in Southern California. This qualitative study examined the challenges of teaching in a new PDS as expressed by the teachers' voices. Interview and survey data were…

Buchanan, Merilyn; Bleicher, Robert E.; Behshid, Sima; Evans, Charmon; Ngarupe, Linda

2007-01-01

278

The Impact of Developing Social Perspective-taking Skills on Emotionality in Middle and Late Childhood  

OpenAIRE

Abstract Abstract A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children’s emotional reactivity and capacity to regain a neutral state following emotional arousal. Analyses of contemporaneous data revealed that more developed perspective-taking skills were associated with...

Bengtsson, Hans; Arvidsson, A?sa

2011-01-01

279

Using Diagnostic Assessment to Help Teachers Understand the Chemistry of the Lead-Acid Battery  

Science.gov (United States)

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…

Cheung, Derek

2011-01-01

280

Decision Taking versus Action Determination  

OpenAIRE

Decision taking is discussed in the context of the role it may play for various types of agents, and it is contrasted with action determination. Some remarks are made about the role of decision taking and action determination in the ongoing debate concerning the reverse polder development of the hertogin Hedwige polder.

Bergstra, Jan A.

2012-01-01

281

Taking Care of Pressure Sores  

Science.gov (United States)

... and SCI • Taking Care of Pressure Sores • Maintaining Healthy Skin (Part I) • Maintaining Healthy Skin (Part II) • Taking Care of Your Bowels: The ... and iron? All of these are necessary for healthy skin. Review your mattress, wheelchair cushion, transfers, pressure releases, ...

282

Impact of Teacher Turn over on Students Motivation, Psyche and Performance.  

OpenAIRE

In Education sector the role of teachers is important because they are responsible for the growth and building of students. In certain institutions teacher turnover has been observed. This research is conducted that how teacher turnover influence the performance of the students. For the purpose the private universities of Peshawar Pakistan were targeted to identify the impact of teacher turn over on the student’s performance. Study use randomly two private university and take the previous t...

Sadaf Naz, Mohammad Majid Mehmood Bagram And Shahzad Khan

2012-01-01

283

Teacher Retirement Benefits  

Science.gov (United States)

The ongoing global financial crisis is forcing many employers, from General Motors to local general stores, to take a hard look at the costs of the compensation packages they offer employees. For public school systems, this will entail a consideration of fringe benefit costs, which in recent years have become an increasingly important component of…

Costrell, Robert; Podgursky, Michael

2009-01-01

284

Teacher Mobility and Financial Incentives: A Descriptive Analysis of Denver's ProComp  

Science.gov (United States)

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.

2014-01-01

285

Propositions of nuclear issue education for teachers and students  

International Nuclear Information System (INIS)

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 [8]. 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

286

PRESCHOOL TEACHERS' CONDITIONS OF MOTIVATION  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is different from pre-school teachers' motivation to the work environment to determine the effect of socio-demographic characteristics. Screening model was used in this study. Random cluster sampling method was used to determine the study sample. Motivation Factors of some of the personal characteristics of teachers in pre-school Ranking Survey of Priorities were evaluated according to the average, the survey. The relationship between demographic characteristics determined by the method according to the average of 15 working in pre-school sample consists of 45 pre-school teachers. Evaluation of the data and the t test was used for the distribution of the SPSS package program. According to the findings of the pre-school teachers on the teaching profession can be said that there is a lot of problems. Usually observed in pre-school teachers are highly motivated. Increases with advancing age was determined to be satisfied with the profession.

Hatice YALÇIN

2013-04-01

287

When science takes centre stage  

CERN Multimedia

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...

2005-01-01

288

AUTONOMY IN LANGUAGE LEARNING: DO STUDENTS TAKE RESPONSIBILITY FOR THEIR LEARNING?  

Directory of Open Access Journals (Sweden)

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.

Evrim ÜSTÜNLÜO?LU

2009-01-01

289

Take Charge. Take the Test. "You Know" PSA (:60)  

Centers for Disease Control (CDC) Podcasts

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.

2012-03-07

290

Romanian Preschool Teachers' Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings  

Science.gov (United States)

Researchers have emphasized the role of the teacher-child relationship on children's adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers' knowledge and strategies related to preschoolers who…

Stefan, Catrinel A.; Rebega, Oana L.; Cosma, Alina

2015-01-01

291

Academy for Teacher Excellence: Recruiting, Preparing, and Retaining Latino Teachers through Learning Communities  

Science.gov (United States)

The Academy for Teacher Excellence (ATE) at the University of Texas at San Antonio and San Antonio College is proposed as a comprehensive model whose overarching goals include: (1) creating a learning ecology that values diversity and prepares teacher candidates for work in diverse communities; (2) increasing the number of Latino students pursuing…

Flores, Belinda Bustos; Clark, Ellen Riojas; Claeys, Lorena; Villarreal, Abelardo

2007-01-01

292

The Professionalism of Women Teachers  

Science.gov (United States)

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

Nasstrom, Roy R.; Butler, William E.

1975-01-01

293

LITERACY COMPETENCES IN CULTURAL DIVERSE CLASSROOMS:EXPERIENCES OF TEACHERS  

Directory of Open Access Journals (Sweden)

Full Text Available This contribution takes a closer look at literacy competence-related problems in socially andculturally diverse classrooms. Diversity in language and reading socialization both contribute significantlyto differences in literacy competences, which is something that surfaces in daily teaching practice. Asurvey among 169 primary and secondary school teachers in the Netherlands focused on the perspectiveof the teachers, since they are the ones who have to deal with the diversity in literacy. The extent ofthe problems the teachers indicated as being caused by their students’ lack of literacy competences isconsiderable in all classes. During their day-to-day teaching, teachers of multicultural classes experiencemore problems related to literacy competences than do teachers of monocultural classes. The resultsindicate that it is desirable if not vital to pay attention to the acquisition of literacy competences indiverse, multicultural classrooms in teacher training and refresher courses

PETER BROEDER

2012-03-01

294

Cooperation Between Migrant Parents and Teachers in School: A Resource?  

Directory of Open Access Journals (Sweden)

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.

Martha Lea

2012-01-01

295

National Curriculum Framework (NCF For Teacher Education  

Directory of Open Access Journals (Sweden)

Full Text Available The Right to Education Act has come into being making it mandatory for the state to provide free and compulsory education to almost 20 crore children in the 6-14 age group till class 8. The Right to Education Act mandates a schedule for the functioning of schools, which includes a teacher: student ratio of 1:30 till a student population of 200 students at the Primary Stage. This would increase the demand for qualified elementary school teachers many times. The country has to address the need of supplying well qualified and professionally trained teachers in larger numbers in the coming years. The NCF 2005 places different demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education.

Girdhar lal Sharma

2012-07-01

296

From "silent teachers" to models.  

Science.gov (United States)

For decades, embalmed cadavers have played an important role in teaching anatomy to the scientists and doctors of the future. Most anatomy departments use a traditional formaldehyde-based embalming method, but formalin embalming makes the bodies very rigid, which limits their usefulness for procedures other than dissection. A more recent embalming method developed by W. Thiel has allowed these "silent teachers" to take on a further role in applied anatomy research and teaching: to act as models for surgical training and medical research. PMID:25333490

Eisma, Roos; Wilkinson, Tracey

2014-10-01

297

From “Silent Teachers” to Models  

Science.gov (United States)

For decades, embalmed cadavers have played an important role in teaching anatomy to the scientists and doctors of the future. Most anatomy departments use a traditional formaldehyde-based embalming method, but formalin embalming makes the bodies very rigid, which limits their usefulness for procedures other than dissection. A more recent embalming method developed by W. Thiel has allowed these “silent teachers” to take on a further role in applied anatomy research and teaching: to act as models for surgical training and medical research. PMID:25333490

Eisma, Roos; Wilkinson, Tracey

2014-01-01

298

ChemTeacher: Neutron  

Science.gov (United States)

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

2011-01-01

299

ChemTeacher: Titration  

Science.gov (United States)

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

2011-01-01

300

The Teacher as Philosopher.  

Science.gov (United States)

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

Carbone, Peter F., Jr.

1991-01-01

301

ChemTeacher: Proton  

Science.gov (United States)

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

2012-07-19

302

Differentiated Teacher Evaluation.  

Science.gov (United States)

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

Glatthorn, Allan A.; Holler, Richard L.

1987-01-01

303

ChemTeacher: Fission  

Science.gov (United States)

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

2011-01-01

304

Effects of teacher training  

DEFF Research Database (Denmark)

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

Wahlgren, Bjarne; Larsen, Lea Lund

2010-01-01

305

2+2 Program for Teachers’ Performance Appraisal in China  

Directory of Open Access Journals (Sweden)

Full Text Available This study examined the impact of the 2+2 Alternative Teacher Performance Appraisal System that has been implemented in Shanxi province in China. A mixed research design was used to evaluate the program. Six high schools and a total of 78 teachers (13 teachers in each school in Shanxi province were selected. Three of the schools participated in the 2+2 program while another three served as the comparison. The results showed that 2+2 program significantly improved teachers’ professional performance, enhanced teachers’ collaboration, and increased the feedback between the peers.

Shuli Zhao

2009-05-01

306

The Beliefs Of International And Domestic Foreign Language Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available In response to the shortage of foreign language (L2 teachers in the United States, many school districts employ individuals from other countries. Despite the benefits offered by such teachers, there is growing concern that they may not be adequately prepared for teaching in American schools. In this mixed method study involving 222 L2 teachers and their supervisors, the teaching-related beliefs of domestic and international L2 teachers in the United States were compared. Survey results indicated that international L2 teachers hold many of the same core beliefs related to L2 teaching as do their American-born peers. Interview data, however, suggested the existence of differing beliefs among sub-groups of international L2 teachers that often lead to problems with classroom management. These problems seem to be aggravated by the extent of the cultural differences between the L2 teacher’s native land and the country where the instruction is taking place. Recommendations for improvement of practice include having international L2 teachers observe American-born L2 teachers, offering more professional development, and providing greater administrative support.

Scott Kissau

2011-08-01

307

Teacher Page - Deutsch Klasse  

Science.gov (United States)

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

Frau Barlow

2009-11-02

308

PROFESSIONAL DEVELOPMENT OF TEACHERS  

OpenAIRE

Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills. The ultimate goal of teacher professional development is improving student learning outcomes. Research indicates that teachers have control over many factors that influence motivation, achievement and behaviour of their students. Therefore, professional development focusin...

Kayarkanni, Dr S.

2012-01-01

309

Neuromyths among Teachers and Student Teachers  

Science.gov (United States)

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

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

2015-01-01

310

Contract Teachers in India  

Science.gov (United States)

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

Goyal, Sangeeta; Pandey, Priyanka

2013-01-01

311

Teacher Mentoring and Collaboration.  

Science.gov (United States)

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

Smith, Sean

2002-01-01

312

Performance Pay for Teachers  

Science.gov (United States)

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

Protheroe, Nancy

2011-01-01

313

Assessment of Teacher Motivation  

Science.gov (United States)

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

Gokce, Feyyat

2010-01-01

314

Teacher Education in Scandinavia.  

Science.gov (United States)

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

Wasser, Henry

315

Finding Exemplary Teachers  

Science.gov (United States)

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

O'Donovan, Eamonn

2010-01-01

316

Mapping Teacher-Faces  

Science.gov (United States)

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

Thompson, Greg; Cook, Ian

2013-01-01

317

Implementing Interventions to Increase Motivation in the English Language Classroom: from Theory to Practice  

Directory of Open Access Journals (Sweden)

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.

Iakovos Tsiplakides

2010-05-01

318

Teachers staying ahead of the game  

CERN Document Server

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...

2009-01-01

319

CAUSES OF PROPENSITY FOR ELITE ATHLETES IN UNIVERSITIES TO TAKE UP KARATE AND THEIR EXPECTATIONS  

Directory of Open Access Journals (Sweden)

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.

O?uz ÖZBEK

2011-12-01

320

Teacher’s Interaction Styles during Sociodramatic Play that Promote Reading and Writing among Preschoolers  

Directory of Open Access Journals (Sweden)

Full Text Available This study was conducted to help understand a teacher’s facilitation of reading and writing during sociodramatic play among Filipino preschoolers. It describes how Filipino preschool teachers demonstrate redirecting and extending style interactions as they participate during sociodramatic play. It also identifies the ways by which the teacher provided print-rich environments in the dramatic play area to promote early reading and writing among Filipino children with ages ranging from four years old to f ive years old and 11 months. Five female teachers from four schools in Quezon City that adopt the play curriculum based on a set of criteria were studied. Each teacher was interviewed regarding play, her role, and how she prepares the dramatic play area. She was observed for 10 consecutive school days. The teachers’ interaction styles were classified as either extending or redirecting. Four of the f ive teachers demonstrated at varying degrees both extending and redirecting styles as they participated in the children’s sociodramatic play. The interaction style of the teacher revealed her ability to perform within the context of the play and the ways she assisted children in performing reading and writing activities. The considerable increase in the frequency of children’s literacy activities during sociodramatic play could be attributed to the combination of extending style interaction and the integration of literacy materials in the dramatic play area.

Excelsa C. Tongson

2014-12-01

321

The unseen sides of the teachers work  

Science.gov (United States)

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

2013-04-01

322

Better Video - Streaming Lessons among Palestinian Teachers  

Directory of Open Access Journals (Sweden)

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

2013-03-01

323

Every teacher is a language teacher: Preparing teacher candidates for English language learners through service-learning  

OpenAIRE

Secondary school teachers in the United States are facing urgent challenges in their increasingly heterogeneous classrooms where the presence of English language learners (ELLs) is becoming the norm. This study reports preliminary findings of a qualitative, interpretive case study of secondary school teacher candidates learning to teach English language learners through service-learning in Northern California. In a semester-long tutoring project, candidates focused on individual ELLs in their...

Yanan Fan

2013-01-01

324

Playing Teacher.  

Science.gov (United States)

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.

325

DEPRESSION AMONG THE PRIMARY SCHOOL TEACHERS  

Directory of Open Access Journals (Sweden)

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.

GH GHASEMI

2003-12-01

326

GIFT: Geophysical Information For Teachers  

Science.gov (United States)

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.

Ireton, F.

2002-12-01

327

Music teacher education as professional education  

OpenAIRE

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

2012-01-01

328

Classroom Management Training: Keeping New Teachers  

Directory of Open Access Journals (Sweden)

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

2009-12-01

329

Classroom Management Training: Keeping New Teachers  

OpenAIRE

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.

2009-01-01

330

Better Video - Streaming Lessons among Palestinian Teachers  

OpenAIRE

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 ...

Abusaada, Ali H.; Soon Fook Fong

2013-01-01

331

Age and the Determinants of Teacher Job Satisfaction.  

Science.gov (United States)

Presents an analysis of the determinants of job satisfaction in teachers at various age levels. Results indicate job satisfaction increases with age, job values remain constant with age, job rewards increase with age, and the major determinants of job satisfaction are intrinsic to teaching for younger teachers and extrinsic to teaching for older…

Lowther, Malcolm A.; And Others

1985-01-01

332

Influenza Round Table: Take Three  

Centers for Disease Control (CDC) Podcasts

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.

2009-11-03

333

Take Charge of Your Career  

Science.gov (United States)

Today's work world is full of uncertainty. Every day, people hear about another organization going out of business, downsizing, or rightsizing. To prepare for these uncertain times, one must take charge of their own career. This article presents some tips for surviving in today's world of work: (1) Be self-managing; (2) Know what you…

Brown, Marshall A.

2013-01-01

334

Four Takes on Tough Times  

Science.gov (United States)

Educational Leadership talks with four experts in the fields of education policy and finance about how schools can weather the current financial crisis. Michael A. Rebell focuses on the recession and students' rights; Allan Odden suggests five steps schools can take to improve in tough times; Anthony Rolle describes the tension between equity and…

Rebell, Michael A.; Odden, Allan; Rolle, Anthony; Guthrie, James W.

2012-01-01

335

Taking Care of Your Hair  

Science.gov (United States)

... it looks. Continue Caring for Hair How you take care of your hair depends on the type of ... usually a temporary part of puberty. Many teens care for oily hair by ... it's wet, frequent washing shouldn't harm it. If you have acne, it's a good ...

336

System Dynamics Take Home Experimentation  

Science.gov (United States)

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.

337

College Presidents Take on 21  

Science.gov (United States)

College presidents have long gotten flak for refusing to take controversial stands on national issues. A large group of presidents opened an emotionally charged national debate on the drinking age. In doing so, they triggered an avalanche of news-media coverage and a fierce backlash. While the criticism may sting, the prime-time fracas may help…

Fain, Paul

2008-01-01

338

Worldmindedness: Taking Off the Blinders  

Directory of Open Access Journals (Sweden)

Full Text Available A dynamic web of global interconnectedness has expanded the engagement and political efficacy of citizens in the 21st century. The acceleration of knowledge creation, the dynamics of electronic communication and the resulting availability of global perspectives are changing the nature of public discourse and action. As more and more people gain access to information and interact with individuals and communities across the planet, they acquire new worldminded ways of learning, debating, and creating which in turn expand the scope of civic consciousness and responsibilities beyond national borders. In this article we look at ways in which teachers in Hong Kong, Japan and the United States are preparing young people to become worldminded citizens.

Sum Cho Po

2008-01-01

339

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2009-01-01

340

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2009-01-01

341

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences  

Science.gov (United States)

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.

Barrett, D.

2005-12-01

342

The Effect of Teacher Use of Student Ideas on Student Initiation.  

Science.gov (United States)

To determine whether increased teacher use of student ideas would produce increased verbal initiation, an experiment was conducted with 16 second grade teachers and their classes. First, a series of observations were made under normal class conditions to determine the usual percentages of teacher use of student ideas and student initiation. Then,…

Emmer, Edmund T.

343

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

Science.gov (United States)

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

Guest, James Benjamin

2012-01-01

344

Trying To Reduce Your Technostress?: Helpful Activities for Teachers and Library Media Specialists.  

Science.gov (United States)

As pressure increases to integrate technology into instruction, many teachers and library media specialists are having difficulty coping with "technostress." Presents suggestions and activities for teachers and library media specialists designed to reduce "technostress." (PEN)

McKenzie, Barbara K.; And Others

1997-01-01

345

A Dip into the World of Particles for Swedish Teachers  

CERN Multimedia

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...

2001-01-01

346

Student music teachers' learning trajectories. A relational perspective  

OpenAIRE

In this article we take the concept of ‘communities of practice’ (Wenger, 1998, 2006) as our way of entry into studying conditions for the formation of student music teachers’ learning trajectories (ibid.): the paths that student music teachers follow, have followed or imagine following, in order to learn something. We regard learning trajectories as, not only constitutive paths for learning within communities of practice (Wenger, 1998), but also between, for instance, institutions for ...

Thorgersen, Cecilia Ferm; Johansen, Geir

2012-01-01

347

LITERACY COMPETENCES IN CULTURAL DIVERSE CLASSROOMS:EXPERIENCES OF TEACHERS  

OpenAIRE

This contribution takes a closer look at literacy competence-related problems in socially andculturally diverse classrooms. Diversity in language and reading socialization both contribute significantlyto differences in literacy competences, which is something that surfaces in daily teaching practice. Asurvey among 169 primary and secondary school teachers in the Netherlands focused on the perspectiveof the teachers, since they are the ones who have to deal with the diversity in literacy. The ...

PETER BROEDER; MIA STOKMANS

2012-01-01

348

Transformational Value Of Icts In Teacher Education: Learning From India  

OpenAIRE

In an era where the world of education and learning are changing rapidly, bringing new realities and challenges to Teacher Education Institutions ( TEI's), through innovations in use of Information and Communication Technologies (ICT) has important implications. Today Teacher Education in India is being overhauled and redesigned to include the changes taking place across the world. New opportunities and possibilities especially those in electronic and other related applications...

Harish Kanshal

2012-01-01

349

Unity of the Initial and In-Service Training of Teachers. Further Education of Teachers, Collection of Papers, Reports and Reviews. Volume 3.  

Science.gov (United States)

This collection of papers illustrates that the principal changes taking place in the socialist countries in the field of education find their real reflection in the social position and creative work of the teacher. Papers, reports, and reviews in this collection include: (1) "Topical Tasks of Initial Teacher Training" (V. Brichta); (2) "The…

Petracek, Svatopluk, Ed.

350

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

Science.gov (United States)

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

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

2011-01-01

351

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE  

Science.gov (United States)

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

352

Restructuring Teachers' Work  

OpenAIRE

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

Lisa Kirtman

2002-01-01

353

Survival of the ’net’est? Experiences with electronic test tools – reduced teacher hours?  

OpenAIRE

More feedback to students is demanded to improve educational quality. In large courses individual feedback is often very time-demanding for the teacher. If teacher hours are only marginally increased to cover increased student feedback, teachers should look for electronic tools for assistance with student feedback that will reduce teacher work hours, at least in the long run. This paper reports my experiences with electronic multiple – choice tests in mid-term feed-back to students in large...

Kristin Dale

2008-01-01

354

Incentives for Teacher Relocation: Evidence from the Gambian Hardship Allowance  

OpenAIRE

We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school teachers in remote locations, on the distribution and characteristics of teachers across schools. A geographic discontinuity in the policy's implementation and the presence of common pre-treatment trends between hardship and non-hardship schools provide sources of identifying variation. We find that the hardship allowance increased the share of qualified (certified) teachers b...

Pugatch, Todd; Schroeder, Elizabeth

2013-01-01

355

Learning to Foster Autonomy: The Role of Teacher Education Materials  

OpenAIRE

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

2011-01-01

356

Teacher's activity analysis within a didactic perspective  

OpenAIRE

This communication first presents the theoretical framework (the Joint Action Theory in Didactics) we use to analyse ordinary teaching/learning activities in science classrooms. This theory has been developed in French didactic research and takes account of the three-way relationship linking teacher, student and a piece of knowledge to be taught and learned. Our general purpose is to describe and understand school science practices. In the second part of the communication we present the corre...

Venturini, Patrice; Amade-escot, Chantal

2011-01-01

357

Autobiography: Inspiring new visions of teacher learning  

OpenAIRE

Abstract: The purpose of this article is to broaden the tradition of autobiography by using it as a way in which teachers can identify sources of inspiration in their educational experience. In the process, my aim is to make explicit the links between autobiography, learning and meta learning. Extending autobiographical inquiry to include different levels at which learning takes place serves to highlight the importance not only of the individual context of learning (the private self), but als...

Irene Simon

2006-01-01

358

Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences  

Science.gov (United States)

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or…

Cartolari, Manuela; Carlino, Paula; Colombo, Laura M.

2013-01-01

359

The Process of Note Taking: Implications for Students with Mild Disabilities  

Science.gov (United States)

Students with mild disabilities have a difficult time recording notes from lectures. Accurate note taking is important because it helps students understand the content from lectures and notes serve as a document for later review. In this article, the author describes what teachers can do before, during, and after the lecture to help students…

Boyle, Joseph R.

2007-01-01

360

Guidelines for the Teaching of Test Taking Skills--Senior High.  

Science.gov (United States)

The information and activities in this guide are intended to help teachers provide senior high school students with assistance in test taking skills. The activities described in the guide focus on the development of positive attitudes toward testing, an understanding of the reasons for tests, and creating environments conducive to successful test…

Prince George's County Public Schools, Upper Marlboro, MD.

361

Taking Full Advantage of Children's Literature  

Science.gov (United States)

Teachers need a deeper understanding of the texts being discussed, in particular the various textual and visual aspects of picturebooks themselves, including the images, written text and design elements, to support how readers made sense of these texts. As teachers become familiar with aspects of literary criticism, art history, visual grammar,…

Serafini, Frank

2012-01-01

362

Data Glove For Note Taking  

OpenAIRE

We aim at creating a note-taking device typically to be used in a classroom environment. Traditional methods of writing have limited speed and cannot keep up with speech. Writing with pen on paper requires us to look at the paper, which can reduce concentration on the ongoing discussion. Laptops are costly, power consuming and heavy for such a trivial task. Voice to text programs dont have the freedom of choosing the text to be included, and noise in the room can affect performance of such a ...

Akshay Mahajan; Aniruddha Bajaj; Ganesh Gore; Jayati Ambekar

2012-01-01

363

Student involvement in learning: Collaboration in science for PreService elementary teachers  

Science.gov (United States)

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

1992-03-01

364

Easing the transition for queer student teachers from program to field: implications for teacher education.  

Science.gov (United States)

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

2014-01-01

365

Take Steps to Prevent Type 2 Diabetes  

Science.gov (United States)

... Take Steps to Prevent Type 2 Diabetes Take Steps to Prevent Type 2 Diabetes The Basics Take ... Conversation starters Watch Your Weight Start Today: Small Steps Check out these frequently asked questions about women ...

366

"Don't take diabetes for granted."  

Science.gov (United States)

... please turn Javascript on. Feature: Diabetes Stories "Don't take diabetes for granted." Past Issues / Fall 2009 ... regularly, and take your medicines on time. Don't take diabetes for granted! Fall 2009 Issue: Volume ...

367

The impact of note-taking for learning in higher education : A smart digital enhanced learning setting  

OpenAIRE

The typical traditional tool (i.e. pen and paper) for note-taking is simple and lightweight. Although the methods used by teachers, particularly at university level, have changed significantly from paper documentation to digital resources, most students still feel more comfortable recording class notes using pen and paper. In this paper I argue that digital advances have not been optimized for the once static environment of academic note-taking. The note-taking habits of students must be stud...

Liu, I. Jung

2010-01-01

368

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  

DEFF Research Database (Denmark)

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

2013-01-01

369

Prescribed medicines: who takes what?  

OpenAIRE

The number of prescribed medicines dispensed in England and Wales increased by 21% between 1969 and 1977. Surveys carried out at the Institute for Social Studies in Medical Care have been used to compare the reported consumption of prescribed medicines in those two years. Although there were some changes in the distribution of prescribed medicines between age, sex, and social class groups, there did not appear to be an increase in the use of these medicines commensurate with the increase in t...

Anderson, R.

1980-01-01

370

Take Your Time: Olafur Eliasson  

Science.gov (United States)

SFMOMA (San Francisco Museum of Modern Art) presents this interactive Web feature on Olafur Eliasson, a Danish/Icelandic artist who works primarily in large installations. The web site consists of four sections: Seeing Yourself Seeing; Art As Experiment; Your Experience Is Individual; and Why Take Your Time. The sections utilize video, texts and images to discuss Eliasson's approach to the art making process. Since Eliasson's major works are immersive installations, viewers' responses to the work are an important component, described in the "Seeing Yourself Seeing" section. "Art As Experiment" points out the collective nature of Eliasson's art-making process in his Berlin studio, where Eliasson often works with as many as three dozen collaborators. The title of the exhibition, "Why Take Your Time?" asks viewers to decide if the artist has wasted their time, or created a valuable experience, worthy of the time spent. There is a row of thumbnail images along the bottom border of the main page of the site and clicking anyone of these opens a form to post comments to the exhibition blog.

371

Effects of sustained teacher professional development on the classroom science instruction of elementary school teachers  

Science.gov (United States)

The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas. Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council's report, Taking Science to School: Learning and Teaching Science in Grades K-8. The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom. This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall effective science instruction scores.

Hauck, Nancy

372

How three biology teachers describe their teaching practice through metaphor  

Science.gov (United States)

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

373

Teacher Reflection in Literacy Education– Borrowing from Bakhtin  

Directory of Open Access Journals (Sweden)

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.

Soyong Lee

2013-09-01

374

Innovations in Science and Technology Education through Science Teacher Associations  

Directory of Open Access Journals (Sweden)

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

Ben B. Akpan

2010-06-01

375

The Teacher as Shaman  

Science.gov (United States)

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

Mayes, Clifford

2005-01-01

376

High Tech Teacher Feedback.  

Science.gov (United States)

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

Crow, Linda W.; Buckley, Pamela K.

1988-01-01

377

Teachers with Drive  

Science.gov (United States)

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

Coggins, Celine; Diffenbaugh, P. K.

2013-01-01

378

Children as Art Teachers  

Science.gov (United States)

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

Szekely, George

2011-01-01

379

Alchemy and the Teacher  

Science.gov (United States)

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

Mayes, Clifford

2003-01-01

380

Teachers Behaving Badly.  

Science.gov (United States)

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

Waggoner, Chuck

2003-01-01

381

Can Teachers Help?  

Science.gov (United States)

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

Strategies, 1988

1988-01-01

382

LINGUISTIC PREPARATION OF TEACHERS.  

Science.gov (United States)

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

MERRIMAN, DERALD

383

The teacher under stress  

Directory of Open Access Journals (Sweden)

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

Krnjaji? Stevan B.

2003-01-01

384

Chemistry Teachers' Functional Paradigms.  

Science.gov (United States)

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

Lantz, Oliver; Kass, Heidi

1987-01-01

385

Aquaculture. Teacher Edition.  

Science.gov (United States)

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

Walker, Susan S.

386

Teachers as Writers  

Science.gov (United States)

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

Watts, Jeri H.

2009-01-01

387

The Flexible Teacher  

Science.gov (United States)

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

Christenbury, Leila

2011-01-01

388

Teacher Technology Mentors  

OpenAIRE

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

Annette Kratcoski; Karen Swan; Patricia Mazzer

2007-01-01

389

The Media Teacher's Handbook  

Science.gov (United States)

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

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

2011-01-01

390

The value of open distance learning (ODL) in assisting History teachers with heritage investigation.  

OpenAIRE

This article highlights some of the challenges facing history teachers in designing and assessing heritage investigation projects in the Further Education and Training (FET) band and the need for teachers to be proactive in terms of their professional development. It also explores ways in which open distance learning (ODL) can address these challenges by providing guidance, encouragement, practical skills training and resource material, especially to those teachers who cannot take their learn...

Lubbe, Henrie?tte J.

2010-01-01

391

Teachers’ Views about Effective Use of Technology in Classrooms  

Directory of Open Access Journals (Sweden)

Full Text Available Effective use of technology in educational environments and its successful integration increases the productivity of instructional processes. Constant and good-quality support supposed to be provided for teachers is quite important for technology use in educational environments. Thus, it is necessary to find answers to the question of what kinds of activities could be used to provide teachers with constant support for technology integration in educational environments. In this respect, the present study aimed at determining teachers’ views and their suggestions about the process of technology integration into educational environments and about the problems experienced in the process. In the study, the research sample included a total of 21 teachers teaching at Tepebasi Resat Benli Elementary School in the city of Eskisehir. Of all the participating teachers, 11 of them were elementary school teachers, and 10 of them were field teachers. In order to find answers to the research questions directed in line with the overall purpose of the study, the qualitative research method was applied. The research data were analyzed with the help of thematic analysis. The research data were collected via the focus-group interviews held with the teachers, observations and researcher journals. The data collected in the study were gathered under two main themes depending on the open-ended questions directed to the teachers regarding technology use and on the related literature. These themes were ‘Problems experienced by teachers regarding technology use in class’ and ‘Suggestions for effective use of technology’.

Adile a?k?m Kurt

2012-04-01

392

A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices  

Science.gov (United States)

The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher-centered teaching strategies. (5) The classroom environment structured by the cooperating teacher was an important factor making use of constructivist strategies. Cooperating teachers' science teaching and learning philosophy has influenced preservice science teachers' beliefs and practices.

Yakar, Zeha

393

An assessment of asthmatic knowledge of school teachers.  

Science.gov (United States)

A group of 69 teachers in two high schools in Holon were asked to fill out questionnaires measuring their general knowledge about asthma as well as their specific awareness of the asthmatic pupils in their class. The source of their knowledge comes from reading popular articles in newspapers and periodicals as well as popular scientific books (43.5%); and later from discussions with physicians and nurses (15.5%). The knowledge of the class teachers was compared with that of various single subject teachers. The importance of the teachers' knowledge is emphasized as well as its effect upon the pupils. Practical ways to increase that knowledge are suggested and discussed. PMID:2370244

Brook, U

1990-01-01

394

Beginning Teacher Programs  

Directory of Open Access Journals (Sweden)

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

Carol B. Furtwengler

1995-02-01

395

Teacher unionism reborn  

Directory of Open Access Journals (Sweden)

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

Lois Weiner

2013-09-01

396

Emotionally intelligent teachers  

Directory of Open Access Journals (Sweden)

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

Rosario Cabello

2010-04-01

397

Taking it all back home  

International Nuclear Information System (INIS)

Reprocessing contracts stipulate that Cogema's and BNFL's foreign customers will take back their vitrified residues to ensure subsequent storage themselves. National policies have been defined by those customers for the interim storage on return. Belgium and Japan have chosen to store them in glass canisters in air-cooled pits - at Mol and at Rokkasho-mura, respectively (similar to their current stores at the reprocessing plants) -while Germany and Switzerland have opted to use storage flasks. Aware of the need for vitrified residue return, almost 10 years ago Transnucleaire began developing a new model of flask to suit the various needs of the utilities concerned. Named TN 28 V in view of its basic payload of 28 vitrified waste canisters, this flask is currently being manufactured in two versions: one for the routine transport of glass-containing canisters and another for their transport followed by a long period of interim storage. (author)

398

Data Glove For Note Taking  

Directory of Open Access Journals (Sweden)

Full Text Available We aim at creating a note-taking device typically to be used in a classroom environment. Traditional methods of writing have limited speed and cannot keep up with speech. Writing with pen on paper requires us to look at the paper, which can reduce concentration on the ongoing discussion. Laptops are costly, power consuming and heavy for such a trivial task. Voice to text programs dont have the freedom of choosing the text to be included, and noise in the room can affect performance of such a program. Smart phones have a small keypad, which demands more user concentration. We have created a glove that one can wear and touch-type on any flat surface with minimal costs and power consumption. With ergonomics in mind, the glove has been designed to yield ten self fabricated switch button sensors to finally create a complete utility for simple and an inexpensive typing tool.

Akshay Mahajan

2012-11-01

399

IN MY OPINION: Taking part matters  

Science.gov (United States)

For a week last July, the University of Leicester played host to the 31st International Physics Olympiad. Sixty-three countries sent teams of five students, accompanied by two Leaders who were professors or teachers. The students faced two five-hour exams, one theory and one practical, woven into a week of visits and fun. The International Physics Olympiad has been held since 1967. The idea originated at a conference of the Czechoslovak Physical Society in Prague and the first competition was in Warsaw with teams from Bulgaria, Czechoslovakia, Hungary, Poland and Romania participating. The competition has grown in size and scope over the decades, and in 1991 it was awarded the medal of the International Commission on Physics Education. The citation reads `the International Physics Olympiad has become an achievement of world wide impact, and physics educators from various countries around the world have attested to the strong influence it has had in stimulating interests in physics among both students and teachers in their countries'. The British Physics Olympiad team was chosen from Year 13 students who had come through the selection procedure. Schools are invited to challenge their best pupils with a preliminary paper, sat and marked at school. Students gaining above a given threshold are encouraged to sit a second, three-hour paper, which is centrally marked and graded. From among the Gold-medal winners in this exam, the team of five is selected. Amid the pressures of A-levels, some practical and theory tuition is fitted in before the competition. The different countries use a variety of selection methods and coaching. The Australians managed a week of scientific and cultural education in Vienna prior to arriving at Leicester, and several teams talked of pre-competition work-camps. How much Physics can be crammed into a week? Countries that have institutions selecting pupils highly gifted in Maths and Science have a great start, as do those with the most demanding syllabuses for pre-university exams. In years gone by, some of our most gifted students happened to be taught by some of our most able teachers, and together they tackled the old Scholarship-level papers. The old O-level work gave students a solid grounding in classical mechanics, electricity and magnetism, with lots of sums on which to anchor the concepts. Those who enjoyed this aspect of the science could launch into A-level studies of Maths, Physics, Chemistry and/or Further Maths, and relish the challenges hidden in the syllabuses. Advanced level aims have changed. Mathematical elements have been played down; traditional proofs and applications may be referred to but are no longer required learning for the candidates. The modular system allows less repetitive revision and consolidation of ideas so that students are not required to immerse themselves in the subject in the same way as a generation ago. Does this matter? The `new way' hopes to attract some students into Physics and Engineering who would have been intimidated by the rigour and commitment required to do well in the old system. The single-minded student has a wealth of information available to further his or her studies and will not be limited by the dictates of any syllabus. However, without the need to meet exam requirements, many of our most able students have been deprived of the pleasure of advancing their knowledge so far at school, and must wait for a degree course to take up the story. (We should worry if many of these potential scientists get deflected from Physics.) The change in A-level targets inevitably means that the UK is slipping down the IPhO medal table, but in the Olympic tradition it is the taking part that matters. The 31st Olympiad was won by the People's Republic of China, with five gold medals out of five. Heartiest congratulations to them and to Russia, who came second with two gold, two silver and a bronze. The other gold medals went to Hungary (2), India (2), Taiwan (2), Bulgaria (1) and Switzerland (1). The UK team won two bronze medals. Who will be lucky enough to g

Stone, Christine

2000-09-01

400

Sampling vs. taking some - 59349  

International Nuclear Information System (INIS)

Collecting a sample is a delicate task that is Not naively equivalent to simply 'taking some of the material'. The question examined is: 'What is it exactly?' The problem of sampling in general, and for nuclear decontamination in particular, is properly defined. A theory is presented (Gy's Theory of Sampling, a.k.a. TOS) that brings all the answers and allows us to put them to work. The author draws form his lifelong experience in research, teaching and practical applications in this domain to emphasize the critical odds (i.e. risks) of not taking sampling explicitly into account when assessing grades and concentrations. The evolution of the acceptance of this theory in the nuclear industry is finally illustrated, and a hopeful glimpse into the future concludes the presentation. Equally interesting, however, besides what has already been achieved at the CEA along these years, is the realization of what could not be done with TOS, and therefore had to be treated in some other ways - e.g. using mapping tools (geostatistical). It is one the great side-advantages of using a consistent theory that it warns you, before it is too late, that what you are trying to do will not work: TOS, indeed, much like its Geo-statistics sister, besides preventing many a disaster, can provide pragmatic lessons in scientific humility that are best not being left ignored. In conclusion, there are great tools out there, such as TOS, that are well worth investing into, and that our community sh investing into, and that our community should be much more attuned to. (author)

401

A study of teacher inservice in Jordan using an inservice approach developed for teachers in the United States  

Science.gov (United States)

The study examined the effectiveness of using a teacher inservice model developed in a western culture in a developing country context. Specifically, the Science PALs model developed at the University of Iowa was adapted for implementation in a Jordanian setting. A combination of qualitative and quantitative research strategies was used to study the reactions of seven third grade teachers, all of the students in four of the seven teachers' classrooms, and the parents of these students. Teacher attitudes toward and understanding of principles of constructivist teaching, the specific use of student ideas, and the role of non-text reading materials were studied in a pre-test, post-test, post-post-test design. Student reactions to the study teachers' attempts to incorporate the ideas presented in the inservice were collected via a modified form of a student teachers and their students during science instruction as well as interviews with teachers, students and parents provided a rich base of qualitative data for the study. Analysis of the teacher survey data revealed that Jordanian teachers seemed to understand and enthusiastically embrace basic constructivist ideas promoted in the adapted version of the Science PALs inservice. Classroom observations and interviews with teachers, students, and parents showed that teachers made legitimate efforts to lecture less, question more, use student ideas, incorporate children's literature, and involve parents, all of which are critical elements of the Science PALs model. The data also showed that parents were positive about doing science activities with their children and taking an active role in their child's science instruction, attitudes rarely held by Jordanian parents. Study data also revealed that students were more actively involved and enthusiastic about science. Again, contrary to custom, students were observed asking more questions, requesting more activities and science time, and engaging in science discussions.

Al-Momani, Ibrahim Abdalla

402

Supporting Children's Mental Health in Schools: Teacher Views  

Science.gov (United States)

Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students' social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and…

Graham, Anne; Phelps, Renata; Maddison, Carrie; Fitzgerald, Robyn

2011-01-01

403

"I Finally Get It!": Developing Mathematical Understanding during Teacher Education  

Science.gov (United States)

A deep conceptual understanding of elementary mathematics as appropriate for teaching is increasingly thought to be an important aspect of elementary teacher capacity. This study explores preservice teachers' initial mathematical understandings and how these understandings developed during a mathematics methods course for upper elementary…

Holm, Jennifer; Kajander, Ann

2012-01-01

404

Project ASTRO: How-To Manual for Teachers and Astronomers.  

Science.gov (United States)

Project ASTRO is an innovative program to support science education by linking teachers and students in grades 4-9 with amateur and professional astronomers with the overall goal being to increase students' interest in astronomy and science in general. This manual was designed for teachers, amateur and professional astronomers, youth group…

Richter, Jessica; Fraknoi, Andrew

405

Secondary-Level Student Teachers' Conceptions of Mathematical Proof  

Science.gov (United States)

Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics…

Varghese, Thomas

2009-01-01

406

Teacher Education in Scotland--Riding out the Recession?  

Science.gov (United States)

Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement "A teaching profession for the 21st century." This agreement led to a number of…

Menter, Ian; Hulme, Moira

2012-01-01

407

How Biology Teachers Can Respond to Intelligent Design  

Science.gov (United States)

Teachers of biology and related subjects are increasingly meeting objections from students and their parents to the teaching of evolution and the exclusion of what is called the theory of Intelligent Design. This paper attempts to draw together arguments and evidence which may be used by such teachers. Four lessons are drawn from the 1982…

Mackenzie, Jim

2010-01-01

408

Beyond Pragmatic Skepticism: Supporting the Continued Professional Growth of Teachers.  

Science.gov (United States)

This study sought to promote increased understanding of teachers' personal beliefs and philosophies about teaching and learning and the impact of these beliefs and philosophies on action in the classroom. Subjects were 17 elementary school regular and special education teachers who participated in an inservice course, videotaped themselves…

Wiggins, Robert A.

409

Teacher Stress and Personal Values. An Exploratory Study  

Science.gov (United States)

This article presents the first stage of a small-scale research project into the relationship between teacher stress and personal values. It starts by outlining the problem of teacher stress and an overview of the literature investigating the sources of it. A particular combination of factors related to personal values that may increase

Bachkirova, Tatiana

2005-01-01

410

Intercultural Sensitivity of Teachers Working with Refugee Children  

Science.gov (United States)

Student diversity in American classrooms is exponentially increasing while teachers serving these students remain relatively culturally homogeneous. Moreover, the proficiency test-driven reality of today's education fosters a tendency among teachers to minimize cultural differences of their students. This cultural gap in schools raises…

Strekalova, Ekaterina

2013-01-01

411

Small College Teacher Preparation Program Evaluations: A Multiple Case Study  

Science.gov (United States)

The methods of evaluating teacher preparation programs are becoming increasingly more reliant on student test data. These test data driven formats, however, are not appropriate for small colleges. Small colleges are currently left off the Tennessee Report Card on the Effectiveness of Teacher Training Programs because the colleges did not produce…

Saynes, Kathryn

2013-01-01

412

Teacher Role Stress, Higher Order Needs and Work Outcomes.  

Science.gov (United States)

Using a sample of 371 elementary and secondary teachers, this study examined whether three role stresses (role ambiguity, conflict, and overload) are related to two individually and organizationally related values and how teachers moderated stresses. Organizational commitment is affected by role stress. Teaming might increase role ambiguity.…

Conley, Sharon; Woosley, Sherry A.

2000-01-01

413

World History and Teacher Education: Challenges and Possibilities  

Science.gov (United States)

This article discusses the role that teacher educators can play in helping their students develop a fuller understanding of world history. Trends such as globalization have led to calls for increased teaching about the diverse cultures and peoples of the world. However, prospective teachers' educational backgrounds have in most cases not…

Marino, Michael

2011-01-01

414

"New and Improved" Teacher Unionism: But Will It Wash?  

Science.gov (United States)

Unions are increasingly advocating for teaching as an occupation and for public education as an American institution. New and improved unionism is replacing teachers as industrial workers with teachers as knowledge workers empowered to devise educational solutions from the classroom up. Unions' new vision will be organized around quality,…

Kerchner, Charles; Koppich, Julia; Weeres, Joseph

1998-01-01

415

Beyond Salaries: Employee Benefits for Teachers in the SREB States.  

Science.gov (United States)

This report summarizes teachers' and employers' contribution rates to retirement, Social Security and Medicare, and major medical plans. Several Southern Regional Education Board (SREB) states have adopted multi-year goals to raise teacher pay, which involves additional costs for benefits tied to those salary increases. These benefits can add…

Gaines, Gale F.

416

Reading Comprehension Strategies: An International Comparison of Teacher Preferences  

Science.gov (United States)

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive…

Kissau, Scott; Hiller, Florian

2013-01-01

417

The Importance of Action Research in Teacher Education Programs  

Science.gov (United States)

Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever…

Hine, Gregory S. C.

2013-01-01

418

Multicomponent Training of Teachers of Students with Severe Disabilities  

Science.gov (United States)

Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT)…

Brown, Phillip; Stephenson, Jennifer; Carter, Mark

2014-01-01

419

Measuring Teachers' Pedagogical Content Knowledge in Primary Technology Education  

Science.gov (United States)

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often…

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2009-01-01

420

Performance-Related Pay: District and Teacher Characteristics  

Science.gov (United States)

This study examined the characteristics of performance-related pay (PRP) for teachers in the United States. From 1999 to 2007, the percentage of districts offering PRP and the percentage of teachers receiving PRP increased significantly. Large and ethnically diverse districts in urban areas with less union influence were more likely to offer PRP.…

Liang, Guodong; Akiba, Motoko

2011-01-01

421

Accounting for Exogenous Influences in Performance Evaluations of Teachers  

Science.gov (United States)

Students' evaluations of teacher performance (SETs) are increasingly used by universities. However, SETs are controversial mainly due to two issues: (1) teachers value various aspects of excellent teaching differently, and (2) SETs should not be determined on exogenous influences. Therefore, this paper constructs SETs using a tailored version of…

De Witte, Kristof; Rogge, Nicky

2011-01-01

422

Teacher Education Policy in Ireland and the Challenges of the Twenty-First Century  

Science.gov (United States)

In line with the principles of the Bologna Process, teacher education systems across Europe are converging along a common path. Taking the Republic of Ireland (Ireland) as a case study, this paper examines the European agenda in relation to teacher education and asks how individual nation states are coping with the demands of greater comparability…

Harford, Judith

2010-01-01

423

School-Level Politics and Professional Development: Traps in Evaluating the Quality of Practicing Teachers  

Science.gov (United States)

Teacher supervision and evaluation are fundamental responsibilities of the principal. Yet principals and teachers find their supervisory interactions to be difficult and unsatisfying experiences. This article explores the micropolitical context in which supervision and evaluation take place. Highlighting specific examples in New York City, the…

Cooper, Bruce S.; Ehrensal, Patricia A. L.; Bromme, Matthew

2005-01-01

424

The Role of Staff Development in the Professional Development of Teachers: Implications for Inservice Training  

Science.gov (United States)

The school environment is a very dynamic sphere. Changes continually take place in educational policy, curriculum and in a school's physical and social environment. A teacher who wants to be effective in such an environment has to adapt to these changes. Continuous professional development of teachers is essential to addressing the gaps in…

Singh, S. K.

2011-01-01

425

Motivation and Quality of Work Life among Secondary School EFL Teachers  

Science.gov (United States)

This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results…

Baleghizadeh, Sasan; Gordani, Yahya

2012-01-01

426

Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with Their Maori Students  

Science.gov (United States)

This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate…

Glynn, Ted; Cowie, Bronwen; Otrel-Cass, Kathrin; Macfarlane, Angus

2010-01-01

427

Using Community as a Resource for Teacher Education: A Case Study  

Science.gov (United States)

This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals--the processes of using a community organization to…

Koerner, Mari E.; Abdul-Tawwab, Najwa

2006-01-01

428

How Principals Promote and Understand Teacher Development under Curriculum Reform in China  

Science.gov (United States)

On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in…

Qian, Haiyan; Walker, Allan

2013-01-01

429

Contribution of Teacher Ratings of Behavioral Characteristics to the Prediction of Divergent Thinking and Problem Solving.  

Science.gov (United States)

Predicted divergent thinking and problem-solving performance of elementary school students from teachers' ratings of students' affective/behavioral characteristics, and from intelligence test scores. Found teachers' ratings of sensitivity to beauty, risk taking, awareness of impulses, and humor were the most frequent significant predictors in…

Houtz, John C.; Shaning, Dennis J.

1982-01-01

430

ACCEPTANCE OF SELF-EVALUATION OF TEACHERS IN LOWER PRIMARY SCHOOLS  

OpenAIRE

Acceptance of self-evaluation as a complex, challenging activities and competencies of teachers ceased to be the issue of his personal choice, so this process the teacher must accept as an unavoidable factor in their professional development and, in the classroom, to take responsibility for the affirmation of pedagogy and design appropriate learning environment for it.

Esad Kurejšepi

2013-01-01

431

Work-to-School Mentoring: Childcare Center Directors and Teachers' Return to School  

Science.gov (United States)

As supervisors of preschool teachers, childcare center directors are well-situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic…

Deutsch, Francine M.; Tong, Taryn L.

2011-01-01

432

Inferring Teacher Epistemological Framing from Local Patterns in Teacher Noticing  

Science.gov (United States)

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

Russ, Rosemary S.; Luna, Melissa J.

2013-01-01

433

Good Teaching Matters, Teachers Matter, and Teacher Education Matters  

Science.gov (United States)

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

Gordon, Lynn Melby

2012-01-01

434

Teacher Compensation and Teacher Quality. ERS Concerns in Education.  

Science.gov (United States)

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

Goldhaber, Dan D.; Eide, Eric R.

435

Perception of Teacher Education and Professional Identity among Novice Teachers  

Science.gov (United States)

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

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

2010-01-01

436

Teacher Leadership Development in PDSs: Perceptions of 22 Veteran Teachers  

Science.gov (United States)

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

Cosenza, Michael N.

2013-01-01

437

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2009-01-01

438

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2009-01-01

439

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2008-01-01

440

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

Science.gov (United States)

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

von Frank, Valerie, Ed.

2009-01-01

441

How Teachers Compare the Roles of Cooperating Teacher and Mentor.  

Science.gov (United States)

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

Ganser, Tom

2002-01-01

442

CNS Institute for Physics Teachers  

Science.gov (United States)

This professional development program from Cornell University's Center for Nanoscale Systems (CNS), designed specifically for high-school physics teachers, updates educators on recent advances in physics and related applications. It provides take-home laboratory exercises designed to meet the time and budgetary constraints of a typical high school. Site materials include an overview of the program and information on workshops and summer courses, a collection of downloadable, inquiry-based laboratory exercises, and information about an equipment lending library that supports the lab activities and is available to program participants. The Institute offers two-week and one-week programs, both for graduate credit. Participants are selected and awarded grants covering the full cost of attending the program.

2003-12-11

443

Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices  

OpenAIRE

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who ...

Scott, Karen M.

2014-01-01

444

Agriculture Teachers’ Use of Interactive Whiteboards (IWBs: Teachers’ Perceptions of Innovativeness and Technology Integration  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this descriptive-correlational study was to assess the level of innovativeness of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB. The study also sought to determine if relationships existed between teachers’ IWB innovativeness scores and selected personal and professional characteristics. The findings of this study revealed that as a teacher’s age and years of teaching experience increased, his or her perceived level of innovativeness regarding use of interactive whiteboards (IWBs decreased. Therefore, younger and less experienced teachers were further advanced in Rogers’s (2003 innovation-decision process. In addition, this study found that a majority of the agriculture teachers were in the implementation and confirmation stages of the innovation-decision process. Implications and recommendations point to creating professional development experiences for teachers in the knowledge and persuasion stages of the innovation-decision process to learn about effective use of IWBs, to acquire procedural or “how-to” knowledge of the IWB, and to have opportunities to practice using it. Additional research should examine how the use of IWBs affects student learning and achievement in school-based agricultural education.

J. C. Bunch

2015-02-01

445

Robert Noyce mathematics and science teacher preparation and retention at two California State University campuses  

Science.gov (United States)

There is a persistent and growing shortage in the supply of "highly qualified" future science and mathematics teachers in the nation's classrooms. As a consequence, as many as 53% science and 23% math students take classes from teachers who are teaching out-of-field. Currently, there are many established programs that provide incentives for science and math students to enter the teaching profession. One program in particular, the Robert Noyce Scholars Program, was the genesis of the Authorization Act of 2002 - P.L. 107-368 and is funded by the National Science Foundation specifically to address the need for highly qualified STEM Teachers. IHEs, which are awarded these grant funds, are provided with significant funding for student scholarships and are expected to provide programmatic support for these students who are planning to become teachers. Programmatic support is intended to enhance the preparation of these future STEM teachers who are expected to teach in high needs classrooms. The purpose of this study was to examine if different views of the teacher education program exist between teachers who have been supported by the Noyce programs and those who have not received Noyce support. Noyce teachers and non-Noyce teachers are two aggregate groups that included teachers from CSU, Fresno and CSU, Long Beach. This study also examined retention percentages and demographic composition of Noyce-supported teachers from both campuses as an aggregate group in comparison to teachers in the nation and in the state. The study found no significant differences between Noyce teachers and non-Noyce teachers on their views about their teacher preparation program. Both groups on average reported their preparation to be adequate. Significant proportional differences by ethnicity were found between Noyce teachers and the general teacher population in the U.S. and California. Significant proportional differences by ethnicity and content area were also found between high school teachers in the U.S. and high school teachers in the Noyce Teacher community. Retention rates among beginning teachers were also found to be higher for the Noyce Teacher Community when compared to the general population of teachers in the U.S. and California.

Arvizu, Jaime

446

The Social Construction of Academic Language in Teacher Education: Preparing Preservice Teachers to Work with English Language Learners  

Science.gov (United States)

Increasing numbers of English language learners enrolled in public schools has brought national attention to issues surrounding the education of linguistically diverse students. Teacher education programs have come under scrutiny for not doing an "adequate job of preparing teachers to teach diverse populations" (Hollins & Guzman, 2005, p. 478).…

Scalzo, Jennifer Noel

2010-01-01

447

Institutional traditions in teachers' manners of teaching  

Science.gov (United States)

The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called "Properties of materials". The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students' attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher's manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition common in science education in Sweden between 1960 and 1990.

Lundqvist, Eva; Almqvist, Jonas; Östman, Leif

2012-03-01

448

Teacher to Teacher: Supporting English Language Learners  

Science.gov (United States)

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

McElroy, Edward J.

2005-01-01

449

Teacher Pension Preferences: Pilot Study Results. Conference Paper 2009-14  

Science.gov (United States)

Teacher pensions are fast becoming a significant issue in education policy. Mounting unfunded pension financial liability, likely larger numbers of retiring teachers, increasing mobility among existing teachers, and unfavorable comparisons with less generous private sector pension plans all contribute to putting pedagogues pensions in the public…

Smith, Elizabeth Ettema; Guthrie, James W.

2009-01-01

450

The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity  

Science.gov (United States)

Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

Russ, Laura

2015-01-01

451

Gaining Confidence, Managing Conflict: Early Career Conceptions of Teacher Leadership during Graduate Coursework  

Science.gov (United States)

Increasingly, graduate programs in education are promoting the development of teacher leadership. Yet the discussion on how to prepare teachers for leadership roles and responsibilities is only beginning. In this article, we draw on the written reflections of early career teachers enrolled in a curriculum and instruction master's program so…

Carver, Cynthia L.; Meier, Jeanne M.

2013-01-01

452

Global Paradigm Shift in Pedagogy and English Language Teachers' Professional Development in Pakistan  

OpenAIRE

Education system like other areas of modern society has undergone a phenomenal paradigm shift from learning to e learning and teacher to e teacher. The shift embodies substantial departure from objectivist teacher centered instructional methodology to collaborative, interactive, customized, metacognitive and constructivist pedagogical approaches. The paradigm also signifies increased use of information and communication technologies (ICTs) in teaching/ learning practices and higher education ...

Asim Karim

2012-01-01

453

Building the Best Faculty: Strategies for Hiring and Supporting New Teachers.  

Science.gov (United States)

This work explores the process of devising effective recruitment, hiring, training, and retention strategies for new teachers. Chapter 1, "The Need for New Teachers," documents the growing need for teachers due to growing enrollment, retirement, and increasing specialization. Chapter 2, "Envisioning and Defining the New Position," explains the…

Clement, Mary C.

454

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

Science.gov (United States)

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

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

2011-01-01

455

Teacher Retention: Estimating and Understanding the Effects of Financial Incentives in Denver  

Science.gov (United States)

Extensive teacher mobility can undermine policy efforts to develop a high-quality workforce. As one response, policymakers have increasingly championed financial incentives as a way to retain teachers. In January, 2006, Denver Public School District, the Denver Classroom Teachers' Association, and Denver voters approved and funded one of the most…

Fulbeck, Eleanor Spindler

2011-01-01

456

Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education  

Science.gov (United States)

The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher?s role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special education/early intervention content and…

Chang, Florence; Early, Diane M.; Winton, Pamela J.

2005-01-01

457

Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program  

Science.gov (United States)

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

Teemant, Annela

2005-01-01

458

Inclusive Classrooms: An Examination of the Attitudes and Perspectives of K-5 General Education Teachers  

Science.gov (United States)

Inclusion has altered the teaching and learning environment in many ways. General education teachers face increasing challenges as their role becomes more complex to meet the demands of teaching both general and special education students in the same classroom. Teachers are pivotal in the success of inclusion and exploring how teachers feel about…

Martin, Gayle

2010-01-01

459

Long-Term Effects of Teacher Performance Pay: Experimental Evidence from India  

Science.gov (United States)

While the idea of teacher performance-pay is increasingly making its way into policy, the evidence on the effectiveness of such programs is both limited and mixed. The central questions in the literature on teacher performance pay to date have been whether teacher performance pay based on test scores can improve student achievement, and whether…

Muralidharan, Karthik

2012-01-01

460

The Extent of Teacher Participation in Decision-Making in Secondary Schools in Zimbabwe  

Science.gov (United States)

In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely…

Wadesango, Newman

2010-01-01

461

Project Quest: A Journey of Discovery with Beginning Teachers in Urban Schools  

Science.gov (United States)

Seven higher education institutions in Massachusetts collaborated to develop and implement Project QUEST (Quality Urban Education and Support for Teachers), a support program for beginning urban teachers. Motivated by both the need to retain beginning teachers beyond the first few years of teaching and the desire to increase urban school…

Alkins, Kimberley; Banks-Santilli, Linda; Elliott, Paula; Guttenberg, Nicole; Kamii, Mieko

2006-01-01

462

Telling Is Compelling: The Impact of Student Reports of Bullying on Teacher Intervention  

Science.gov (United States)

Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by…

Novick, Rona Milch; Isaacs, Jenny

2010-01-01

463

Conceptualising Changes to Pre-Service Teachers' Knowledge of How to Best Facilitate Learning in Mathematics: A TPACK Inspired Initiative  

Science.gov (United States)

In 2010, the Australian Commonwealth government initiated an $8m project called Teaching Teachers for the Future. The aim of the project was to engage teacher educators in a professional learning network which focused on optimising exemplary use of information and communications technologies in teacher education. By taking part in this network,…

Bate, Frank G.; Day, Lorraine; Macnish, Jean

2013-01-01

464

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

Science.gov (United States)

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

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

2010-01-01

465

IN-SERVICE TEACHER EDUCATION PROGRAMME : TEACHERS' PERCEPTION  

OpenAIRE

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

Suman Dala; Neetu Sharma, N. N.

2014-01-01

466

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

OpenAIRE

In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazar?, one of the two central municipalities in Eski?ehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazar?. 195 teachers and pri...

Semra K?ranl?

2013-01-01

467

Views of parents, teachers and children on health promotion in kindergarten : first results from formative focus groups and observations  

DEFF Research Database (Denmark)

The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology : Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2 nd methodology : Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing pressure to take more responsibility and initiatives for the children ’ s health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a refl ection of what the video camera has recorded.

Sansolios, Sanne; Mikkelsen, Bent Egberg

2011-01-01

468

Cornell Institute for Biology Teachers  

Science.gov (United States)

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

Cornell Institute for Biology Teachers

469

In the Company of Teachers  

Science.gov (United States)

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

Wood, George

2009-01-01

470

Teacher Investment in Learner Identity  

Science.gov (United States)

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

Reeves, Jenelle

2009-01-01

471

Educational Psychology within Teacher Education  

Science.gov (United States)

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

Poulou, Maria

2005-01-01

472

Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices  

Directory of Open Access Journals (Sweden)

Full Text Available As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.

Karen M. Scott

2014-07-01

473

Take care of your mouse!  

CERN Multimedia

“Stop --- Think --- Click" is the basic recommendation for securely browsing the Internet and for securely reading e-mails. Users who have followed this recommendation in the past were less likely to have their computer infected or their computing account compromised. We would like to thank all those who donated their mouse to the CERN Animal Shelter for Computer Mice (http://cern.ch/c-a-s). For those who still use a mouse, please stay vigilant and  alert: do not click on links whose origin you do not trust or which look like gibberish. Do not install untrusted software or plug-ins, since software from untrusted sources may infect or compromise your computer, or violate copyrights. Finally, take particular care with e-mails: Do not open unexpected or suspicious e-mails or attachments. Delete them if they do not concern you or if they appear strange. If in doubt, or if you have questions, please do not hesitate to contact Computer.Security@cern.ch

IT Department

2011-01-01

474

TEACHERS’ PERCEPTIONS OF OTHER TEACHERS’ SPONTANEOUS HAND GESTURING IN THE EFL CLASSROOM  

Directory of Open Access Journals (Sweden)

Full Text Available The evidence for gesture being a vital element in the classroom is becoming insurmountable; however, it remains to be seen how long it will take to be fully utilized in the EFL classroom. This study, using a qualitative descriptive methodology, briefly examines how a group of teachers perceive gesturing after viewing a video performance of an EFL practitioner. All of the data was collected online via a questionnaire and a recorded semi-structured interview. Volunteers were, or had been, teaching English within the past twelve months and approached the researcher to take part in the study via social media. The results of the study suggest that teachers fully acknowledge the importance of gesture and commonly attribute similar functions to specific gestures within a teaching performance. Overall, the results offer numerous pedagogical implications for gesture and SLA and support previous assertions regarding the need to make teachers fully aware of the gestures they use in the classroom. Analysis of the questionnaires also revealed that teachers seldom have the opportunity to view their own teaching and suggests that gesture needs to play a much greater role within critical reflective practice.

John Michael THOMPSON

2014-10-01

475

Teachers' perceptions about their own professionalism in Lejweleputswa distric, Free State Province, South Africa  

OpenAIRE

Education reform in many parts of the world is premised on the view that teachers show lack of professionalism. The solution to this problem lies in increasing teacher professionalism. Education reform, therefore, affects how teachers view themselves as professionals, their work and their effectiveness, and how they compose their identities in schools. The study aims to investigate the perceptions of teachers with regard to the extent to which they practise professionalism in their schools. T...

Mosoge, Madimetsa Joseph; Taunuyane, Tlali

2012-01-01

476

Take Aim At Climate Change  

Science.gov (United States)

This music video features a rap song about some of the causes and effects of climate change with the goal of increasing awareness of climate change and how it will impact nature and humans. The website also includes links to short fact sheets with lyrics to the song that are annotated with the sources of the information in the lyrics.

Polar Palooza.com

477

Becoming a teacher : leraar worden  

OpenAIRE

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

Huizen, P. H.

2000-01-01

478

Developing Accomplished Teaching and Teachers  

OpenAIRE

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

Forde, C.

2010-01-01

479

Teachers’ Narratives indicate Professional Stamina  

DEFF Research Database (Denmark)

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

Daugbjerg, Peer SchrØder

480

Information Literacy for Future Teachers  

OpenAIRE

The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information ...

Ivana Batarelo Koki?

2012-01-01

481

Training of Adult Education Teachers : Experiences from a teacher training programme in cooperative learning  

DEFF Research Database (Denmark)

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.

Wahlgren, Bjarne

482

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

Science.gov (United States)

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

Boody, Robert M.

2008-01-01

483

Geography Teacher Education.  

Science.gov (United States)

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

Slater, Frances; Rask, Raymond

1983-01-01

484

Educational Assessment Profile of Teachers in the Sultanate of Oman  

Directory of Open Access Journals (Sweden)

Full Text Available This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012 to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers’ gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012 study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students’ desire for learning. Teaching load and teaching experience explained some of the differences in the teachers’ educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers’ classroom realities. Future research is needed to judge the validity of the teachers’ self-report surveys concerning educational assessment.

Hussain Alkharusi

2014-04-01

485

Risk taking behavior in tournaments: evidence from the NBA  

OpenAIRE

We empirically explore the relevance of risk taking behavior in tournaments. We make use of data from the NBA season 2007/2008 and measure risk taking by the fraction of three-point shots. Current heterogeneity of teams is taken into account by intermediate results. It turns out that indeed teams who are behind increase the risk in terms of more three-point attempts. We additionally analyze the consequences of this change in behavior. Enhanced risk taking is inefficient for the vast majority ...

Grund, Christian; Ho?cker, Jan; Zimmermann, Stefan

2010-01-01

486

Risk Taking Behavior in Tournaments - Evidence from the NBA  

OpenAIRE

We empirically explore the relevance of risk taking behavior in tournaments. We make use of data from the NBA season 2007/2008 and measure risk taking by the fraction of three-point shots. Current heterogeneity of teams is taken into account by intermediate results. It turns out that indeed teams who are behind increase the risk in terms of more three-point attempts. We additionally analyze the consequences of this change in behavior. Enhanced risk taking is inefficient for the vast majority ...

Grund, Christian; Ho?cker, Jan; Zimmermann, Stefan

2010-01-01

487

Wind Energy Teachers Guide  

Energy Technology Data Exchange (ETDEWEB)

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

anon.

2003-01-01

488

Teachers and Humanism  

OpenAIRE

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

Sophie Devineau

2010-01-01

489

Teachers before the 'threshold'  

OpenAIRE

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

Marsden, David

2000-01-01

490

Lava Layering: Teacher Page  

Science.gov (United States)

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

491

Teachers Voices Interpreting Standards  

OpenAIRE

The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has ...

Rigsby, Leo C.; Demulder, Elizabeth K.

2003-01-01

492

Assessing Teachers' Comprehension of What Matters in Earth Science  

Science.gov (United States)

Curricular standards developed for individual U.S. States tell teachers what they should teach. Most sets of standards are too numerous to be taught in a single year, forcing teachers to make decisions about what to emphasize in their curriculum. Ideally, such decisions would be based on what matters most in Earth science, namely, the big ideas that anchor scientific inquiry in the field. A measure of teachers' ability to associate curriculum standards with fundamental concepts in Earth science would help K-12 program and curriculum developers to bridge gaps in teachers' knowledge in order to help teachers make better decisions about what is most important to teach and communicate big ideas to students. This paper presents preliminary results of an attempt to create and validate a measure of teachers' comprehension of what matters in three sub-disciplines of Earth science. This measure was created as part of an experimental study of teacher professional development in Earth science. It is a task that requires teachers to take their state's curriculum standards and identify which standards are necessary or supplemental to developing students' understanding of fundamental concepts in the target sub-disciplines. To develop the task, a team of assessment experts and educational researchers asked a panel of four Earth scientists to identify key concepts embedded within middle school standards for the state of Florida. The Earth science panel reached a consensus on which standards needed to be taught in order to develop understanding of those concepts; this was used as a basis for comparison with teacher responses. Preliminary analysis of the responses of 44 teachers who participated in a pilot validation study identified differences between teachers' and scientists' maps of standards to big ideas in the sub-disciplines. On average, teachers identified just under one-third of the connections seen by expert Earth scientists between the concepts and their state standards. Teachers with higher levels of agreement also had a higher percentage of standards identified that were "off-grade," meaning that they saw connections to standards that they were not themselves required to teach but that nonetheless were relevant to developing student understanding of a particular concept. This result is consistent with the premise that to make good decisions about what to teach, teachers need to be able to identify relevant standards from other grade levels that are connected to the big ideas of a discipline (Shulman, 1986, Educ. Res. 15:4-14).

Penuel, W. R.; Kreikemeier, P.; Venezky, D.; Blank, J. G.; Davatzes, A.; Davatzes, N.

2006-12-01

493

Teacher Professional Development as a Scientific Problem in Comparative Pedagogics  

Directory of Open Access Journals (Sweden)

Full Text Available Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

Avshenyuk Natalia

2014-06-01

494

Teacher Incentives and Student Achievement: Evidence from New York City Public Schools. NBER Working Paper No. 16850  

Science.gov (United States)

Financial incentives for teachers to increase student performance is an increasingly popular education policy around the world. This paper describes a school-based randomized trial in over two-hundred New York City public schools designed to better understand the impact of teacher incentives on student achievement. I find no evidence that teacher

Fryer, Roland G.

2011-01-01

495

Biology Student Teachers' Conceptual Frameworks regarding Biodiversity  

Science.gov (United States)

In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

Dikmenli, Musa

2010-01-01

496

Do We Need Teachers in Children's Centres?  

Science.gov (United States)

This account considers the need for qualified teachers and headteachers in Children's Centres in England. It describes the ongoing decline in the importance of nursery education, and the concurrent expansion of childcare. The author argues that the best response to increasingly formal approaches in the early years is to maintain the role of the…

Grenier, Julian

2006-01-01

497

Collaboration with Community Partners: Engaging Teacher Candidates  

Science.gov (United States)

Two social studies methods instructors created an assignmen