WorldWideScience

Sample records for teachers increasingly takes

  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)

    Krumenaker, Larry

    2010-01-01

    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…

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

    Science.gov (United States)

    Landsmann, Leanna

    1982-01-01

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

  3. Preservice Teachers' Self-Judgments of Test Taking

    Science.gov (United States)

    Beghetto, Ronald A.

    2005-01-01

    The author examined potential differences between preservice teachers who held positive self-judgments of their test taking ability (positive self-judgers) and preservice teachers who held negative self-judgment of their test-taking ability (negative self-judgers). Preservice teachers (N = 87) enrolled in an introductory…

  4. Taking the Reins: Preservice Teachers Practicing Leadership

    Science.gov (United States)

    Dunlap, Karen; Hansen-Thomas, Holly

    2011-01-01

    What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…

  5. How Can Monolingual Teachers Take Advantage of Learners' Native Language in Class?

    Science.gov (United States)

    Pappamihiel, Eleni; Lynn, C. Allen

    2014-01-01

    With the increasing linguistic diversity of students in many classrooms around the world, teachers need to be well-equipped with strategies to address the learning needs of students with limited proficiency in the dominant language of the classroom. This article outlines various strategies that might help teachers reach that goal by taking

  6. Going Beyond Test-Taking Strategies: Building Self-Regulated Students and Teachers

    OpenAIRE

    Erika Swarts Gray; Stephanie G. Davis

    2007-01-01

    Since the inception of No Child Left Behind (NCLB), standardized tests have been on the minds of students, parents, and educators, who are consistently concerned with how to increase test scores. In this article, the authors suggest that it is time to look beyond tests to enable willing, focused, and persistent - that is self-regulated - students and teachers. Self-regulated students and teachers take control of their learning, set goals, monitor progress, reflect on outcomes, are intrinsical...

  7. Teacher Greetings Increase College Students' Test Scores

    Science.gov (United States)

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

    2009-01-01

    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'…

  8. “I'm Riskin' It”: Teachers Take on Consumerism

    Science.gov (United States)

    Harste, Jerome C.; Albers, Peggy

    2013-01-01

    This qualitative study investigates how 90 teachers explored critical curriculum through their reading, analysis and creation of counter advertisements. Located in visual discourse analysis, we designed a study to investigate the question "To what extent can teachers engaged in a critical literacy curriculum talk back to messages of consumerism,…

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

    Science.gov (United States)

    Simsek, Cengiz

    2012-01-01

    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…

  10. Districts Take Action to Stem Violence Aimed at Teachers

    Science.gov (United States)

    Honawar, Vaishali

    2008-01-01

    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…

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

    Science.gov (United States)

    Coskun, Ibrahim

    2013-01-01

    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…

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

    Science.gov (United States)

    Fischer, Peter; Kubitzki, Jörg; Guter, Stephanie; Frey, Dieter

    2007-03-01

    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

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

    OpenAIRE

    A.C. LAL KUMAR; R.Muthumanickam

    2012-01-01

    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 ...

  14. Implementation Intentions Increase Parent-Teacher Communication Among Latinos.

    Science.gov (United States)

    Arriaga, Ximena B; Longoria, Zayra N

    2011-01-01

    This research tested an implementation intentions intervention to increase parent-teacher communication among Latino parents of young children. Parents (n=57) were randomly assigned to form implementation intentions or simply goal intentions to communicate with their child's teacher. They completed measures of communication and goal intentions immediately prior to the manipulation, and after the manipulation for 6 consecutive weeks. Implementation intentions increased parent-teacher communication among parents with higher initial (pre-manipulation) goal intentions, but not among those with lower initial goal intentions. The findings support existing work on the conditions for implementation intentions to work, and address an important aspect of Latino children's educational success. PMID:22228918

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

    OpenAIRE

    Nguyen, Ngoc Phan Hong

    2006-01-01

    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 infor...

  16. Reading is very important, but...: Taking stock of South African student teachers’ reading habits

    Directory of Open Access Journals (Sweden)

    Nicole Rimensberger

    2014-04-01

    Full Text Available This article explores the contradiction between student teachers’ acknowledgement of the importance of reading and their actual personal reading habits, and by doing so, attempts to dig below the surface and ‘take stock’ of future teachers’ attitudes towards reading at a private tertiary institution in Durban, South Africa. The rationale is that without fully understanding student teachers’ own attitudes towards reading, the challenges of literacy and reading in the classroom cannot be fully addressed. It does this through a survey of 171 student teachers that investigated how much or how little they read for pleasure, what texts they read for pleasure (fiction, non-fiction, magazines, newspapers, online, how many of them are engaged readers of extended texts (fiction and non-fiction and finally, the role books and reading play in their lives. It emerged that student teachers’ positive attitude towards reading and their apparent understanding of its importance starkly contradicted their lack of own reading for pleasure and investment of their time in this activity. The acknowledgement of the importance of reading can be viewed as a small success. However, it is ultimately overshadowed by the reality that if this contradiction is not pointed out and interrupted, it could send a mixed message to future learners: that reading is important, but not pleasurable.

  17. Take

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Database initiated last year to track take authorized by formal consultations conducted by the Maine Field Station Staff (Jeff Murhpy, David Bean, Dan Tierney, and...

  18. Peers Increase Adolescent Risk Taking by Enhancing Activity in the Brain's Reward Circuitry

    Science.gov (United States)

    Chein, Jason; Albert, Dustin; O'Brien, Lia; Uckert, Kaitlyn; Steinberg, Laurence

    2011-01-01

    The presence of peers increases risk taking among adolescents but not adults. We posited that the presence of peers may promote adolescent risk taking by sensitizing brain regions associated with the anticipation of potential rewards. Using fMRI, we measured brain activity in adolescents, young adults, and adults as they made decisions in a…

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

    OpenAIRE

    Fischer, Peter; Greitemeyer, Tobias; Morton, Thomas; Kastenmüller, Andreas; Postmes, Tom; Frey, Dieter; Kubitzki, Jörg; Odenwälder, Jörg

    2009-01-01

    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 playin...

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

    OpenAIRE

    Ju?rges, Hendrik; Schneider, Kerstin

    2010-01-01

    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...

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

    Science.gov (United States)

    Marcy, Nancy

    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…

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

    Science.gov (United States)

    Fischer, Peter; Greitemeyer, Tobias; Morton, Thomas; Kastenmüller, Andreas; Postmes, Tom; Frey, Dieter; Kubitzki, Jörg; Odenwälder, Jörg

    2009-10-01

    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

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

    Science.gov (United States)

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

    2006-01-01

    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

  4. Fully Loaded: Outfitting a Teacher Librarian for the 21st Century. Here's What It Takes

    Science.gov (United States)

    Valenza, Joyce Kasman

    2011-01-01

    Like many teacher librarians, this author is often blessed with the opportunity to mentor preservice teacher librarians. There are "apps" she would like to "load" onto every student teacher-librarian's "screen," if he or she is to have true credibility in leading a school through an information and communication landscape that is continually in…

  5. ???????????????????????????? Related Issues on Teacher Curriculum Leadership in Junior High Schools: Taking Teacher Leaders of Disciplinary Areas as Examples

    Directory of Open Access Journals (Sweden)

    ??? Hsiu-Ling Wan

    2013-03-01

    Full Text Available ????????????????????????????????????????????????????????????????????????????????????????????????????????????203 ???????1,121???????????9 ?????48???????????????5 ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? This study examines the related issues that teacher leaders of various disciplinary areas encountered in junior high schools after the Grade 1-9 curriculum was performed. We discovered related issues by using a questionnaire, and tracked the sources and causes of the issues through a focus group and individual interviews. Several teachers from 203 schools participated in the survey study and contributed 1,121 sets of valid data. Moreover, we conducted nine focus group interviews in which 48 teacher leaders of various disciplinary areas attended. Thereafter, we interviewed five teachers to obtain a more comprehensive understanding of the survey’s results. Four conclusions were obtained through statistical analyses and discussions of the results. First, the severity of the issues that teacher leaders of various disciplinary areas encountered in junior high schools at the current stage was defined as low to moderate. Second, the issues often resulted from a disciplinary division and the design of the school system. Third, a lack of time, shortage of funds, and undefined responsibility and power were the main causes of the issues. Fourth, the teacher leaders with different backgrounds had diverse views on the related issues of curriculum leadership.

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

    Scientific Electronic Library Online (English)

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

    2015-02-01

    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.

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

    Science.gov (United States)

    Vrieling, E. M.; Bastiaens, T. J.; Stijnen, S.

    2012-01-01

    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…

  8. On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

    Directory of Open Access Journals (Sweden)

    Dora Salazar

    2010-08-01

    Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

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

    Directory of Open Access Journals (Sweden)

    Maria Toledo

    2011-04-01

    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.

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

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

    2012-12-01

    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.

  11. Taking Advantages of China's Increasing Demand for Recycled Resources : Case Company: Ni-Met Resources Inc.

    OpenAIRE

    Liang, Ye

    2010-01-01

    The purpose of this thesis is to review the feasibility and advise the management of Ni-Met on the location of a warehouse in China. Ni-Met is a global company involved in trading of resources and commodities - primary and secondary metals, minerals and plastics. A sizeable portion of its sales are into China. The objective of this thesis is to suggest the most suitable way for Ni-Met to take advantage of China’s huge demand for commodities and resources. Ni-Met wants to increase...

  12. Taking Back the Future with an Innovative Program for Training Science Teachers

    Science.gov (United States)

    Hooper, E. J.; Dickinson, G.; Walker, M. H.; Marder, M. P.; Kumar, P.

    2003-12-01

    Research findings for students in Texas and Alabama indicate that teachers' expertise accounted for about 40% of the variance in mathematics and reading achievement. Given that about one third of high school mathematics and science teachers lack either a major or certification in their field, the impact of underqualified teachers can have far reaching impacts. In 1997, the colleges of Natural Science and Education at the University of Texas, in concert with the local school district and experienced teachers, developed a new joint secondary school science teacher preparation program called UTeach. This program provides early and frequent field experience, instruction from master teachers and university scientists, the development of a teaching portfolio, plus a peer and support network which extends beyond graduation. The innovative and streamlined courses focus on the particulars of secondary science education, project and inquiry teaching methodologies, and lab experiences more true to what actually happens in research. After starting with only 28, UTeach now has approximately 400 students enrolled, and graduates have started fanning out across the country. Two research astronomers (EH & PK) recently joined the program and now work alongside physicists, biologists, and chemists teaching courses or parts of them. In addition to helping some of the students with physics and astronomy projects, the astronomers provide guidance on experiment design and execution principles, statistics, and scientific writing to students working in all fields.

  13. Cortisol and testosterone increase financial risk taking and may destabilize markets.

    Science.gov (United States)

    Cueva, Carlos; Roberts, R Edward; Spencer, Tom; Rani, Nisha; Tempest, Michelle; Tobler, Philippe N; Herbert, Joe; Rustichini, Aldo

    2015-01-01

    It is widely known that financial markets can become dangerously unstable, yet it is unclear why. Recent research has highlighted the possibility that endogenous hormones, in particular testosterone and cortisol, may critically influence traders' financial decision making. Here we show that cortisol, a hormone that modulates the response to physical or psychological stress, predicts instability in financial markets. Specifically, we recorded salivary levels of cortisol and testosterone in people participating in an experimental asset market (N = 142) and found that individual and aggregate levels of endogenous cortisol predict subsequent risk-taking and price instability. We then administered either cortisol (single oral dose of 100 mg hydrocortisone, N = 34) or testosterone (three doses of 10 g transdermal 1% testosterone gel over 48 hours, N = 41) to young males before they played an asset trading game. We found that both cortisol and testosterone shifted investment towards riskier assets. Cortisol appears to affect risk preferences directly, whereas testosterone operates by inducing increased optimism about future price changes. Our results suggest that changes in both cortisol and testosterone could play a destabilizing role in financial markets through increased risk taking behaviour, acting via different behavioural pathways. PMID:26135946

  14. Taking Technology into Schools: A Dialogue between a Pre-Service Teacher and University Supervisor

    Science.gov (United States)

    Weisner, Jill; Salkeld, Eric

    2004-01-01

    This article features a dialogue between a student teacher (Eric) and his university supervisor (Jill). It was written shortly after Eric finished his Master of Arts in Teaching (MAT) program, which was an opportune time for both of them because they were able to reflect on the year and what they had learned from each other without the influences…

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

    Science.gov (United States)

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

    2009-01-01

    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…

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

    Science.gov (United States)

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

    2015-01-30

    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

  17. Do Reinforcement and Induction Increase Prosocial Behavior? Results of a Teacher-Based Intervention in Preschools

    Science.gov (United States)

    Ramaswamy, Vidya; Bergin, Christi

    2009-01-01

    Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention…

  18. Taking Teacher Education to Task: Exploring the Role of Faculty Education in Promoting Values and Moral Education of Task-Based Language Teaching

    Directory of Open Access Journals (Sweden)

    Dr. Gabriel C. Delariarte

    2014-02-01

    Full Text Available - This study aimed to determine the taking teacher education to task: exploring the role of teacher education in promoting values and moral education of task-based language teaching in the college of education of West Visayas State University Calinog-Campus for the school year 2012-2013. Descriptive research method was utilized in the study. The findings revealed that the respondents perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; the entire group of respondents has perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; both male and female respondent have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching; all age brackets have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching except 19 to 20 brackets that perceived very highly observable Teachers’ role in promoting values and moral education of taskbased language teaching. Finally, there is no significant difference in the perceived teacher’s role in promoting values and moral education of task-based language teaching when classified as to sex and age.

  19. A Teaching Intervention to Increase Achievement of Hispanic Nonscience Majors Taking Physical Science Courses

    Science.gov (United States)

    Poelzer, G. Herold; Zeng, Liang

    2008-01-01

    This quasi-experimental pilot study of nonscience majors taking a physical science course at a university in South Texas was conducted on Hispanic undergraduate students, and is theory based--an application of attribution theory. That the treatment group outperformed the comparison group provides evidence of the positive effect of having students…

  20. Using Role-Taking and Behavioral Mimicking in Games to Increase Awereness on the Bystander Effect

    DEFF Research Database (Denmark)

    Andersen, Josephine Soegaard; Schoenau-Fog, Henrik

    2015-01-01

    This study presents a concept on how a serious game might raise awareness of the bystander effect by using elements of game theory as well as a few psychological terms. The paper summarizes the theories and concludes with the description of a concept, which is a third person role playing game with behavioral mimicking. The game concept should include a relatable (preferably player modifiable) avatar, so the player can relate and adhere to the empathy and intent to help. Since the bystander effect takes place in groups where deindividuation also is common, this should require a behavioral change of this particular group’s norms. However, groups (especially of friends) can aid as support in case there is need for intervention as opposed to being passive bystanders.

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

    OpenAIRE

    MariaToledo

    2011-01-01

    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),...

  2. Increasing Awareness of Practice through Interaction across Communities: The Lived Experiences of a Mathematician and Mathematics Teacher Educator

    Science.gov (United States)

    Bleiler, Sarah K.

    2015-01-01

    Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…

  3. Can natural bacteria take advantage of increased dissolved substance flux owing to turbulence?

    OpenAIRE

    Peters, Francesc

    2008-01-01

    The potential increase in nutrient flux towards bacteria owing to turbulent motion is insignificant under normal environmental turbulent conditions because of the small size of bacteria (Karp-Boss et al, 1996). However, after a chlorophyll production peak, which provides the necessary organic matter for bacteria to grow, it is observed that the bacterial community composition changes, and bacteria that tend to aggregate or become filamentous are favorably selected. I argue that this effective...

  4. The Government needs to take steps to increase participation in elections by British expatriates

    OpenAIRE

    Clifton-Brown, Geoffrey; Greengross, Sally; Lexden, Alistair; Norton, Philip; Parekh, Bhikhu; Tyler, Paul

    2014-01-01

    Millions of UK nationals live abroad, but only a tiny proportion of these make use of their right to vote in British elections. A cross-party group of parliamentarians has considered why this is the case and what can be done to address the democratic deficit among expatriates. Their recommendations include making voter registration easier, experimenting with online voting and setting a new target for the Electoral Commission to increase participation.

  5. Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations

    OpenAIRE

    Brown, Scott W; Ioannou, Andri; Boyer, Mark A.; Hudson, Natalie; Niv-Solomon, Anat; Maneggia, Donalyn; Janik, Laura; Gehlbach, Hunter

    2008-01-01

    This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre-post design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. Unlike the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for...

  6. Research on Job Satisfaction of Elementary and High School Teachers and Strategies to Increase Job Satisfaction

    Science.gov (United States)

    Fuming, Xu; Jiliang, Shen

    2007-01-01

    Job satisfaction is an important topic in teacher education research. Exploring the issue of teacher job satisfaction helps us gain a deeper understanding of teachers' mental state, such as their occupational attitudes, zeal for teaching, and work enthusiasm, which affects the quality of teaching and education. From an examination of teachers' job…

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

    Science.gov (United States)

    Mourad, T.

    2013-12-01

    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.

  8. Does Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science?

    Science.gov (United States)

    Duncan, Douglas K.; Arthurs, L.; CATS

    2009-01-01

    Surveys of those who teach Astro 101 say that increasing students’ understanding of the nature and process of science is an important goal. It is also one of the justifications for the "breadth requirement” that supports most of the Astro 101 enterprise in the US. However, little work has been done to measure if this goal is achieved. We interviewed 60 students drawn from two introductory astronomy classes at the beginning and end of the course. Each student was asked 9 questions concerning the nature of science and how it is applied. One of the two introductory classes made a special point of explicitly discussing the nature of science and "science vs. pseudoscience.” Otherwise the two classes were similar. We are investigating how students changed in 4 areas: 1. Do they understand what science is? 2. Do they have the ability to think scientifically themselves? 3. Can they distinguish believable scientific results from bogus ones? 4. Do students develop "basic science literacy?" In addition to the interviews we gave the Epistemological Beliefs Assessment for Physical Science (EBAPS, Elby et al. 2001; www.flaguide.org) to approximately 300 students. Initial results will be reported in our poster, and full results in a publication expected in early 2009. In addition, the results of this study are being used to develop a survey instrument designed specifically for use with Astro 101 students to evaluate the effectiveness of instruction on their scientific attitudes and beliefs as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

  9. Accountable for what and to whom? Changing representations and new legitimation discourses among teachers under increased external control.

    OpenAIRE

    Mausethagen, Sølvi

    2013-01-01

    This article discusses how teachers construct new representations about accountability and professionalism in the context of increased external control. Over the last decade in particular, concerns about the quality of schooling and the quality of teachers has been raised by both politicians and the public alike, while prominent policy responses have seen an increased emphasis on student performance and the external control of professional work. Based on a 1 year long fieldwork in a Norwegian...

  10. Taking It to the Bone: The Cohort as Context for Novice Teachers Validating Culturally Responsive Beliefs and Practices.

    Science.gov (United States)

    Canniff, Julie G.

    This study examined the experiences of a cohort of seven beginning high school teachers, all of whom were in their first year of teaching in schools where low performing students were at the greatest risk and where a culture of professional learning communities was rare. Teachers were struggling with what it meant to be a culturally responsive…

  11. Increasing Student Motivation through Teacher Communication: Six Essential Skills Every Physical Educator Should Master

    Science.gov (United States)

    Webster, Collin A.

    2010-01-01

    Communication skills are central to teacher effectiveness and instructional expertise. A teacher's communication behaviors can also serve motivational purposes that facilitate a number of important instructional outcomes. This article highlights six skills that every physical education teacher should master. Three of the skills are rhetorical in…

  12. Increasing Teachers' Use of Praise with a Response-to-Intervention Approach

    Science.gov (United States)

    Myers, Diane M.; Simonsen, Brandi; Sugai, George

    2011-01-01

    A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were…

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

    Directory of Open Access Journals (Sweden)

    H. Skorohod

    2011-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Anguo Xu

    2014-10-01

    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.

  15. Taking Teacher Education to Task: Exploring the Role of Teacher Education in Promoting the Utilization of Task-Based Language Teaching

    Science.gov (United States)

    Ogilvie, Greg; Dunn, William

    2010-01-01

    Despite its theoretical appeal and research-based support, task-based language teaching (TBLT) continues to have a somewhat limited influence on actual second language teaching practices in many contexts. This study considers the relationship between teacher education and the broader use of TBLT. It investigates the effects of a…

  16. Greater exposure to sexual content in popular movies predicts earlier sexual debut and increased sexual risk taking.

    Science.gov (United States)

    O'Hara, Ross E; Gibbons, Frederick X; Gerrard, Meg; Li, Zhigang; Sargent, James D

    2012-09-01

    Early sexual debut is associated with risky sexual behavior and an increased risk of unplanned pregnancy and sexually transmitted infections later in life. The relations among early movie sexual exposure (MSE), sexual debut, and risky sexual behavior in adulthood (i.e., multiple sexual partners and inconsistent condom use) were examined in a longitudinal study of U.S. adolescents. MSE was measured using the Beach method, a comprehensive procedure for media content coding. Controlling for characteristics of adolescents and their families, analyses showed that MSE predicted age of sexual debut, both directly and indirectly through changes in sensation seeking. MSE also predicted engagement in risky sexual behaviors both directly and indirectly via early sexual debut. These results suggest that MSE may promote sexual risk taking both by modifying sexual behavior and by accelerating the normal rise in sensation seeking during adolescence. PMID:22810165

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

    Science.gov (United States)

    Savas, Perihan

    2013-01-01

    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

  18. Reflective Essay: What Are the Major Challenges Faced by Teacher Education in an Increasing Global Society?

    Science.gov (United States)

    Flores, Belinda Bustos

    2008-01-01

    As she reflects on the question forming the title of this piece, the author begins with a premise--namely, that they became teacher educators because they are motivated to make a difference. They are committed to education, and they feel compelled to prepare the next generation of teachers. With the best of intentions, the author does not think…

  19. "Lawrence v. Texas": Does This Mean Increased Privacy Rights for Gay and Lesbian Teachers?

    Science.gov (United States)

    Eckes, Suzanne; McCarthy, Martha

    2004-01-01

    This article addresses the Supreme Court's 2003 decision in "Lawrence v. Texas" and its implications for the rights of gay and lesbian public school teachers. The authors provide a context by reviewing the teacher role-model theory, traditional standards used in dismissals for immoral conduct, and pre-"Lawrence" cases regarding public employees'…

  20. An Education Program to Increase Teacher Knowledge about Sickle Cell Disease.

    Science.gov (United States)

    King, Allison A.; Tang, Sujie; Ferguson, Kim L.; DeBaun, Michael R.

    2005-01-01

    This program evaluated the effectiveness of a sickle cell disease (SCD) education program for teachers of students with SCD in their classroom. Teachers with students in a remediation program for students participated in an educational program consisting of four domains: Inheritance and Prevalence, Common Complications, Strokes, and Individual…

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

    Science.gov (United States)

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

    2015-01-01

    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…

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

    Science.gov (United States)

    van der Meer, Jacques

    2012-01-01

    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…

  3. Research on the Stiff Function of Network Media Taking Network Media Reports on Male Teachers as Examples

    OpenAIRE

    Kunjin Luo

    2009-01-01

    In order to research on the stiff function of network media, this paper selects a special group-male teachers as research objects, analyzes comprehensively from the perspective of communication science, summarizes how the image of this group is set up in network media and what kind of communication effect is generated, and makes suggestions, which are expected to be beneficial for network media to exert effective function in public opinion supervision.

  4. Exposure to Free-Play Modes in Simulated Online Gaming Increases Risk-Taking in Monetary Gambling.

    Science.gov (United States)

    Frahn, Tahnee; Delfabbro, Paul; King, Daniel L

    2015-12-01

    This study examined the behavioral effects of practice modes in simulated slot machine gambling. A sample of 128 participants predominantly aged 18-24 years were randomly allocated to 1 of 4 pre-exposure conditions: control (no practice), standard 90 % return to player, inflated return to player and inflated return with pop-up messages. Participants in all conditions engaged in monetary gambling using a realistic online simulation of a slot machine. As predicted, the results showed that those players exposed to inflated or 'profit' demonstration modes placed significantly higher bets in the real-play mode as compared to the other groups. However, the groups did not differ in relation to how long they persisted in the real-play mode. Pop-up messages had no significant effect on monetary gambling behavior. The results of this study confirm that exposure to inflated practice or "demo" modes lead to short-term increases in risk-taking. These findings highlight the need for careful regulation and monitoring of internet gambling sites, as well as further research on the potential risks of simulated gambling activities for vulnerable segments of the gambling population. PMID:25023183

  5. Increasing the satisfaction of general practitioners with continuing medical education programs: A method for quality improvement through increasing teacher-learner interaction

    Directory of Open Access Journals (Sweden)

    Fogelman Yacov

    2002-08-01

    Full Text Available Abstract Background Continuing medical education (CME for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and may cause dissatisfaction with traditional CME. Increasing learner involvement in teaching programs may improve learner satisfaction. Methods A quality improvement program for CME for 18 general practitioners in the Tel Aviv region was designed as a result of dissatisfaction with traditional CME activities. A two-step strategy for change was developed. The CME participants first selected the study topics relevant to them from a needs assessment and prepared background material on the topics. In the second step, specialist teachers were invited to answer questions arising from the preparation of selected topics. Satisfaction with the traditional lecture program and the new participatory program were assessed by a questionnaire. The quality criteria included the relevance, importance and applicability of the CME topic chosen to the participant's practice, the clarity of the presentation and the effective use of teaching aids by the lecturer and the potential of the lecturer to serve as a consultant to the participant. Results The participatory model of CME significantly increased satisfaction with relevance, applicability and interest in CME topics compared to the traditional lecture format. Conclusions Increased learner participation in the selection and preparation of CME topics, and increased interaction between CME teachers and learners results in increased satisfaction with teaching programs. Future study of the effect of this model on physician performance is required.

  6. Increasing the Teaching Efficacy of a Beginning Special Education Teacher Using Differentiated Instruction: A Case Study

    Science.gov (United States)

    Ernest, James M.; Heckaman, Kelly A.; Thompson, Shirley E.; Hull, Karla M.; Carter, Shannon W.

    2011-01-01

    This article provides a description of how a beginning special education teacher in an inclusion classroom used pre-assessment, self-assessment, and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students' needs in a systematic way. This article describes a case study of one beginning…

  7. Student-Level Effects of Increased Teacher-Directed Opportunities to Respond

    Science.gov (United States)

    MacSuga-Gage, Ashley S.; Gage, Nicholas A.

    2015-01-01

    Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between…

  8. The Role of Technology in Increasing Preservice Teachers' Anticipation of Students' Thinking in Algebra

    Science.gov (United States)

    Rhine, Steve; Harrington, Rachel; Olszewski, Brandon

    2015-01-01

    The collision between a growing, inexperienced teaching force and students' algebra struggles should be one of great concern. A collaboration of four public and private universities in Oregon restructured mathematics methods courses for preservice teacher candidates by using the affordances of technology to counteract this loss of experience. Over…

  9. 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)

    2011-07-01

    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

  10. 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)

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

    2014-12-01

    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.

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

    Directory of Open Access Journals (Sweden)

    CHLOË ELIZABETH LEE-ZORN

    2012-07-01

    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.

  12. Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

    Science.gov (United States)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2012-01-01

    This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

  13. Greater Exposure to Sexual Content in Popular Movies Predicts Earlier Sexual Debut and Increased Sexual Risk Taking

    OpenAIRE

    O’Hara, Ross E.; Gibbons, Frederick X; Gerrard, Meg; Li, Zhigang; Sargent, James D

    2012-01-01

    Early sexual debut is associated with risky sexual behavior and an increased risk of unplanned pregnancy and sexually transmitted infections later in life. The relations among early movie sexual exposure (MSE), sexual debut, and risky sexual behavior in adulthood (i.e., multiple sexual partners and inconsistent condom use) were examined in a longitudinal study of U.S. adolescents. MSE was measured using the Beach method, a comprehensive procedure for media content coding. Controlling for char...

  14. Teachers educators perceptions of authentic assessment tasks in cooperative learning groups:trends and challenges

    OpenAIRE

    Otchoun, Akotchayé Koba Eric

    2010-01-01

    Nowadays, teachers are facing increasing demands in their work: dealing with diverse groups, supporting the learning process, taking into account the students needs, interacting with students parents …etc…These challenges require student teachers to be prepared for real professional contexts of their profession. It also requires teacher’s educators to be well aware of these challenges.The aim of this study is to identify the assessment tasks teachers’ educators assign in cooperative learning ...

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

    OpenAIRE

    GUO, LIYING; Meng, Bo

    2012-01-01

    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.

  16. Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates

    Science.gov (United States)

    Ntuli, Esther; Keengwe, Jared; Kyei-Blankson, Lydia

    2009-01-01

    The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their learning during a specific period of time. While many teacher education programs have adopted electronic…

  17. Teacher Leadership: What Are Teachers Currently Practicing and What Do They Want to Practice?

    Science.gov (United States)

    Sides, Lindsey Rutherford

    2010-01-01

    School leadership theory has evolved since the 1980s from the traditional, hierarchical model to a democratic vision of leadership as an organizational phenomenon (Ogawa & Bossert, 1995). When classroom teachers are engaged in leadership activities, collective empowerment takes root and teachers' commitment to school goals increases. The purpose…

  18. '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)

    Glazzard, Jonathan; Dale, Kirsty

    2015-05-01

    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. PMID:25582621

  19. Using Expanded Individualized Health Care Plans to Assist Teachers of Students with Complex Health Care Needs

    Science.gov (United States)

    Heller, Kathryn Wolff; Tumlin, Jennifer

    2004-01-01

    As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the…

  20. 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)

    Al Tiyb Al Khaiyali

    2014-05-01

    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

  1. Effects of Supervisor Performance Feedback on Increasing Preservice Teachers' Positive Communication Behaviors with Students with Emotional and Behavioral Disorders

    Science.gov (United States)

    Rathel, Jeanna Marie; Drasgow, Erik; Christle, Christine C.

    2008-01-01

    The purposes of this study were to examine the effects of supervisor performance feedback on preservice teachers' rates of positive and negative communication behaviors with students with emotional and behavioral disorders and the effects of the intervention on the preservice teachers' perceptions of classroom management and climate. The authors…

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

    Science.gov (United States)

    Elford, Martha Denton

    2013-01-01

    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…

  3. Chinese Teachers' Views on the Increasing Use of Putonghua as a Medium of Instruction in Hong Kong Schools

    Science.gov (United States)

    Gao, Xuesong; Leung, Pamela Pui-Wan; Trent, John

    2010-01-01

    The use of a particular language as medium of instruction (MOI) is a complex issue in multilingual and post-colonial contexts such as Hong Kong, on which teachers' voices are often neglected. To capture their voices, this paper reports on an interpretive inquiry of eight experienced Chinese teachers' professional experiences with a focus on their…

  4. The Brief Classroom Interaction Observation-Revised: An Observation System to Inform and Increase Teacher Use of Universal Classroom Management Practices

    Science.gov (United States)

    Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wachsmuth, Sean; Newcomer, Lori

    2015-01-01

    Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

  5. 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)

    Bleicher, R. E.

    2013-12-01

    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.

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

    OpenAIRE

    Åberg, Karin

    2006-01-01

    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 princi...

  7. 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)

    Liying GUO

    2012-04-01

    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

  8. Language teachers and teaching

    CERN Document Server

    Ben Said, Selim

    2013-01-01

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

  9. Teachers' Understanding of Learning Goals

    DEFF Research Database (Denmark)

    Krog Skott, Charlotte; Slot, Marie Falkesgaard

    The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.

  10. Teachers´ Understanding of Learning Goals

    DEFF Research Database (Denmark)

    Krog Skott, Charlotte; Slot, Marie Falkesgaard

    The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.

  11. Students' note-taking as a knowledge construction.

    OpenAIRE

    Castello, M.; Monereo, C.

    2005-01-01

    Note-taking is the hegemonic study activity at university and, in many cases, the main ground for educational interaction between teacher and students. This observation has given rise to an increasing interest in studying students’ notetaking and its impact on learning. In broad terms, three lines of research have been developed in the last 40 years: the effects of note-taking and note-rewriting on some cognitive variables (attention, memory, comprehension, and so on); the relationship betwee...

  12. Fostering Leadership Skills in Pre-Service Teachers

    Science.gov (United States)

    Xu, Yuejin; Patmor, George

    2012-01-01

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

  13. It takes a village: the effects of 10th grade college-going expectations of students, parents, and teachers four years later.

    Science.gov (United States)

    Gregory, Anne; Huang, Francis

    2013-09-01

    Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed. PMID:23564059

  14. Teacher Involvement in Pre-Service Teacher Education

    Science.gov (United States)

    Mason, Kevin O.

    2013-01-01

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

  15. Strategies for the General Education Classroom Teacher To Increase the Reading Level of Students. Suggested Classroom Practices.

    Science.gov (United States)

    Marnell, E. R.

    This paper is intended to enlighten the general education classroom teacher concerning many of the readily available strategies that can be used in their curriculum to enhance reading skills. In the bibliographies in the paper, the reader will note references to Robert E. Slavin and others relative to Collaborative Learning; these references…

  16. Increasing Frequency and Appropriateness of High School Teachers' Referrals for Speech Language Support Services by Implementing a Public Relations Campaign.

    Science.gov (United States)

    Weiner, Linda E.

    This practicum addressed the problem of high school students with speech and language impairments not receiving available support services because of under-identification of this population. A 3-month multiple channel public relations campaign was designed and implemented to train high school teachers in the identification and referral process.…

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

    Science.gov (United States)

    Molinari, Luisa; Speltini, Giuseppina; Passini, Stefano

    2013-01-01

    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…

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

    OpenAIRE

    Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne

    2003-01-01

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

  19. Teach Kids Test-Taking Tactics

    Science.gov (United States)

    Glenn, Robert E.

    2004-01-01

    Teachers can do something to help ensure students will do better on tests. They can actively teach test-taking skills so pupils will be better armed in the battle to acquire knowledge. The author challenges teachers to use the suggestions provided in this article in the classroom, and to share them with their students. Test-taking strategies will…

  20. 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)

    Harding, Alex; Sweeney, Grace

    2013-07-01

    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

  1. Development of plans for retrofitting Russian housing, taking into account European competences for increasing its energy efficiency; Entwicklung von Planungs- und Sanierungskonzepten fuer den russischen Wohnungsbau

    Energy Technology Data Exchange (ETDEWEB)

    Ezhov, Andrey; Himburg, Stefan [Hochschule fuer Technik Berlin (Germany)

    2010-02-15

    There are various options for retrofitting Russian prefabricated concrete-slab buildings of the first period of industrial construction, so-called khrushchevki, with the object of bringing them up to European standards of thermal insulation technology. In the given case the basis of calculations was the German EnEV 2007 (Building Energy Conservation Ordinance). The analysis of sample building data opened up a large range of possibilities for increasing its energy efficiency. For instance, calculations ascertained that relatively inexpensive methods of enhancing a buildings thermal insulation can achieve a significant decrease in energy consumption for heating. In addition, this thesis analyzes possible variations of retrofitting and reconstruction using different types of materials and heating systems. The results clearly illustrate that residential houses e.g. type series 1-507 have a future as comfortable and functional housing space. In fact, and in contrast to common prejudices, their fate is far from hopeless. Even the climatic circumstances of a northern city such as St. Petersburg do not preclude the use of alternative energy sources such as solar energy. On the contrary, it is a conceivable method of support for heating systems. In summary, the investigations show that the retrofitting of prefabricated concrete-slab buildings of the first construction period is a sensible project, especially when taking into account the further development of fossil energy prices. In its most sophisticated form (the passive house), retrofitting will result in energy savings of up to 90 %. [German] Fuer russische Wohnhaeuser der ersten Periode des industriellen Bauens, so genannte ''Chruschtschowki'', besteht ein hoher Sanierungsbedarf. Im Rahmen der nachfolgenden Betrachtungen werden moegliche energetische Sanierungsmassnahmen fuer diese typischen russischen Wohngebaeude vorgestellt. Das Ziel ist eine Angleichung an das europaeische Waermeschutzniveau und die Erstellung eines einheitlichen Berechnungsansatzes. Als Grundlage fuer die durchgefuehrten Berechnungen dienten die deutschen Vorschriften der aktuellen Energieeinsparverordnung in Kombination mit der Berechnungsnorm DIN 4108-6 sowie DIN 4701-10. Hierzu wurden die klimatischen Bedingungen Russlands am Beispiel der russischen Metropole Sankt Petersburg in die Berechnungen integriert. Die Datenanalyse des Bestandsgebaeudes eroeffnet eine grosse Bandbreite an Moeglichkeiten zur Erhoehung der Energieeffizienz. So wird unter anderem im Zuge der Berechnungen festgestellt, dass durch relativ kostenguenstige Massnahmen zur Verbesserung des Waermeschutzes eine bedeutende Verringerung des Endenergiebedarfs erreicht werden kann. Es werden weiterhin moegliche Sanierungsvarianten unter Einbeziehung verschiedener Materialien und Heizungsanlagen vorgestellt. Die Ergebnisse machen deutlich, dass die Zukunft russischer Wohnhaeuser wie der hier dargestellten Typenserie 1-507 alles andere als aussichtslos ist, wie oft vermutet wird. Sie koennen im Gegenteil durchaus als komfortabler und funktionaler Wohnraum dienen. Auch die Verwendung regenerativer Energiequellen wie der Solarenergie ist unter den Bedingungen einer noerdlich gelegenen Stadt wie Sankt Petersburg realisierbar. Die durchgefuehrten Berechnungen zeigen, dass eine Sanierung der russischen Wohnbauten der ersten Periode des industriellen Bauens durchaus lohnenswert sein kann, insbesondere wenn man die Entwicklung der Energiepreise betrachtet. In seiner energieeffizientesten Form (''Passivhaus'') bringt eine Sanierung eine Reduzierung des Endenergiebedarfs von bis zu 90 % im Vergleich zum Bestandsgebaeude mit sich. (Abstract Copyright [2010], Wiley Periodicals, Inc.)

  2. Increasing the satisfaction of general practitioners with continuing medical education programs: A method for quality improvement through increasing teacher-learner interaction

    OpenAIRE

    Fogelman Yacov; Gercenshtein Leonid; Yaphe John

    2002-01-01

    Abstract Background Continuing medical education (CME) for general practitioners relies on specialist-based teaching methods in many settings. Formal lectures by specialists may not meet the learning needs of practitioners and may cause dissatisfaction with traditional CME. Increasing learner involvement in teaching programs may improve learner satisfaction. Methods A quality improvement program for CME for 18 general practitioners in the Tel Aviv region was designed as a result of dissatisfa...

  3. Taking Medication

    Medline Plus

    Full Text Available ... Tip Sheets and Handouts AADE7 Self-Care Behaviors Healthy Eating Being Active Monitoring Taking Medication Problem Solving Reducing Risks Healthy Coping Education & Career Webinars Upcoming Webinars Recorded Webinars ...

  4. Taking Medication

    Medline Plus

    Full Text Available ... Tracker App Tip Sheets and Handouts AADE7 Self-Care Behaviors Healthy Eating Being Active Monitoring Taking Medication ... Legislative Action Center Federal Legislation State Legislation Affordable Care Act Information Advocacy Tools and Resources Cart Search ...

  5. Taking Medication

    Medline Plus

    Full Text Available ... App Tip Sheets and Handouts AADE7 Self-Care Behaviors Healthy Eating Being Active Monitoring Taking Medication Problem ... Membership MY AADE NETWORK AADE 7 System My Learning My Purchases Open Invoices Home / error-404 404 ...

  6. Taking Medication

    Medline Plus

    Full Text Available ... Tracker App Tip Sheets and Handouts AADE7 Self-Care Behaviors Healthy Eating Being Active Monitoring Taking Medication ... Legislative Action Center Federal Legislation State Legislation Affordable Care Act Information Advocacy Tools and Resources Affordable Care ...

  7. Mirror Images: New Reflections on Teacher Leadership

    Science.gov (United States)

    Reason, Casey; Reason, Clair

    2011-01-01

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

  8. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

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

  9. Teaching Style, ICT Experience and Teachers' Attitudes toward Teaching with Web 2.0

    Science.gov (United States)

    Kale, Ugur; Goh, Debbie

    2014-01-01

    Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered…

  10. State Teacher Evaluation and Teacher Education

    Science.gov (United States)

    Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

    2015-01-01

    Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

  11. Practical Tips for Increasing Listening Practice Time

    Science.gov (United States)

    McCaughey, Kevin

    2015-01-01

    Learning a language--like learning to dance ballet, weaving carpets, or playing the saxophone--takes time and practice. In general, it is safe to say that the more practice one gets, the better one will become. This article will help teachers of English reconsider how to think about listening tasks. It will provide guidance for increasing

  12. NEW DISCOURSES OF TEACHER PROFESSIONALISM: A NORWEGIAN CASE

    Directory of Open Access Journals (Sweden)

    Eyvind Elstad

    2013-05-01

    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

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

    Directory of Open Access Journals (Sweden)

    Adnan Baki

    2009-11-01

    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

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

    Science.gov (United States)

    Rozelle, Jeffrey J.

    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.

  15. 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

    Dolphin, Tony

    2011-01-01

    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.

  16. Taking SESAME to the classroom

    CERN Multimedia

    2014-01-01

    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...

  17. Black Father Involvement in Gifted Education: Thoughts from Black Fathers on Increasing/Improving Black Father-Gifted Teacher Partnerships

    Science.gov (United States)

    Grantham, Tarek C.; Henfield, Malik S.

    2011-01-01

    Black fathers are important advocates in addressing the underrepresentation of Black students in gifted programs, as well as the achievement gaps between Black and White students. Black fathers increasingly understand the important role that Black mothers have traditionally played in supporting their gifted children's school experiences. As a…

  18. Increase in Na+/K+ pump numbers in vivo in healthy volunteers taking oral lithium carbonate and further upregulation in response to lithium in vitro.

    OpenAIRE

    Antia, IJ; Dorkins, CE; Wood, AJ; Aronson, JK

    1992-01-01

    1. We have measured [3H]-ouabain binding to lymphocyte membranes in eight healthy volunteers before and after they had taken lithium carbonate for 14 days in doses which maintained the serum lithium concentration in the range 0.5-1.0 mmol 1-1. 2. There was a statistically significant increase in the [3H]-ouabain binding capacity of the lymphocyte membranes (reflecting the number of Na+, K+-ATPase molecules) after 14 days of lithium administration in vivo. This suggests that a failure to incre...

  19. Taking of history

    DEFF Research Database (Denmark)

    Langebæk, Rikke

    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!

  20. A Study of Early Childhood Teacher Beliefs: Primary Teachers.

    Science.gov (United States)

    Spodek, Bernard; Rucinski, Elizabeth Anne

    By asking three first-grade teachers to respond to actions taking place in their classrooms, researchers made an attempt to identify the beliefs or constructs that underlie teacher decisions. The following research questions were addressed: Is there a system of professional constructs that can be identified in early childhood teachers? and, To…

  1. The valuation of knowledge and normative reflection in teacher qualification. A comparison of teacher educators, novice and experienced teachers.

    OpenAIRE

    Caspersen,Joakim

    2012-01-01

    The transition from teacher education to work in schools has been described as an “epistemic clash”. Teacher educators’, novice teachers’ and experienced teachers’ valuation of the academic, practical and normative demands of teaching are compared using survey data from teacher education and schools. All groups value academic knowledge and practical skills highly. Teacher educators take a more positive attitude toward inclusion, and differ in their views of the normative demands of teaching. ...

  2. Teacher-student interactions and attachment states of mind as predictors of early romantic involvement and risky sexual behaviors

    OpenAIRE

    Kobak, Roger; Herres, Joanna; LAURENCEAU, JEAN-PHILIPPE

    2012-01-01

    Adolescents’ capacities to negotiate sexual behavior in romantic relationships have important implications for their reproductive and health outcomes. This study examined adolescents’ interactions with teachers and attachment states of mind as predictors of their romantic involvement and risky sexual behavior in an economically disadvantaged sample. Negative interactions with teachers predicted increased sexual risk-taking behaviors and females’ early romantic involvement. Preoccupied states ...

  3. Integrating Ict Into Teacher Education Programme

    OpenAIRE

    Geeta Thakur

    2012-01-01

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

  4. Implementing Measures of Teacher Effectiveness

    Science.gov (United States)

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

    2012-01-01

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

  5. 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)

    Argentin, Gianluca; Pennisi, Aline; Vidoni, Daniele; Abbiati, Giovanni; Caputo, Andrea

    2012-01-01

    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…

  6. Use of Elements of Theatre as Teaching Strategies to Increase Preservice Teacher Self-Efficacy and Proficiency in the Art, Science, and Business of Teaching

    Science.gov (United States)

    Davidson, Maaike T.

    2013-01-01

    This sequential, mixed method, QUAN-QUAL study redefines the craft of teaching into the science ("what"), art ("how"), and the business of teaching to assess and prepare preservice teachers. It also measures the effectiveness of using theatrical elements as teaching strategies to effectively develop preservice teachers in the…

  7. Growing a New Generation of Music Teachers

    Science.gov (United States)

    Burrack, Frederick

    2009-01-01

    In many parts of the United States, there is a growing shortage of music teachers to take the place of the retiring teachers. This is most evident in rural areas. If music teachers are not available to fill openings, music positions are sometimes combined, spreading music teachers too thin and requiring them to possess multiple music…

  8. Cultural values crisis, and teachers’ discipline attitudes styles

    OpenAIRE

    Peiró i Gregòri, Salvador

    2010-01-01

    About the critical situation and social and cultural, what teacher’s model is the most appropriate? Is there some kind of teacher who takes a different climate for the optimization of peaceful coexistence?.

  9. Being a Teacher of TCFL vs. Becoming a Teacher of TCFL

    DEFF Research Database (Denmark)

    Zhang, Chun

    2013-01-01

    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 teac...

  10. Listening Ability of Physical Education Teacher Department and Classroom Teacher Department Students on Interpersonal Communication

    Directory of Open Access Journals (Sweden)

    O?uzhan YONCALIK

    2006-06-01

    Full Text Available In the educational process “listening” is taking an important role like interpersonal communication. So, it is possible to increase the activity of teacher in communication between teacher and student by gaining and strengthening the “listening ability”. In the point of this view, the purpose of this study was to find out interpersonalcommunication ability level of classroom and physical education teacher department students and make some suggestions.For this purpose, 150 classroom teacher and 150 physical education teacher department students voluntarily join the study. A questionnaire, validity and reliability tests were done, applied the samples. Researchers were applied percentage, frequency, mean and t-test for statistical analysis by using SPSS statistical program.In the result; listening ability of both classroom teacher department and physical education teacher department students was “medium level”. There was no significant difference between gender and different department students on “listening ability” and finally it was an important foundation to think about that students(except two of them did not have “the best listening ability”.

  11. Reaching the teachers

    CERN Multimedia

    2001-01-01

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

  12. The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective

    Science.gov (United States)

    Sjølie, Ela

    2014-01-01

    With the persistent criticism of teacher education as a backdrop, this article explores the common perception that teacher education is too theoretical. This article takes the view that the student teachers' assumptions regarding the concept of theory affect how they engage with theory during initial teacher education. Using a qualitative…

  13. TEACHERS NEEDED

    CERN Multimedia

    2001-01-01

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

  14. How can I improve my practice as a teacher and facilitator while working together with instructors/teachers in order to discuss with them and facilitate them in increasing the learning outcome of their students?

    OpenAIRE

    Hamuha, Paul Tartisio Kenyi

    2010-01-01

    This dissertation is a self-study research approach into my practice as a teacher and facilitator at Wau Vocational Training Center (WVTC). I examined my experiences as a teacher for 7 years, enquire the forms of my knowing and my claims that I know, through adapting a self-study research approach under the umbrella question: how can I improve my practice (Whitehead, 2009)? Throughout my first year as a master student at Akershus University College (HiAk), I have come to acquire new knowledge...

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

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    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.

  16. Students' note-taking as a knowledge construction.

    Directory of Open Access Journals (Sweden)

    Castello, M.

    2005-12-01

    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.

  17. Qualifying online teachers

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2007-01-01

    Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers m...

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

    Science.gov (United States)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data also showed that teachers not teaching in high-need areas understood the overall need for varied compensation, but were less likely to agree with compensating high-need teachers more. In addition, the majority of teachers in other high-need areas, such as foreign language and special education, also understood the need for varied compensation. However, they were more likely to agree with compensating high-need teachers more when compared to non-high-need teachers. The majority of principals agreed that high-need teachers should be compensated more than teachers not considered high-need. The results of this study indicated that most teachers and principals agreed that higher compensation would attract and retain teachers in hard-to-staff schools, but fewer teachers not considered high-need agreed with compensating high-need teachers more. Even though varied compensation (i.e., salaries, bonuses, housing incentives, etc.) would help hard-to-staff schools find and retain high-need teachers, administrators should take caution to avoid possible problems associated with such actions (Goldhaber, 2006).

  19. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Directory of Open Access Journals (Sweden)

    Yavuz Akbulut

    2011-07-01

    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.

  20. Research trends in mathematics teacher education

    CERN Document Server

    Lo, Jane-Jane; Van Zoest, Laura R

    2014-01-01

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

  1. Teacher Perceptions of Teacher Bullying

    Science.gov (United States)

    Zerillo, Christine; Osterman, Karen F

    2011-01-01

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

  2. Coping styles of music teachers

    OpenAIRE

    Staniçi, Jelena; Stankovi, Ivana; Bogunovi, Blanka

    2009-01-01

         The previous findings have shown that musicians as well as music teachers differ in personality characteristics from the general population. There are strong indications that musicians are exposed to numerous stressful situations during their education and professional life. We aimed to: identify preferred coping styles of music teachers and their possible difference in comparison to non-music teachers* coping styles, as well as to depict their relationship taking into consideration c...

  3. Examination of factors which may contribute to the underrepresentation of African American teachers certified in science

    Science.gov (United States)

    Davis, Rita C. F.

    Throughout this country the student population is becoming increasingly diverse, yet the teacher population does not reflect this diversity. This lack of diversity in the teacher population deprives students of color from having role models of the same race/ethnicity who look like them and who might have experiences which are similar to theirs (Epstein, 2005; Nettles & Perna, 1997). Having role models from their own race in the classroom could have a positive impact on students' attitudes about science (Perine, 2003), and facilitate their learning of the subject matter, and give students an incentive to do well in school (Vegas, Murnane, & Willett, 2001). In 2000, a national survey study of math and science teachers was conducted (Horizon Research, 2001). The majority of biology (90%), chemistry (93%), and physics (94%) teachers who participated in the study were White. Findings of the study revealed that only 55% to 60% of these teachers considered themselves well prepared to effectively teach a culturally diverse student population (Banilower, 2002; Smith, 2002; Wood, 2002). The majority of the teacher pool, which is White, prefer not to teach in urban communities as they have a preference for teaching jobs in the nonurban communities that are similar to those in which they were raised (Boyd, Lankford, Loeb, & Wyckoff, 2005; Epstein, 2005). The purpose of this quantitative study was to examine factors that may contribute to the underrepresentation of African American teachers certified in science. More specifically, it was decided to examine the high school experiences of in-service teachers. Study participants were teachers and other certificated faculty in two school districts located in the southern portion of the United States. Findings of the study revealed a statistically significant relationship between a teacher's decision to become certified in science and the following high school experiences: teachers and guidance counselors encouraging students to consider a career in science; having confidence in one's academic ability in science class; good student-teacher relationships; teachers and guidance counselors encouraging students to take higher level science courses; teachers having high expectations, overall, for all of their students. Upon examination of these experiences, it was revealed that: not being encouraged as much as other students to take higher level science courses; being discouraged from taking higher level science courses more than other students; the lack of availability of advance level science courses; and not taking at least three science courses create barriers to African American teachers becoming certified in science.

  4. Greek Teachers Programme 2015

    CERN Multimedia

    Hoch, Michael

    2015-01-01

    The 3rd edition of this year's Greek Teachers Programme was co-organized by CERN Education Group and the Hellenic Physical Society and took place from 8 to 12 November 2015. The programme targets physics high-school teachers from all over Greece. It aims to help teachers inspire the next generation of scientists and engineers by motivating their students to understand and appreciate how science works at the world's largest physics laboratory, whereby increasing their interest in pursuing studies in STEM fields in secondary and post-secondary education. 33 teachers took part in this programme which comprised lectures by Greek members of the CERN scientific community, with visits to experimental facilities, hands-on activities and dedicated sessions on effective and creative ways through which participants may bring physics, particle physics and CERN closer to their school classroom. In 2015, more than 100 teachers took part in the three editions of the Greek Teachers Programme.

  5. Disrupting Teacher Education

    Science.gov (United States)

    Liu, Meredith

    2013-01-01

    Teachers are increasingly recognized as the most important in-school factor in student achievement, yet the quality of the country's K-12 teaching force is not up to snuff. Much of the blame has been placed on education schools, which have come under fire for failing to produce enough high-performing teachers. Both initial certification…

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

    Science.gov (United States)

    Sewart, Bethany Bianca

    Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality of teacher education programs by examining knowledge, skills, and dispositions as factors in preparing highly-qualified teachers. There is a paucity of research examining these factors for elementary science teachers. Because these factors influence instruction, and students are behind in scientific and mathematical knowledge, elementary science teachers should be studied. Teacher knowledge, skills, and dispositions should be further researched in order to ultimately increase the quality of teachers and teacher education programs. In this particular case, by determining what schools of education and public schools deem important knowledge, skills, and dispositions needed to teach science, higher education institutions and schools can collaborate to further educate these students and foster the necessary qualities needed to teach effectively. The study of knowledge, skills, and dispositions is crucial to nurturing effective teaching within the classroom. Results from this study demonstrated that there were prominent knowledge, skills, and dispositions identified by teachers, administrators, and science teacher educators as important for effective teaching of elementary science. These characteristics included: a willingness to learn, or open-mindedness; content knowledge; planning, organization, and preparation; significance of teaching science; and science-related assessment strategies. Interestingly, administrators in the study responded differently than their counterparts in the following areas: their self-evaluation of teacher effectiveness; how the teaching of science is valued; the best approach to science teaching; and planning for science instruction. When asked of their teaching effectiveness while teaching science, principals referred to enjoying science teaching and improving their practice, while teachers and science teacher educators discussed content knowledge. Administrators valued conducting experiments and hands-on science while teaching science, while their educational counterparts valued creating student connections and providing real-life applications to science for students. In their professional opinions, administrators preferred a hands-on approach to science teaching. Teachers and science teacher educators stated that they view scientific inquiry, exploration, and discovery as effective approaches to teaching within their classrooms. Administrators predicted that teachers would state that lack of resources affects their lesson planning in science. However, teachers and science teacher educators asserted that taking time to plan for science instruction was most important.

  7. Teachers and Human Rights Education

    Science.gov (United States)

    Osler, Audrey; Starkey, Hugh

    2010-01-01

    Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase "human…

  8. Study on the Distribution of Compulsory School Teacher’s Resources in Guizhou

    Directory of Open Access Journals (Sweden)

    Yali ZHANG

    2015-08-01

    Full Text Available The student-teacher ratio of compulsory schools in Guizhou has declined. The student-teacher ratio of junior middle schools is higher than that of primary schools. The student-teacher ratio of urban schools is the highest of all. The teachers’ educational level of compulsory schools in Guizhou is higher than before. The structure of teachers’ professional titles is unreasonable in that the proportion of teachers with high professional titles is too low. The workload of teachers is too heavy to meet the demand of diversified running of schools in Guizhou. To improve the quantity and quality of teachers in rural compulsory education schools, as well as the the compulsory education quality in Guizhou, it is necessary to take the following measures: optimizing the authorized size of compulsory school teachers, approving the student-teacher ratio, continuing to implement the Special Contracted Teachers’ Policy, reforming the evaluating policy of the professional titles and recruiting caretakers and so on.

  9. Redesigning Schools to Reach Every Student with Excellent Teachers: Using Teacher Data to Attract, Reward, & Retain Top Teachers

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    Thanks to increasingly meaningful teacher evaluations, far more is now known about the effectiveness of teachers in public school classrooms. What should states, districts, and schools do with that knowledge? In policy debates, much of the attention has focused on teachers at the "ineffective" end of the spectrum. With better teacher evaluation,…

  10. Learning to Lead: A New Teacher’s Perspectives on Teacher Leadership

    OpenAIRE

    Kristie Bridges

    2008-01-01

    The question of teacher leadership is inextricably tied to teacher effectiveness. Leadership forms the foundation of classroom management and permeates all aspects of the curriculum. While many new teachers have visions of the kinds of leaders they wish to become, this vision is often complicated by the everyday realities of classroom life. Faced with increasingly difficult circumstances, it becomes infinitely more important for teachers to foster the trust and confidence required to make mea...

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

    Science.gov (United States)

    Arnold, Suzanne C.

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

  12. Communication and Diversity: Innovations in Teacher Education

    Science.gov (United States)

    Simonds, Brent K.; Lippert, Lance R.; Hunt, Stephen K.; Angell, Maureen E.; Moore, Marilyn K.

    2008-01-01

    Teacher education programs have increasingly come under fire for not providing pre-service teachers communication skills training. Given that such training is essential to address diversity in the classroom and to meet the day-to-day functioning of teachers, higher education must provide communication skills training for teacher certification.…

  13. Teacher beliefs in a CLIL education project

    OpenAIRE

    Pena Díaz, Carmen; Porto Requejo, María Dolores

    2008-01-01

    One of the most important and interesting questions which researchers studying teaching behaviour have sought to find out is why teachers teach the way they do. The answer to this question ineludibly takes us to the study of teacher beliefs. It is fundamental to conceptualise what teachers believe to be able to understand the way they teach. This paper is part of a research project at the university of Alcalá (Spain) which seeks to study the needs of teachers involved in a bili...

  14. Promoting Versatility in Mentor Teachers' Use of Supervisory Skills

    Science.gov (United States)

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

    2008-01-01

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings of 60 mentoring dialogues were analysed, both before and after a mentor teacher training aimed at developing the…

  15. Helping Teachers Communicate

    Science.gov (United States)

    Kise, Jane; Russell, Beth; Shumate, Carol

    2008-01-01

    Personality type theory describes normal differences in how people are energized, take in information, make decisions, and approach work and life--all key elements in how people teach and learn. Understanding one another's personality type preferences helps teachers share their instructional strategies and classroom information. Type theory…

  16. Teachers as Literacy Leaders

    Science.gov (United States)

    Turner, Jennifer D.; Applegate, Mary DeKonty; Applegate, Anthony J.

    2009-01-01

    The authors make the case that literacy leadership is not a quality restricted to specialists with extra certifications. Instead, literacy leadership qualities are within the grasp of every conscientious classroom teacher who is willing to take advantage of opportunities for personal and professional growth.

  17. The Relative Importance of Selected Communication Skills for Adolescents' Interactions with Their Teachers: High School Teachers' Opinions.

    Science.gov (United States)

    Reed, Vicki A.; Spicer, Lynette

    2003-01-01

    High school teachers (n=143) ranked 14 communication skills according to the perceived order of importance for Grade 10 adolescents' communication with them as teachers. Teachers tended to perceive skills associated with discourse management strategies as relatively more important than other skills. Science teachers ranked turn taking higher than…

  18. A Versatile Teacher – A Timely Alternate To Ancient Teachers

    Directory of Open Access Journals (Sweden)

    Mr.G.IMMANUEL

    2012-07-01

    Full Text Available In education, a teacher is a person who provides schooling for pupils and students. Ateacher who facilitates education for an individual student may also be described as a personal tutor. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education.In ancient days, the teachers were worshipped as gods. Learners call them “GURUS” and the word 'GURU' had a magical impact on the students. The students willingly surrendered themselves to the teachers and had unquestionable trust, faith and respect on their teachers. Whatever the teachers taught was accepted wholeheartedly because it was new and interesting to them as here was no much growth in information acquisition. But today the educational scenario is completely different and the learning process has undergone rapid changes in which the educator has to take an entirely new 'avatar' altogether.

  19. The environmental literacy of urban middle school teachers

    Science.gov (United States)

    Owens, Marcia Allen

    This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students and their teachers. In addition, future research should focus on further describing aspects of urban teachers' environmental literacy, and teacher preparation in environmental education as a means to increase the environmental literacy of students through their teachers.

  20. Evaluating Teachers Ranking Using Fuzzy AHP Technique

    Directory of Open Access Journals (Sweden)

    Dr. Hota H.S

    2013-01-01

    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.

  1. Teacher's Myers-Briggs Personality Profiles: Identifying Effective Teacher Personality Traits

    Science.gov (United States)

    Rushton, Stephen; Morgan, Jackson; Richard, Michael

    2007-01-01

    The Myers-Briggs Type Inventory (MBTI) and Beiderman Risk Taking (BRT) scale were administered to 58 teachers living in the state of Florida, USA. These teachers are considered part of prestigious group of educators who were nominated into the Florida League of Teachers by their superintendents/directors. Descriptive data includes frequency and…

  2. Forest Field Trips among High School Science Teachers in the Southern Piedmont

    Science.gov (United States)

    McCabe, Shannon M.; Munsell, John F.; Seiler, John R.

    2014-01-01

    Students benefit in many ways by taking field trips to forests. Improved academic performance, increased participation in outdoor recreation, and a better grasp of natural resources management are some of the advantages. However, trips are not easy for teachers to organize and lead. Declining budgets, on-campus schedules, and standards of learning…

  3. Extended Services in Schools: Developing Resources to Prepare Student Teachers for a Rapidly Changing Working Environment

    Science.gov (United States)

    Griffiths, Sue; Smith, Andy

    2011-01-01

    The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare…

  4. Education Partnerships in Teacher Training: McDonald Observatory and the Giant Magellan Telescope Organization.

    Science.gov (United States)

    Finkelstein, Keely; Preston, Sandra Lee; Hemenway, Mary; Malasarn, Davin; Wetzel, Marc

    2015-08-01

    McDonald Observatory in remote, west Texas has a long history of providing K-12 teacher professional development (PD) through workshops at the observatory. Recently, we have started a new teacher PD program in partnership with the Giant Magellan Telescope Organization (GMTO) to provide teacher training and establish a network of teachers and students engaged in the Giant Magellan Telescope. The GMT Teacher workshop has been offered to 30 teachers during the summers of 2014 and 2015; continued engagement has been offered to the teachers through online resources, networking, participation in other teacher PD opportunities and conferences. Evaluation has been conducted using several metrics immediately post workshops, and long term followup evaluation methods. At the close of the 2014 workshop teachers reported learning about the telescopes and nighttime observing, and the promise of the GMT. Consensus statements at the close of the workshop also spoke about passion for and appreciation of astronomy. The major source of recommendation during the year one workshop was to provide more detailed information or activities on the GMT during the workshops. While this does prove challenging to incorporate a full slate of activities on the GMT before the telescope is even built, we are currently working to produce more take-home materials which are GMT specific, continue to make general connections to telescope technology and science that are applicable to the GMT with the teachers. McDonald Observatory and GMTO will continue to partner to offer teacher PD related to the GMT, and increase the network of teachers and students engaged in the GMT, up and through the beginning of its operations in 2020. We will present the current highlights, evaulation outcome results, and future outlook for this program and collaboration.

  5. The Math teachers know

    CERN Document Server

    Davis, Brent

    2013-01-01

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

  6. [Teacher Training.

    Science.gov (United States)

    Palmatier, Robert A., Ed.

    1977-01-01

    This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

  7. Science takes time :families take time!

    OpenAIRE

    Hultberg, Kirsti Baird

    2000-01-01

    Who has time to have a family ? Scientists are the «heroes» of our time. Science takes time - Families take time. Who gives time ? My case -study consists of interviews with scientific workers of both sexes. They are asked how they juggle the time required in the production of scientific knowledge and family life. My findings indicate that it is women, who give of their time.

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

    Centers for Disease Control (CDC) Podcasts

    2012-03-07

    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.

  9. Inservice Preparation of High School Physics Teachers

    Science.gov (United States)

    Thornton, Stephen T.; Lindgren, R. A.

    2006-12-01

    Our outreach efforts for K-12 teachers includes nine different one-credit hour courses especially designed for K-8 teachers and two courses designed especially for middle school physical science teachers. However, our primary effort is to teach nine different courses for current and prospective high school physics teachers. All courses are for graduate credit at the 600-level for teacher education professionals. During the past year we have instructed 315 teachers in 17 courses, 230 of these being in seven courses for high school physics teachers. We teach five online distance learning courses and four summer residence courses for those pursuing physics content knowledge and for those in our Master of Arts in Physics Education (MAPE) degree program. We have graduated 13 teachers in the past year and currently have over 60 candidates in the program. Degree candidates include other certified science teachers desiring to teach physics, middle school teachers desiring to move to high school physics, career crossovers, current teachers desiring a master’s degree, as well as others. The MAPE degree will be described. A synopsis of the course offerings will be given, and statistics of the annual number of teachers taking courses, numbers of courses, teacher numbers, and teacher MAPE graduates will be discussed.

  10. Price increase

    CERN Multimedia

    2005-01-01

    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.

  11. Price increase

    CERN Multimedia

    2006-01-01

    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.

  12. 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

  13. Promoting versatililty in mentor teachers' use of supervisory skills

    OpenAIRE

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

    2008-01-01

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor teacher training aiming at developing the encourager role. Mentor teachers' repertoires of supervisory skills were found to consist of an average of seven supervisory skills. After training, a shi...

  14. 'ICTs' IN TEACHER EDUCATION

    OpenAIRE

    Girdhar lal Sharma

    2012-01-01

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

  15. Domain Building or Risk Taking

    DEFF Research Database (Denmark)

    Hjort, Katrin; Abrahamsen, Marianne

    2012-01-01

    The Nordic Countries are usually seen as the worlds must successful nations when it comes to gender equality, and the Scandinavian population in general appreciates values traditionally labeled feminine as caretaking and the quality of everyday life. However, the inequalities become obvious in school management. Among headmasters in High school in Denmark only 18 % are women despite of the fact that 52 % of the teachers are female. How can we explain that? This article is based on a survey answered by top- and middle level management staff. It rejects all traditional explanations of the relations between gender, values and family obligation but reveals an interesting difference between two strategies for career development: Domain Building and Risk Taking. Both strategies are applied by both men and women. However, one of them seems to be the most effective with regard to achieve a position as a top manager – and one of them is more often preferred by men than by women.

  16. DENTAL HEALTH KNOWLEDGES AMONG ISFAHAN TEACHERS: 2000

    Directory of Open Access Journals (Sweden)

    S.E JABBARIFAR

    2002-12-01

    Full Text Available Major aim of this study is evaluation teachers knowledge about health and treatment dentistry procedures. Data for this study have gotten of 1884 teacher by questionaire. Most of teachers have had low level knowledge, also relation between level knowledges and teacher sex and teaching area and grade stundents were not sighifcant. It is important to take optimum knowledge about health curative procedures. It is possible to furnish this knowledges by mass media and short time course in period of training and eduation to teachers.

  17. The teacher and the curriculum; : exploring teacher agency

    DEFF Research Database (Denmark)

    Robinson, Sarah; Priestley, M.

    2015-01-01

    A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching materials) or output regulation (steering through outcomes). Drawing upon an ‘ecological model’ to explore the concept of teacher agency, this chapter will illustrate through empirical research conducted in Scotland and Cyprus, how it manifests in various ways through teachers’ work. The chapter concludes with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.

  18. Plans, Takes, and Mis-takes

    Directory of Open Access Journals (Sweden)

    Nathaniel Klemp

    2008-04-01

    Full Text Available This paper analyzes what may have been a mistake bypianist Thelonious Monk playing a jazz solo in 1958.Even in a Monk composition designed for patternedmayhem, a note can sound out of pattern. We reframethe question of whether the note was a mistake and askinstead about how Monk handles the problem. Amazingly,he replays the note into a new pattern that resituatesits jarring effect in retrospect. The mistake, orbetter, the mis-take, was “saved” by subsequent notes.Our analysis, supported by reflections from jazz musiciansand the philosopher John Dewey, encourages areformulation of plans, takes, and mis-takes as categoriesfor the interpretation of contingency, surprise, andrepair in all human activities. A final section suggeststhat mistakes are essential to the practical plying andplaying of knowledge into performances, particularlythose that highlight learning.

  19. Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

    Science.gov (United States)

    Kagoda, Alice Merab; Sentongo, John

    2015-01-01

    Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher

  20. Taking the Write Way

    Science.gov (United States)

    Giordano, Geoffrey

    2011-01-01

    Young students generally don't make up their lessons as they go along. But many music educators are encouraging just that by teaching composition alongside traditional musical concepts. Rather than simply relying on rote exercises that focus on basic musical principles and techniques, teachers are asking students to create their own music early on…

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

    Science.gov (United States)

    Boyle, Joseph R.

    2001-01-01

    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.)…

  2. Cross Cultural Marketing Teachers' Profile

    Science.gov (United States)

    Vila, Natalia; Boluda, Ines Kuster

    2008-01-01

    Purpose: Marketing has attracted increased interested over the past 15 years in both academic and commercial circles and there has been a market rise in the number of students. At the university level, the characteristics of the teacher play an essential role in student/teacher interaction and influence academic results and future professional…

  3. Integrating Ict Into Teacher Education Programme

    Directory of Open Access Journals (Sweden)

    Geeta Thakur

    2012-07-01

    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.

  4. 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)

    Spilt, Jantine L.; Koomen, Helma M. Y.; Jak, Suzanne

    2012-01-01

    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…

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

    Science.gov (United States)

    Muijs, Daniel; Chapman, Chris; Armstrong, Paul

    2013-01-01

    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…

  6. The Care and Feeding of Visiting Teachers.

    Science.gov (United States)

    Womack, Karen King; Womack, Sid T.

    The home room teacher has the responsibility of enabling field experience students, student teachers, and visiting specialists to fulfill their role successfully. The field experience student is ordinarily not expected to ever take full responsibility for the instruction of an entire class for any period of time. The agenda for this student would…

  7. The Federal Role in Teacher Professional Development

    Science.gov (United States)

    Koppich, Julia E.

    2000-01-01

    The reauthorization of the Elementary and Secondary Education Act (ESEA) provides an opportune occasion to take a fresh look at the federal role in teacher professional development. Funds designed to improve teachers' professional prowess currently are tucked into a number of federally funded programs--programs, for example, for students living in…

  8. Science Education: Some Choices for the Teacher

    Science.gov (United States)

    Ramsey, Gregor

    1974-01-01

    Suggests that developed science materials need not limit teachers from making change or introducing innovation because they have six broad areas of choice: organization, objectives, content, methods, evaluation and relationships with others. Also discusses rejection responses offered by teachers as they resist opportunities to take up the…

  9. The ABCs of Managing Teacher Stress.

    Science.gov (United States)

    Nagel, Liza; Brown, Sheri

    2003-01-01

    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…

  10. Stories of Experience: Professional Development for Teachers.

    Science.gov (United States)

    Patterson, Catherine; Fleet, Alma

    Within teacher education programs, stories of professional practice are increasingly recognized as a powerful tool for developing understanding and critical thinking. This project involved the development of a series of case stories based on the work of early childhood teachers and examined the use of stories by experienced teachers to enable them…

  11. Teacher Leaders in Denver Public Schools

    Science.gov (United States)

    Nazareno, Lori

    2015-01-01

    Teachers are increasingly dissatisfied. In one recent survey, 47 percent of teachers said they were not enthusiastic about their jobs, and another showed a sharp drop in teacher satisfaction since 2008, from 62 to 39 percent. This dissatisfaction does not stem from what one might think--stresses related to dealing with students and families.…

  12. Plans, Takes, and Mis-takes

    OpenAIRE

    Nathaniel Klemp; Ray McDermott; Jason Raley; Matthew Thibeault; Kimberly Powell; Levitin, Daniel J.

    2008-01-01

    This paper analyzes what may have been a mistake bypianist Thelonious Monk playing a jazz solo in 1958.Even in a Monk composition designed for patternedmayhem, a note can sound out of pattern. We reframethe question of whether the note was a mistake and askinstead about how Monk handles the problem. Amazingly,he replays the note into a new pattern that resituatesits jarring effect in retrospect. The mistake, orbetter, the mis-take, was “saved” by subsequent notes.Our analysis, supported by re...

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

    Science.gov (United States)

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

    2015-01-01

    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).

  14. News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

    Science.gov (United States)

    2010-05-01

    Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

  15. Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens

    Science.gov (United States)

    Vangsnes, Vigdis; Økland, Nils Tore Gram

    2015-01-01

    In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…

  16. Taking the Long View

    Science.gov (United States)

    Bennett, Robert B., Jr.

    2010-01-01

    Legal studies faculty need to take the long view in their academic and professional lives. Taking the long view would seem to be a cliched piece of advice, but too frequently legal studies faculty, like their students, get focused on meeting the next short-term hurdle--getting through the next class, grading the next stack of papers, making it…

  17. Teacher labor markets in developed countries.

    Science.gov (United States)

    Ladd, Helen F

    2007-01-01

    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

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

    Science.gov (United States)

    Dunton, K.; Schonberg, S.

    2006-12-01

    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.

  19. Teacher professionalisation in relation to retention strategies

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2014-01-01

    Teacher professionalization in relation to retention strategies Bjarne Wahlgren, professor, director National Centre of Competence Development, University of Aarhus, Denmark The research project ‘New roles for the teacher’ was initiated due to a concern about the increasing number of dropouts within Danish VET. The main research questions are: Is it possible to train teachers to be able to focus on the students’ completion of the program and not only on the subject matter? Do teachers change the...

  20. Factors Influencing How Teachers Manage Their Classrooms

    OpenAIRE

    SARIÇOBAN, Arif; Sevilay SAKIZLI

    2006-01-01

    Teaching and learning a foreign language is a social process which requires the interaction of two important parts of the process, the teacher and the students, in a social environment.  As this process takes place in a social context, it is inevitable to experience some problems while teaching the students having different needs, interests and levels. These problems may be caused by the students, teachers as well as the physical environment in which teaching and learning take place. It is cl...

  1. 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)

    Zhang, Chun

    2013-01-01

    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

  2. Astronomy Education and Teacher Training in Turkey

    Science.gov (United States)

    Kirbiyik, Halil

    In this talk, education in astronomy and space sciences in schools in Turkey as well as activities to create awareness in these subjects will be discussed. A search done among youngsters(ages from 15 to 24) for measuring the scientific literacy showed that most attractive subjects to the Turkish younsters are “internet” and “astronomy”. This result led authorities to take necessary measures to fill the gap especially in teaching material such as books. Another attempt along this is to increase astronomy subjects in the school curricula. Besides TUBITAK National Observatory, universities and Turkish Astronomical Society are giving every efort to create public awareness of space activities and space sciences. As for the teacher training in astronomy and space sciences, much has been done but no success has come yet. Astronomy subjects, in schools, are generally taught not by astronomers but some other substitutes from other branches, such as physics and mathematics. Thus the Ministry of Education prefers training teachers in service. Nevertheless it must be stated that astronomers are pushing forward to formally have the right to train astronomers to become teachers to be hired by the Ministry of Education in schools.

  3. Multicultural Education and teacher’s social well-being

    Directory of Open Access Journals (Sweden)

    Martínez Taboada, Cristina

    2011-12-01

    Full Text Available The configuration of new intergroup and interpersonal relations that take place in the receiving social context as a result of migratory processes, owns direct influences over the school scene. Having in account there are different paradigms and models in multicultural education (Banks, 2009, the aim of the study is to analyse the impact that has on teacher’s social well-being, the main or minor percentage of immigrant students in the schools. The Social Well-Being Scale of Keyes (1998, adapted by Blanco & Diaz (2005 was applied on a sample of 281 primary education teachers from Guipúzcoa, (Spain. They were distributed in three groups for its comparison. The results indicate, that those teachers that carry out their work in schools with greater concentration of immigrant students, presented the greater level of social well-being with respect to their colleagues who belong to schools characterized by the sociocultural homogeneity of the pupils.

  4. Taking iron supplements

    Science.gov (United States)

    ... Iron supplements may be taken as capsules, tablets, chewable tablets, and liquids. The most common tablet size ... Tell your health care provider about all the medicines you are taking. Iron tablets may cause other ...

  5. Teacher, where Are You?

    Science.gov (United States)

    Whitehead, Diane P.

    2009-01-01

    In recent years, much has been made of the increase in student absenteeism. However, an issue that has not received as much attention, but one that is equally critical to childhood education, is that of teacher absenteeism. It is important to note that schools are not only centers of learning, but also institutions that provide continuity for…

  6. Teacher Identity in an Era of Educational Reform: The Case of Trinidad and Tobago.

    Science.gov (United States)

    George, June; Mohammed, Jeniffer; Quamina-Aiyejina, Lynda

    2003-01-01

    Compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago, with the concept of the teacher image present in reform initiatives. Highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. (CAJ)

  7. Preparing Highly Qualified Teacher Candidates for Urban Schools. The Importance of Dispositions

    Science.gov (United States)

    Talbert-Johnson, Carolyn

    2006-01-01

    Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the…

  8. Do Teacher Unions Hinder Educational Performance? Lessons Learned from State SAT and ACT Scores.

    Science.gov (United States)

    Steelman, Lala Carr; Powell, Brian; Carini, Robert M.

    2000-01-01

    Comparison of standardized test scores and degree of teacher unionization in states found a statistically significant and positive relationship between the presence of teacher unions and stronger state performance on tests. Taking into account the percentage of students taking the tests, states with greater percentages of teachers in unions…

  9. The Elusiveness of Teacher Quality: A Comparative Analysis of Teacher Certification and Student Achievement in Gulf Cooperation Council (GCC) Countries

    Science.gov (United States)

    Wiseman, Alexander W.; Al-bakr, Fawziah

    2013-01-01

    In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and…

  10. Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System

    Science.gov (United States)

    Wilkins, Chris

    2011-01-01

    This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of "Professional Standards for Teachers" in 2007. It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher identity,…

  11. Qualifying online teachers

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2007-01-01

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

  12. Teachers' beliefs about science teaching and context factors: Implications for teaching and learning science at the middle school level

    Science.gov (United States)

    Pea, Celeste H.

    Current research shows that teachers' beliefs have been virtually ignored in science education reform efforts spearheaded by the development of national, state, and local standards. Since the aim of science education reform is to improve scientific literacy for all students, increasingly, researchers are questioning the lack of attention to teachers' beliefs and are calling for more research to examine teachers' beliefs and the influence of school environmental factors on their classroom practices. The purpose of this study was to explore, investigate, and analyze data that might reveal middle school science teachers' beliefs about science teaching and how school environmental factors influence their classroom behavior. The mixed methods study was conducted in a large urban/suburban county in an eastern state in the United States. Data were collected through a Likert-style survey and interview and observation sessions. Ninety-one middle school science teachers completed the survey. Three teachers from the survey sample also participated in the interview and observation sessions. The findings from the quantitative and qualitative data indicated that most of the middle school science teachers in this study believed that science teaching should be student-centered, and science instruction should be based on an inquiry-based approach to teaching and learning. They also believed that the state and county standards were the most important factors in helping teachers to use inquiry-based instructional strategies to teach science. In addition to the science standards, the middle school science teachers believed that peer and principal support were critical to their success as teachers, and that instructional materials and supplies were readily available to help them teach science. The findings from the study indicated that few school environmental factors affected the middle school teachers' classroom practices. However, time (to participate in more professional activities and to complete class work), student level of maturity to do inquiry, and students taking responsibility for their own learning were identified as school environmental factors teachers believed hindered their effectiveness as teachers. The research findings confirmed findings from earlier studies that some teachers' beliefs are inconsistent with their practices. Although most of the teachers responded or were observed using nontraditional practices, the inconsistency that was observed between some teachers' stated beliefs and their practices supports the idea that it may be difficult to achieve scientific literacy for all students. Since current science reform marks a sharp departure from the way science was taught in the past, more research is needed to help determine why this inconsistency continues to exist.

  13. Pre-Service Science Teachers` Views About Characteristics of Effective Science Teaching and Effective Science Teacher

    Directory of Open Access Journals (Sweden)

    Kutret Gezer

    2007-01-01

    Full Text Available In this study an attempt was made to understand the perceptions of pre-service science teachers regarding effective science teaching strategies and teachers who are successful at implementing these strategies in their educational practice culminating towards being considered an effective science teacher. Firstly, for the purposes of this research a consideration of the following questions was necessary: What are the characteristics of effective science teaching? What are the characteristics of an effective science teacher? In order to gain insight into the research in question, related literature was reviewed and questionnaire research, including open-ended questions had been administered to pre-service teachers. Some remarkable findings have been discovered which are briefly discussed. The main feature revealed through the study is that pre-service science teachers believe the pedagogical skills of professional teachers should take precedence at first over the improvement of their theoretical knowledge on their subject matter.

  14. Pre-Service Science Teachers' Views About Characteristics of Effective Science Teaching and Effective Science Teacher

    Science.gov (United States)

    Gezer, Kutret; Bilen, Kadir

    In this study an attempt was made to understand the perceptions of pre-service science teachers regarding effective science teaching strategies and teachers who are successful at implementing these strategies in their educational practice culminating towards being considered an effective science teacher. Firstly, for the purposes of this research a consideration of the following questions was necessary: What are the characteristics of effective science teaching? What are the characteristics of an effective science teacher? In order to gain insight into the research in question, related literature was reviewed and questionnaire research, including open-ended questions had been administered to pre-service teachers. Some remarkable findings have been discovered which are briefly discussed. The main feature revealed through the study is that pre-service science teachers believe the pedagogical skills of professional teachers should take precedence at first over the improvement of their theoretical knowledge on their subject matter.

  15. A study of teacher cognition in planning elementary science lessons

    Science.gov (United States)

    Wing-Mui So, Winnie

    1997-03-01

    Advances in cognitive psychology and in research techniques have led to an increase in the acceptance of the conception of teaching as a “thoughtful” profession. The interest and enthusiasm of researches in aspects of teacher cognition demonstrate a shift from an emphasis on observable teacher behaviours to a focus on a teacher's unobservable thinking process. In this study, a qualitative approach was used to uncover a teacher's thinking process during lesson planning, to depict a more holistic view of the structural complexity of teacher cognition during lesson planning. Specialised science teachers and general teachers who had different levels of subject expertise were studied. The teachers were interviewed on how they planned an elementary science lesson. Interview protocols were analysed using a taxonomy which assessed the cognitive complexity of teacher thinking. Differences were found between specialised science teachers and general teachers in the levels of structural complexity in their thinking process.

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

    Science.gov (United States)

    Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

    2010-01-01

    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…

  17. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Science.gov (United States)

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

    2012-01-01

    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  18. Teachers Must Push Technology's Tidal Wave: District Technology Initiatives Must Put the Teacher in Charge.

    Science.gov (United States)

    Guhlin, Miguel

    2002-01-01

    For technology to impact student achievement, teachers must be empowered via extensive staff development. This paper presents building-level technology initiatives (e.g., peer training, super substitutes, and computer clubs) and district- level initiatives (e.g., establish a district technology committee, allow teachers to take computers home over…

  19. The Malaysian Teacher Standards: A Look at the Challenges and Implications for Teacher Educators

    Science.gov (United States)

    Goh, Pauline Swee Choo

    2012-01-01

    Talks of education transformation to improve the quality and outcomes of education in Malaysia culminated in the articulation of standards for teachers. The all new Malaysian Teacher Standards (MTS) launched in 2009 is to establish "high competency" standards for the teaching profession and to increase the status of teachers in Malaysia. This…

  20. Troubling Methods-Centric "Teacher Production": Social Foundations in Dance Education Teacher Preparation

    Science.gov (United States)

    Risner, Doug; Barr, Sherrie

    2015-01-01

    Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have…

  1. Teachers' professional development: Awareness of literacy practices

    Scientific Electronic Library Online (English)

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

    2015-02-01

    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.

  2. Taking a deep breath

    Directory of Open Access Journals (Sweden)

    Carlos Renato Zacharias

    2012-12-01

    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!

  3. Assessment of Student Teachers by Supervising Teachers.

    Science.gov (United States)

    Hattie, John; And Others

    1982-01-01

    Supervising teachers appear to reliably evaluate student teachers and tend to perceive student teachers in terms of two major factors: preparation and presentation. There were differences between primary and secondary level supervisors. (Author/PN)

  4. Children´s and Preschool Teacher´s Photographs of New Preschool Architecture

    DEFF Research Database (Denmark)

    Rasmussen, Kim

    2014-01-01

    In an ongoing project (2013-2014) about children´s and preschool teacher´s interactions with and experiences of new architecture/physical environment, young children between 2-5 years and their preschool teachers has photographed the physical and social environment. A numbers of photo-elicitated interviews with the preschool teachers had been held over the summer too. These actions have created increased awareness of the relationship between the physical and social environment and generated a lo...

  5. Take Three: Seasonal Flu

    Centers for Disease Control (CDC) Podcasts

    2010-09-29

    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.

  6. Simulating Price-Taking

    Science.gov (United States)

    Engelhardt, Lucas M.

    2015-01-01

    In this article, the author presents a price-takers' market simulation geared toward principles-level students. This simulation demonstrates that price-taking behavior is a natural result of the conditions that create perfect competition. In trials, there is a significant degree of price convergence in just three or four rounds. Students find this…

  7. It Takes a Township

    Science.gov (United States)

    McNiff, J.

    2011-01-01

    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…

  8. Examining Espoused and Enacted Theories about the Cultivation of Teacher Leaders: A Case Study of a University's Education Department

    Science.gov (United States)

    Rasori, Tina Marie

    2012-01-01

    Teacher leadership takes different forms and serves various important functions in bringing about and sustaining educational change. However, prior research suggests such leadership is difficult to cultivate. Most efforts to develop teachers' leadership abilities take place when teachers are already in the classroom. Teacher education…

  9. Training Student Teachers to Reposition Infants Frequently

    OpenAIRE

    Cotnoir-Bichelman, Nicole M; Thompson, Rachel H; McKerchar, Paige M; Haremza, Jessica L

    2006-01-01

    We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child-care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.

  10. Training Future Physics Teachers at BYU: Successes in Teacher Training

    Science.gov (United States)

    Merrell, Duane B.; Clark, R. Beck

    2006-12-01

    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.

  11. The social dimension of teaching: Trust and teachers’ efficacy beliefs

    OpenAIRE

    Van Maele, Dimitri; Houtte, Mieke van

    2012-01-01

    Educational research increasingly highlights teachers’ trust in other school members to support school functioning. Besides, teachers’ efficacy beliefs are considered to be crucial in their functioning. To enhance teachers’ effectiveness, an understanding of the sources of their efficacy beliefs is therefore vital. This study investigates whether teachers’ trust in students, parents, colleagues, and the principal relate differently to various facets of teachers’ efficacy beliefs. Multilevel a...

  12. Does Anticipation Training Affect Drivers' Risk Taking?

    Science.gov (United States)

    McKenna, Frank P.; Horswill, Mark S.; Alexander, Jane L.

    2006-01-01

    Skill and risk taking are argued to be independent and to require different remedial programs. However, it is possible to contend that skill-based training could be associated with an increase, a decrease, or no change in risk-taking behavior. In 3 experiments, the authors examined the influence of a skill-based training program (hazard…

  13. PolarTREC—A Model Program for Taking Polar Literacy into the Future

    Science.gov (United States)

    Warburton, J.; Timm, K.; Larson, A. M.

    2009-12-01

    Polar TREC—Teachers and Researchers Exploring and Collaborating, is a three-year (2007-2009) NSF-funded International Polar Year (IPY) teacher professional development program that advances Science, Technology, Engineering, and Mathematics (STEM) education by improving teacher content knowledge and instructional practices through Teacher Research Experiences (TRE) in the Arctic and Antarctic. Leveraging profound changes and fascinating science taking place in the polar regions, PolarTREC broadly disseminates activities and products to students, educators, researchers, and the public, connecting them with the Arctic and Antarctica and sustaining the widespread interest in the polar regions and building on the enthusiasm that was generated through IPY. Central to the PolarTREC Teacher Research Experience Model, over 40 teachers have spent two to eight weeks participating in hands-on research in the polar regions and sharing their experiences with diverse audiences via live events, online multimedia journals, and interactive bulletin boards. The Connecting Arctic/Antarctic Researchers and Educators (CARE) Network unifies learning community members participants, alumni, and others, developing a sustainable association of education professionals networking to share and apply polar STEM content and pedagogical skills. Educator and student feedback from preliminary results of the program evaluation has shown that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person in today’s world, as well as increased self-reported knowledge and interest in numerous science content areas. Building on previous programs and successes, PolarTREC has developed a successful internet based program for teachers and researchers to interact, leveraging their diverse experiences and expertise for the creation of interdisciplinary educational tools including online journals and forums, real-time Internet seminars, lesson plans, classroom activities, audio, video, and other highly relevant and adaptable educational resources that address a broad range of scientific topics. These highly accessible methods and resources are available to educators and students of varying ages and abilities across the globe, and have connected thousands of students and citizens to the excitement of polar science. PolarTREC provides a tested approach and a clear route for varying levels of researcher participation in the education community, therefore facilitating the types of positive benefits and understanding that ensure increased educator, student, and community understanding of science and the polar regions during times of interrelated global change. For more information, email info@polartrec.com or call 907-474-1600.

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

    Directory of Open Access Journals (Sweden)

    Teresa Strong-Wilson

    2007-12-01

    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!

  15. A case study of the impact of a reform-based professional development program on the practices of eighth grade science teachers

    Science.gov (United States)

    Fowles, Judith Cassagne

    2005-07-01

    Middle school science teachers in Texas are required to plan and execute constructivist-based multidisciplinary lessons in their classrooms. As secondary and undergraduate students, teachers often failed to learn sufficient science content knowledge and inquiry strategies to enact these mandates. Implementation of those strategies might not take place until science teachers are better educated in science content and in a manner consistent with the vision and goals of constructivism. Participation in a professional development program focused on increasing teachers' science content knowledge and taught employing the recommended strategies might enable teachers to put these mandates into practice in their own classrooms. This study traced the growth of six secondary science educators from their preservice teacher preparation through their involvement in a Master's in Multidisciplinary Science program to their classroom practices five years following the completion of their graduate degrees. The qualitative analysis suggested that increasing science content knowledge gives teachers greater confidence to teach an integrated science. In addition, experiencing inquiry as students increases the educators' pedagogical content knowledge to more effectively adapt that science content knowledge into inquiry lessons for their students.

  16. Taking of history

    DEFF Research Database (Denmark)

    Langebæk, Rikke

    2007-01-01

    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 tr...

  17. TEACHER NEEDED

    CERN Multimedia

    2002-01-01

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

  18. Taking Care of Yourself

    Science.gov (United States)

    ... as helping you quit smoking, lose weight, reduce stress, lower blood pressure and increase HDL cholesterol. Doing aerobic exercise — using ... as helping you quit smoking, lose weight, reduce stress, lower blood pressure and increase HDL cholesterol. Doing aerobic exercise — using ...

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

    Science.gov (United States)

    Larson, Tom, Comp.

    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…

  20. Factors That Impact Administrator-Teacher Relationships

    Science.gov (United States)

    Gray, Patrick Sean

    2013-01-01

    Retaining teachers continues to be problematic for educational leaders across the country. With these numbers steadily increasing, one must examine the reasons as to why teachers are leaving the profession and how school administrators can address these problems if schools are going to maintain and increase their levels of success. Reasons…

  1. Taking It All into Account

    Science.gov (United States)

    Driver, Melissa K.

    2013-01-01

    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…

  2. Understanding Preschool Teachers' Perspectives on Empathy: A Qualitative Inquiry

    Science.gov (United States)

    Peck, Nancy Farstad; Maude, Susan P.; Brotherson, Mary Jane

    2015-01-01

    Empathy is a trait and skill necessary for teachers working with children and for partnering with families. This qualitative study focused on how teachers expressed empathy in the context of early childhood education. Diversity has increased in the United States and as diversity increases, the need for teachers to be able to empathize with…

  3. Demand, Supply and Adjustment in the Teacher Labour Market.

    Science.gov (United States)

    Lewis, Philip; Norris, Keith

    1992-01-01

    There have been fundamental changes in demand for and supply of teachers in Western Australia in recent years. Influences include increased high school retention, parent preference for private schools, falling teacher salaries, fewer students attracted to teaching careers. Attention to increasing the teacher supply is needed. (MSE)

  4. Multitasking and Synchronous Work: Complexities in Teacher Work

    Science.gov (United States)

    Brante, Goran

    2009-01-01

    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…

  5. The analysis of Principle’s, Supervisior’s and Teacher’s perception of the term “Teacher

    Directory of Open Access Journals (Sweden)

    Atila Y?ld?r?m

    2011-07-01

    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 analysed through content analysis. The metaphors produced by the participants were divided into 13 themes as; incompetent, devoted, hardworking, enlightening, shaper, leader, inefficient, cheap labour, 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 labour, 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.   

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

    Directory of Open Access Journals (Sweden)

    Atila Y?ld?r?m

    2011-07-01

    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.

  7. Teacher workshops

    Science.gov (United States)

    1993-01-01

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

  8. language teachers

    CERN Document Server

    2007-01-01

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

  9. Taking Care of Time

    OpenAIRE

    Cortney Davis

    2007-01-01

    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 ...

  10. Otters Increasing - Threats Increasing

    OpenAIRE

    Andreas Kranz

    1994-01-01

    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, Austr...

  11. 2007 : governments take aim

    International Nuclear Information System (INIS)

    In 2007, the Canadian oil industry's competitiveness was eroded by the strength of the Canadian dollar and low gas prices in a predominantly natural gas basin with the highest service costs in the world. The Alberta government had also announced that it intended to take a larger cut of oil and gas revenues beginning in 2009. In the previous year, the federal government announced that it would start taxing income trusts. This effort to address the issue of tax leakage erased $20 billion from the Canadian equities market. Although a coalition of 40 Calgary energy trusts presented a study that emphasized the key role trusts played in Canada's energy sector, the government remained firm and changes are expected to take effect in 2011. Other key events in 2007 were also listed in this article. British Columbia pulled in more revenue than Alberta from land sales and the industry spent $300 million for shale land prospects in the province. Kitimat, British Columbia was chosen as the site for a liquefied natural gas port. 1 tab., 1 fig

  12. 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)

    Short, Barbara J.

    2003-06-01

    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.

  13. Otters Increasing - Threats Increasing

    Directory of Open Access Journals (Sweden)

    Andreas Kranz

    1994-10-01

    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.

  14. Increasing Induction-Level Teachers' Positive-to-Negative Communication Ratio and Use of Behavior-Specific Praise through E-Mailed Performance Feedback and Its Effect on Students' Task Engagement

    Science.gov (United States)

    Rathel, Jeanna M.; Drasgow, Erik; Brown, William H.; Marshall, Kathleen J.

    2014-01-01

    The purpose of this study was to examine the effects of e-mailed specific performance feedback that included progress monitoring graphs on induction-level teachers' ratios of positive-to-negative communication behaviors and their use of behavior-specific praise in classrooms for students with emotional and behavioral disorders, mild…

  15. Teacher testing and implications for physical education

    OpenAIRE

    O'Sullivan, Mary; Tannehill, Deborah

    1990-01-01

    There has been a dramatic increase in teacher testing in the last decade. State and national attention to this issue is evidenced by the amount of literature devoted to assessment in general and teacher testing in particular. An invitational conference was held last fall by the Educational Testing Service (ETS) to provide a forum for clarifying issues regarding uses of standardized tests in American education in general and teacher testing in particular. Flippo (1986) outlined ...

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

    DEFF Research Database (Denmark)

    Wang, Li; Du, Xiangyun

    2014-01-01

    This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity.

  17. Mature Teachers Matter

    Science.gov (United States)

    Berl, Patricia Scallan

    2005-01-01

    In this article, the author discusses the consequences of losing mature teachers due to voluntary separation or retirement and the mindset of a mature teacher that is different from younger teachers in a number of ways. Mature teachers are colleagues over 45 years of age possessing significant experience in the field. Future trends in teacher

  18. Teachers and Educational Reform.

    Science.gov (United States)

    Spencer, Dee Ann

    1996-01-01

    Examines the recent phenomenon of educators attacking their own on the issue of professionalizing teachers and improving teacher education. Explores the issue of the professionalization of teaching and discusses the role of teachers in educational reform. Concludes that teacher "bashing" may hamper attracting potential teacher education students…

  19. Complete guide to becoming an English teacher

    CERN Document Server

    Clarke, Stephen R; Westbrook, Jo

    2009-01-01

    Praise for the previous edition: 'This is a text that should accompany every student teacher of English and find its way on to the shelf of all practising teachers. This book excited me. It is written in a style that makes you want to try out activities and take up challenges. This book will encourage the student teacher to embrace the subject of English along with its associated values and debates' - ESCalate `If I was training to teach English today, this is the book I would want - an extraordinarily professional handbook of good practice ' - Geoff Barton, Times Educational Supplement,

  20. Development of Teachers as Scientists in Research Experiences for Teachers Programs

    Science.gov (United States)

    Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

    2014-11-01

    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.

  1. Editor and Section Editor's Perspective Article: A Look at the Danielson Framework for Teacher Evaluation

    Science.gov (United States)

    Evans, Brian R.; Wills, Fran; Moretti, Megan

    2015-01-01

    In this age of teacher accountability, school districts are increasingly interested in using the best possible methods in evaluating their teachers. This interest impacts new alternative certification teachers, as well as traditional teachers. An increasingly popular assessment is the Danielson Framework, which is a set of 22 components of…

  2. Pay, working conditions, and teacher quality.

    Science.gov (United States)

    Hanushek, Eric A; Rivkin, Steven G

    2007-01-01

    Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance. PMID:17407923

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

    Science.gov (United States)

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-06-01

    This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies, and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher education, such as a holistic view of instructional approaches.

  4. Decision taking as a service

    OpenAIRE

    Bergstra, J.A.

    2012-01-01

    Decision taking can be performed as a service to other parties and it is amenable to outtasking rather than to outsourcing. Outtasking decision taking is compatible with selfsourcing of decision making activities carried out in preparation of decision taking. Decision taking as a service (DTaaS) is viewed as an instance of so-called decision casting. Preconditions for service casting are examined, and compliance of decision taking with these preconditions is confirmed. Poten...

  5. Learning to Lead: A New Teacher’s Perspectives on Teacher Leadership

    Directory of Open Access Journals (Sweden)

    Kristie Bridges

    2008-06-01

    Full Text Available The question of teacher leadership is inextricably tied to teacher effectiveness. Leadership forms the foundation of classroom management and permeates all aspects of the curriculum. While many new teachers have visions of the kinds of leaders they wish to become, this vision is often complicated by the everyday realities of classroom life. Faced with increasingly difficult circumstances, it becomes infinitely more important for teachers to foster the trust and confidence required to make meaningful connections with their students. This article discusses the qualities of effective leaders and the impact of effective leadership on students. It also considers some of the challenges that arise when pursuing one’s vision of leadership.

  6. Taxation and Corporate Risk-Taking

    OpenAIRE

    Langenmayr, Dominika; Lester, Rebecca

    2014-01-01

    We study whether the corporate tax system provides incentives for risky firm investment. We first model the effects of corporate tax rates and tax loss offset rules on firm risk-taking. Testing the theoretical predictions, we find that firm risk-taking is positively related to the length of tax loss periods. This result occurs because the loss rules shift a portion of investment risk to the government, inducing firms to increase their overall level of risk-taking. Moreover, the corporate tax ...

  7. Creditor rights and risk-taking

    OpenAIRE

    Tawast, Ilkka

    2012-01-01

    CREDITOR RIGHTS AND RISK-TAKING PURPOSE OF THE STUDY In this Master’s thesis I study how creditor rights affect risk-taking of companies. Firstly, I analyze whether the level of creditor protection is associated with a higher probability of a diversifying acquisition. Secondly, I assess whether creditor protection is associated with a less risky mode of operation. Thirdly, I analyze factors, which could increase the probability of a diversifying acquisition. The main focus will be give...

  8. Taking Care of Time

    Directory of Open Access Journals (Sweden)

    Cortney Davis

    2007-01-01

    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.

  9. Taking the plunge

    CERN Multimedia

    2008-01-01

    On 8 and 15 October, 58 people took the plunge and headed to the Varembé swimming pool in Geneva for their first taste of scuba diving at one of the CERN scuba club’s free trial dives. Club president Alberto Pace, left, taking a new recruit on his first dive. The CERN scuba club was making waves down at the Varembe swimming pool on Wednesday 15 October. Thirty-six people turned up to the club’s second free trial dive. "It was fantastic," said Jörg, one of the new recruits, after his first ever dive. "I’ve always wanted to try diving and this was a free lesson, so I thought I would come and have a go." Fourteen of the club’s fully qualified instructors were there to give one-on-one tuition. After a first dive in the normal pool the new divers moved into the deep pool. Some took to the water like fish, and at one point an impromptu game of aqua-Frisbee broke out, five metres below the surface. Richard Catherall, who organi...

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

    DEFF Research Database (Denmark)

    SØrensen, Birgitte Holm; Meyer, Bente Tobiesen

    This paper deals with the challenges related to the development of an educational design for learning games. The focus will be on how instructional and introductory texts that are integrated in specific game-based platforms address teachers, and how and why these texts can be developed as part of the educational design of game-based learning. In the paper we shall conceptualize these texts as paratexts, following Genette’s terminology. In the paper we shall present an on-going development of an educational design concept for learning games with a focus on how teachers are and can be included in the design of game-based learning platforms. The teacher’s role is important in a game based school practice, as the teacher develops new functions as a teacher and new positions in relation to the students. A number of studies show that teachers often fail to take an active role when games are used in the classroom, as they often rely on the pupils to know what to do or believe that the students are active and engagedand therefore engaged in learning, when they are playing. However, the studies also show that the teacher’s role is imperative to the students’ benefits from learning, and often the pupils criticize the teacher’s failure to participate. Based on empirical studies we shall analyse different ways of employing paratexts directed to the teachers and in the educational design of game-based learning environments, and discuss what design aspects should be considered when addressing the teachers.

  11. Taking radionuclides to heart

    International Nuclear Information System (INIS)

    Ischaemic heart disease is a main cause of death in South Africa. Non-invasive ECG gated radionuclide bloodpool imaging plays an increasingly useful role in the evalution of the function of the heart as a pump, and the extent of heart muscle perfusion defects is further pinpointed by invasive krypton-81m studies to improve patient management

  12. Taking Technology to Takoradi

    Science.gov (United States)

    DePillis, Lydia

    2006-01-01

    High school students in Seattle's Global Technology Academy bring refurbished computers to schools and orphanages in developing areas of the world and teach young people the skills they need to advance in an increasingly information-based global marketplace. In 19 trips to date, teams of 5-15 students have taken computers and knowledge to such…

  13. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    OpenAIRE

    Yavuz Akbulut; Cem Çuhadar

    2011-01-01

    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...

  14. Innovation through College Classroom Teacher: an Analysis of Experience

    Science.gov (United States)

    Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia

    2014-05-01

    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.

  15. Theoretical perspectives of science teacher education

    Directory of Open Access Journals (Sweden)

    Chorng-Jee GUO

    2010-06-01

    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

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

    Directory of Open Access Journals (Sweden)

    Cemalettin ?PEK

    2010-08-01

    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.

  17. Teacher Self-Evaluation and Power

    Science.gov (United States)

    Towndrow, Phillip A.; Tan, Kelvin

    2009-01-01

    Positive claims are made for the adoption of practices that permit greater levels of involvement in teacher appraisals. The assumption is that when teachers are more involved in observing and evaluating their teaching, corresponding increases in empowerment and autonomy occur as a direct result. This paper challenges this claim by arguing that…

  18. Teacher Qualifications and Productivity in Secondary Schools

    Science.gov (United States)

    Shuls, James V.; Trivitt, Julie R.

    2015-01-01

    This study examined the relationship between observable teacher characteristics and productivity as measured by an increase in student achievement on a standardized test using a value-added approach. This analysis focused on teachers of algebra, geometry, and 11th grade English Language Arts in Arkansas. The authors generated a value-added score…

  19. Reflective Thinking as a Basis for Teacher Education.

    Science.gov (United States)

    Korthagen, Fred A. J.

    The Mathematics Department of the Stichting Opleiding Leraren (SOL) is responsible for the education of secondary school mathematics teachers in the Netherlands. This education takes four and a half years, and includes one year of professional preparation. The program trains teachers to reflect on their experiences by means of directing their own…

  20. Research on Strategic-oriented College Teacher Performance Management System

    OpenAIRE

    Zhou Jingkun

    2012-01-01

    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...

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

    Science.gov (United States)

    Jacobson, William C.

    1984-01-01

    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)

  2. Teachers in the Lead: A District's Approach to Shared Leadership

    Science.gov (United States)

    Stegall, David; Linton, Jayme

    2012-01-01

    Whether a principal builds a structure of shared decision making, shared leadership, or not, teachers will have ideas and conversations about what they feel may be more effective. These conversations impact the entire culture of a school. When teachers have the opportunity to take ownership of decision making and planning, the ultimate decisions…

  3. Micropolitical Literacy: Reconstructing a Neglected Dimension in Teacher Development

    Science.gov (United States)

    Kelchtermans, Geert; Ballet, Katrijn

    2002-01-01

    Teachers' professional learning takes place in an organisational context, in which issues of power, influence, and control can play an important part. In this article, we argue that learning how to deal with these inevitable micropolitical aspects of their work lives, constitutes an important dimension in teachers' professional development and…

  4. What and How Teacher Educators Prefer to Learn

    Science.gov (United States)

    Dengerink, Jurriën; Lunenberg, Mieke; Kools, Quinta

    2015-01-01

    In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development…

  5. The Comparative Roles of Nursery Teachers and Nursery Nurses.

    Science.gov (United States)

    Moyles, Janet; Suschitzky, Wendy

    1994-01-01

    A survey of 97 nursery school teachers and 104 nursery nurses (52% response) in Britain showed traditional role distinctions were blurring. Nursery teachers were more involved in planning learning and assessment and taking a leadership role. They have longer training, greater status, and wider responsibility. Overlap in roles suggests that nurses…

  6. Entering the Arena: The Figured Worlds Transition of Preservice Teachers

    Science.gov (United States)

    Saunders, Jane M.; Ash, Gwynne Ellen

    2013-01-01

    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…

  7. Teacher labor markets in developing countries.

    Science.gov (United States)

    Vegas, Emiliana

    2007-01-01

    Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America have reduced teacher absenteeism, increased teacher work hours, increased homework assignments, and improved parent-teacher relationships. These changes, says Vegas, are especially promising in schools where educational quality is low. PMID:17407930

  8. Taking CERN physics to South Asia

    CERN Multimedia

    Abha Eli Phoboo

    2015-01-01

    CERN physicists travelled to South Asia last month to bring a plethora of particle physics events to schools, universities and public venues. The initiative was the first of its kind in the region, and brought CERN particle physics to a new audience in Nepal and India.   Kathmandu University students take part in an ATLAS virtual visit. On 19 December 2014, students from Kathmandu University and Tribhuvan University, Nepal and 16 schools in Punjab, India took part in a joint virtual visit to ATLAS. The visit, which was the first of its kind in South Asia, followed a two-day Masterclass in particle physics that took place simultaneously in the two countries. The Masterclass was organised as a part of Physics Without Frontiers, an International Centre for Theoretical Physics project in partnership with CERN. Besides the Masterclass, physics workshops led by ATLAS physicists Kate Shaw, Joerg Stelzer and Suyog Shrestha were held for high school students and science teachers in three different d...

  9. Developing Fundamental Principles for Teacher Education Programs and Practices

    Science.gov (United States)

    Korthagen, Fred; Loughran, John; Russell, Tom

    2006-01-01

    Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers' needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure…

  10. Business Teachers Go to Work and Students Get the Dividends

    Science.gov (United States)

    Stephens, Geralyn E.

    2010-01-01

    Teacher internships give business education teachers the opportunity to increase their industry skill proficiency levels. Such experiences can help business education teachers focus on developing relevant technical knowledge and skills to better prepare students for technically enhanced work environments and demonstrate competency on technical…

  11. Cases for Teacher Development: Preparing for the Classroom

    Science.gov (United States)

    Goldblatt, Patricia F., Ed.; Smith, Deirdre, Ed.

    2005-01-01

    With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. This book is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves…

  12. Characteristics of Parent-Teacher E-Mail Communication

    Science.gov (United States)

    Thompson, Blair

    2008-01-01

    In the past decade, the use of computer-mediated communication such as e-mail has reportedly increased the level of parental involvement and parent-teacher communication at the elementary and secondary level. However, research has not yet examined the characteristics of parent-teacher e-mail communication. Thirty parent and 30 teacher interviews…

  13. The Social Origins of Atlanta's Teachers. 1881, 1896, 1922

    Science.gov (United States)

    Newman, Joseph W.

    1976-01-01

    Finds that whereas the Atlanta public school teachers were, in 1881, a rather elite group, by 1896 the system was both re-orienting its secondary school curricula to serve an increasingly middle-class student body and hiring more middle class teachers, while in the twentieth century the system turned to teachers with higher levels of training but…

  14. English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

    Science.gov (United States)

    Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

    2015-01-01

    The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

  15. Crohn's Disease and Ulcerative Colitis: A Guide for Teachers and Other School Personnel

    Science.gov (United States)

    ... Ulcerative Colitis: A guide for teachers and other school personnel Email Print + Share Wouldn’t it be ... school interests and extracurricular activities. Taking medication during school hours Students with IBD often need to take ...

  16. When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education

    Science.gov (United States)

    Cochran-Smith, Marilyn; Ell, Fiona; Grudnoff, Lexie; Ludlow, Larry; Haigh, Mavis; Hill, Mary

    2014-01-01

    Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith & Zeichner, 2005; Grossman & McDonald, 2008; Opfer & Pedder,…

  17. LEP experiments take shape

    International Nuclear Information System (INIS)

    Excavation of the 27 kilometre tunnel and vast underground caverns for CERN's new LEP electronpositron collider is forging ahead, and equipment for the machine is arriving on the site in increasing quantities ready to attack the huge task of installation. At about the same time that LEP construction work began at CERN in 1983, physicists from some hundred research centres throughout the world began gearing up for the detailed design, construction and testing of the millions of components for the four big detectors – ALEPH, DELPHI, L3 and OPAL – which will study LEP's electron-positron collisions

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

    Science.gov (United States)

    Steiner, Lucy

    2010-01-01

    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…

  19. Teachers' Perceptions of Staff Development Programmes as It Relates to Teachers' Effectiveness: A Study of Rural Primary Schools in Kenya

    Science.gov (United States)

    Ngala, Frederick B. J. A.; Odebero, Stephen O.

    2010-01-01

    Results-based management has gained currency in Kenya. After pre-service training, teachers take various staff development programmes to enhance their role effectiveness. Many studies which have associated staff development with employee productivity have not delved into the actual mechanisms in which staff development impact on teachers'…

  20. Alternative Devices for Taking Insulin

    Science.gov (United States)

    ... KB). Alternate Language URL Alternative Devices for Taking Insulin Page Content On this page: What alternative devices ... the skin. [ Top ] What alternative devices for taking insulin are available? Insulin pens provide a convenient, easy- ...

  1. Taking Care of Pressure Sores

    Science.gov (United States)

    ... Tract Infections: Indwelling (Foley) Catheter Taking Care of Pressure Sores [Download this pamphlet: "Taking Care of Pressure Sores" - ( ... may not show up right away. Stages of pressure sores and how to care for them: STAGE ONE ...

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

    Science.gov (United States)

    Boyle, Joseph R.

    2010-01-01

    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…

  3. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    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.

  4. The Intrinsic and Extrinsic Factors for Teacher Motivation

    Directory of Open Access Journals (Sweden)

    Harun GULTEKIN

    2014-12-01

    Full Text Available Education researchers and school administrators have faced the challenge of motivating teachers to higher levels of performance. In this regard, teacher motivation increases classroom performance and, accordingly, improves schooling and the overall quality of the school system. The purpose of this paper is to investigate the different types of motivational factors, both intrinsic and extrinsic, that influence teacher performance and contribute to teacher motivation.

  5. Resources, at the core of mathematics teachers' work

    OpenAIRE

    Gueudet, Ghislaine

    2012-01-01

    Mathematics teachers work with resources in class and out of class. Textbooks, in particular, hold a central place in this material. Nevertheless, the available resources evolve, with an increasing amount of online resources: software, lesson plans, classroom videos etc. This important change led us to propose a study of mathematics teachers documentation. Mathematics teachers select resources, combine them, use them, revise them, amongst others. Teachers' documentation is both this work and ...

  6. Interest rates and bank risk-taking

    OpenAIRE

    Delis, Manthos D.; Kouretas, Georgios

    2010-01-01

    In a recent line of research the low interest-rate environment of the early to mid 2000s is viewed as an element that triggered increased risk-taking appetite of banks in search for yield. This paper uses approximately 18,000 annual observations on euro area banks over the period 2001-2008 and presents strong empirical evidence that low interest rates indeed increase bank risk-taking substantially. This result is robust across a number of different specifications that account, int...

  7. Creationism and evolution views of brazilian teachers and teachers-to-be

    OpenAIRE

    Caldeira, Ana Maria de Andrade; Araújo, Elaine Sandra Nicolini Nabuco de; Carvalho, Graça Simões

    2012-01-01

    This paper aims at assessing the evolutionist and creationist conceptions of Brazilian teachers. The work was developed within the framework of the European project BIOHEAD-CITIZEN, which takes into account that scientific knowledge and teachers’ attitudes and values can influence the teaching practices. The large questionnaire BIOHEAD-CITIZEN, which was constructed to be applied in 19 countries in Europe, Africa and in Middle East, was applied, in this study, to six groups of Brazilian teach...

  8. Hire Today, Gone Tomorrow: The Determinants of Attrition among Public School Teachers

    OpenAIRE

    Feng, Li

    2005-01-01

    Increases in the school-age population, maximum class size requirements in various states and the No Child Left Behind Act’s mandate of a “highly qualified teacher” in every classroom collectively will increase the demand for teachers. However, public school teachers are exiting the profession in large numbers. This poses a serious challenge for policymakers. In this paper I analyze the determinants of teacher attrition using matched teacher-student class-level information for all Florida pub...

  9. Fixing Teacher Evaluation

    Science.gov (United States)

    Toch, Thomas

    2008-01-01

    Because they focus on the quality of instruction, teacher evaluations can be powerful catalysts for teacher and school improvement. But today, the typical teacher evaluation consists of a single, fleeting classroom visit by an administrator untrained in evaluation. Often he or she wields a checklist of classroom conditions and teacher behaviors…

  10. Research interests of secondary science teachers

    Science.gov (United States)

    Gabel, Dorothy L.; Samuel, K. V.; Helgeson, Stanley; Novak, Joseph; Butzow, John

    In the past few years, science educators and the nation at large have become increasingly concerned about the Crisis in Science Education. An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monograph What Research Says to the Science Teacher. A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST-NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity with What Research Says. Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow-up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow-up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that chemistry and physics teachers are more interested in problem solving than biology teachers, and that chemistry, physics, and earth science teachers are also interested in the sequence of the content. Males and females had the same top five interests but in a different order. The same is true for teachers of grades 7-9 versus grades 10-12. Rural teachers preferences varied substantially from those in other settings and differences were also found for teachers familiar with What Research Says compared to the rest of the sample. For every classification of teacher, the area of least interest was sex difference research.

  11. LHC Report: Take Five

    CERN Multimedia

    Mike Lamont for the LHC Team

    2011-01-01

    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...

  12. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors’ research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach – The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings – The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value – The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.

  13. The Galileo Teacher Training Programme

    Science.gov (United States)

    Doran, Rosa

    The Galileo Teacher Training Program is a global effort to empower teachers all over the world to embark on a new trend in science teaching, using new technologies and real research meth-ods to teach curriculum content. The GTTP goal is to create a worldwide network of "Galileo Ambassadors", promoters of GTTP training session, and a legion of "Galileo Teachers", edu-cators engaged on the use of innovative resources and sharing experiences and supporting its pears worldwide. Through workshops, online training tools and resources, the products and techniques promoted by this program can be adapted to reach locations with few resources of their own, as well as network-connected areas that can take advantage of access to robotic, optical and radio telescopes, webcams, astronomy exercises, cross-disciplinary resources, image processing and digital universes (web and desktop planetariums). Promoters of GTTP are expert astronomy educators connected to Universities or EPO institutions that facilitate the consolidation of an active support to newcomers and act as a 24 hour helpdesk to teachers all over the world. GTTP will also engage in the creation of a repository of astronomy education resources and science research projects, ViRoS (Virtual Repository of resources and Science Projects), in order to simplify the task of educators willing to enrich classroom activities.

  14. Professional development and formation of the future teacher of physical culture in the conditions of informatization and computerization

    Directory of Open Access Journals (Sweden)

    Dragnev Y. V.

    2012-01-01

    Full Text Available It is rotined that informatization of education is the key condition of preparation of specialists. The necessity of increase of level of informative culture of student is marked. Directions of professional growth are resulted taking into account the newest requirements to professional activity. Attention is accented on principles, maintenance, terms and organizational forms of professional preparation of student in an informative environment and society. Approaches are recommended on a change personality of professional position of future teacher. Terms are selected for an effective self-education and self-perfection of students taking into account the newest tendencies of informatization of society.

  15. A Dialogue of Necessity: Attending to Teacher Candidates' Informal Music Experiences

    Science.gov (United States)

    Griffin, Shelley M.; Ismailos, Linda

    2015-01-01

    Many teacher candidates (preservice teachers) in a Bachelor of Education degree cross the threshold into an elementary music methodology course with trepidation. Thus, teacher educators (music education professors) ought to explore the ways in which they can attend to students' music experiences so as to increase teacher competence. This article…

  16. Preservice Teachers' Reflections on Effective Strategies for Teaching Latino ESL Students

    Science.gov (United States)

    Vacca-Rizopoulos, Lisa Anne; Nicoletti, Augustine

    2009-01-01

    Latinos represent the fastest growing population in U.S. schools, and teachers face an increasingly demanding educational context in which to teach. The goal of this article is to present vignettes drawn from classroom observations conducted by preservice teachers in urban areas. Preservice teachers capture the dilemma faced by many teachers who…

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

    Science.gov (United States)

    Fulbeck, Eleanor S.

    2014-01-01

    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").…

  18. The Relationship between Job Satisfaction and Educational Leadership among Teachers in Secondary Education

    Science.gov (United States)

    Stevens, Jessica Ann

    2013-01-01

    The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who…

  19. Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

    Science.gov (United States)

    Luft, Julie A.; Wong, Sissy S.; Semken, Steve

    2011-01-01

    The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate…

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

    Science.gov (United States)

    Cheung, Derek

    2011-01-01

    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…

  1. Research on Sustainable Development Strategy for Teachers in Primary and Middle Schools of Sichuan Province: Based on the Forecast and Analysis of the Need for Teachers

    OpenAIRE

    Bin'e GOU; Yining PAN; Wang, Shan

    2011-01-01

    Our study constructs mathematical model to predict the demands of teacher in primary school and middle school by analyzing education data of Sichuan Province, PRC, in years past. The study pointes out that, it is in urgent need to adjust the strategic layout of teacher development in Sichuan Province of China due to decrease in demand and increasingly fierce competition among teacher for compulsory education, shortage of teacher for senior high school, backward development of teacher...

  2. Scenarios for Teacher Education Programs

    Science.gov (United States)

    Richardson, Jennifer C.; Fox, Wanda S.; Lehman, James D.

    2012-01-01

    This paper discusses the history of Internet-based videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals in a wide variety of settings and thereby increase depth, diversity, and effectiveness of preservice…

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

    OpenAIRE

    SADAF NAZ, MOHAMMAD MAJID MEHMOOD BAGRAM and SHAHZAD KHAN

    2012-01-01

    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 tea...

  4. Incentives, Teachers, and Gender at Work

    Science.gov (United States)

    Robert, Sarah A.

    2013-01-01

    Incentive pay programs have become panacea for a multitude of educational challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study…

  5. WTO and Lifelong Education Strategies for Teachers

    Science.gov (United States)

    Wang, Zhi-guo; Zheng, Yu

    2006-01-01

    After China's entry into the World Trade Organization (WTO), teachers have been confronted with many opportunities and challenges. Lifelong education strategies are problems we should take into account carefully. This article expounds the objective demands, ideas, content, measures and functions of lifelong education.

  6. Organization Made Easy! Tools for Today's Teachers

    Science.gov (United States)

    Buck, Frank

    2010-01-01

    Meet the ever-growing organizational demands of today's changing world with the variety of tools, digital and otherwise, available to you as a teacher. In this book, organization guru Frank Buck shows you how to take expert advantage of the specific electronic and paper-based resources that will help you manage your time and stay on course as a…

  7. Democracy and Teacher Education: Setting Priorities

    Science.gov (United States)

    Goodman, Jesse H.

    2009-01-01

    As John Dewey noted in his last book, each generation, in its turn, must assume responsibility as caretaker of democracy. He noted that one should never take democracy for granted. Everyone lives in an imperfect democracy, and teacher educators should play their part in protecting, nurturing, and advancing democratic ideals, rituals, values, and…

  8. Introducing Educational Technologies to Teachers: Experience Report

    Science.gov (United States)

    Thota, Neena; Negreiros, Joao G. M.

    2015-01-01

    The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the…

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

    OpenAIRE

    Bengtsson, Hans; Arvidsson, Åsa

    2011-01-01

    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 m...

  10. 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 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, posters, WWW pages, computer animations were

  11. When teachers become knowledge leaders

    DEFF Research Database (Denmark)

    SØrensen, Birgitte Holm

    2006-01-01

    In a suburb North of Copenhagen, knowledge-sharing is the number one objective. However it is not, as might be expected, in the local city hall the sharing is to take place. It is in a primary and secondary school. In a radical transformation of the way the school operates, knowledge-sharing among the children and educational knowledge leadership has come to the fore of a process involving not only the physical layout of the school, but also the latest in digital media, or ICT. The reorganisation of the school has introduced new and dynamic roles for teachers and students, not least in terms of mastering the new technology. This has changed the traditional power structure between teachers and pupils.

  12. Teachers as Civic Agents: Toward a Critical Democratic Theory of Urban Teacher Development

    Science.gov (United States)

    Mirra, Nicole; Morrell, Ernest

    2011-01-01

    Under the guise of increasing quality and accountability, many urban teacher education programs and professional development models characterize educators as mere transmitters of standardized content knowledge. The authors argue that such dehumanizing practices, which are rooted in the discourse of neoliberalism, prevent teachers from helping…

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

    Directory of Open Access Journals (Sweden)

    Evrim ÜSTÜNLÜO?LU

    2009-01-01

    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.

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

    Directory of Open Access Journals (Sweden)

    Martha Lea

    2012-01-01

    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.

  15. LITERACY COMPETENCES IN CULTURAL DIVERSE CLASSROOMS:EXPERIENCES OF TEACHERS

    Directory of Open Access Journals (Sweden)

    PETER BROEDER

    2012-03-01

    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

  16. National Curriculum Framework (NCF For Teacher Education

    Directory of Open Access Journals (Sweden)

    Girdhar lal Sharma

    2012-07-01

    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.

  17. When science takes centre stage

    CERN Multimedia

    2005-01-01

    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...

  18. The Beliefs Of International And Domestic Foreign Language Teachers

    Directory of Open Access Journals (Sweden)

    Scott Kissau

    2011-08-01

    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.

  19. South African teachers as mobile knowledge workers in a global labour market

    OpenAIRE

    De Villiers, J.J.R.; De Villiers, Rian

    2011-01-01

    Globally, the popularity of South African teachers is increasing. The recruitment of South African teachers has become an easy solution to fix a shortage of teachers in many industrialised countries. It is being speculated that the aggressive recruitment has a negative impact on South Africa as a source country. This theoretical study addresses South African teachers’ motives for migration, marketing strategies of recruitment agencies, the implications for South African teachers due ...

  20. The Entrepreneurial Orientation Can Enhance the Teacher Performance in Higher Education

    Directory of Open Access Journals (Sweden)

    Naeem HAYAT

    2011-12-01

    Full Text Available The high employers demand for seeking the best candidate to perform the job with perfect professional skills make the job market competitive for the job seeking candidates specially the new graduates. The ease of rapid technology transfer and the continuous weak boundaries of the international borders compel the job seekers to continuously upgrade his or her professional skill set. This also affects the traditional role of the teacher in the class in which teacher had to meet the demands of the educational institution and the demands of his class simultaneously. The added dimension would be that the teacher must have to be fully aware with the changing demands of the job market, where students have to be employed. This complex situation requires from the teacher to create a balance between job market, educational institute and students. The classic framework of the classroom skills was not enough for the job market for which students were prepared and where public/private organizational demands frequently increased and changed. To meet these divergent demands teacher have to adopt the leadership style and use more entrepreneurial orientation skills like innovation, pro activeness and risk taking to play his role successfully. This paper tries to investigate that how entrepreneurial orientation skills helps the teacher in higher education to better satisfy their students as well as make them capable to be employed in the job market. Data has been collected within the strength of 200 students. The students are perusing the higher education from business education department of two different universities. The collected data has been analyzed through SPSS. The findings will definitely contribute new knowledge in the fields of leadership and entrepreneurship for teaching at higher education level, especially educational leadership.

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

    Centers for Disease Control (CDC) Podcasts

    2012-03-07

    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.

  2. Teachers' Beliefs, Teachers' Goals and Teachers' Classroom Management: A Study with Primary Teachers

    Directory of Open Access Journals (Sweden)

    João Lopes

    2013-01-01

    Full Text Available Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279, explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. «humiliating students in classroom that show inappropriate behaviors» that deserve further research.

  3. Protecting Teachers' Privacy Rights.

    Science.gov (United States)

    Spencer, Ray C.; Hoffman, Darlene Haffner

    2001-01-01

    Addresses concerns about school personnel records and legal precedents regarding privacy. Recommends inclusion in teacher education of content about teachers' privacy rights. Lists fair information practices for schools regarding the accuracy of and access to personnel records. (SK)

  4. Teachers staying ahead of the game

    CERN Multimedia

    2009-01-01

    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...

  5. PROFESSIONAL DEVELOPMENT OF TEACHERS

    OpenAIRE

    DR.S.KAYARKANNI

    2012-01-01

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

  6. The Relation between School Leadership from a Distributed Perspective and Teachers' Organizational Commitment: Examining the Source of the Leadership Function

    Science.gov (United States)

    Hulpia, Hester; Devos, Geert; Van Keer, Hilde

    2011-01-01

    Purpose: In this study the relationship between school leadership and teachers' organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers' organizational commitment and contextual variables of teachers' perceptions of the quality and the source of the supportive and supervisory…

  7. An Investigation into the Effectiveness of Collaboration between Greek Secondary EFL Teachers and Specialist Providers for Dyslexia Issues

    Science.gov (United States)

    Rontou, Maria

    2013-01-01

    This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to…

  8. The Use of Messages and Media in an Inter-Institutional, Online Approach to FCS Teacher Preparation

    Science.gov (United States)

    Boor, Mari L.; Bergh, Karen; Alexander, Karen L.; Allison, Barbara; Johnson, Virginia Clark; Couch, Sue; DeBates, Debra; Johnson, Julie

    2012-01-01

    Approximately 5 million secondary students take family and consumer sciences (FCS) classes in the United States each year (AAFCS, 2012). Most states reported a shortage of FCS teachers (Werhan & Way, 2006). Programs to prepare FCS teachers are essential to maintaining the pool of teachers, but they are becoming scarce. One potential source of…

  9. Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools

    Science.gov (United States)

    Anderson, Lauren

    2010-01-01

    In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project, Anderson focuses on a multiyear case study of one early-career teacher and incorporates social…

  10. Taking Care After A Concussion

    Centers for Disease Control (CDC) Podcasts

    2010-03-17

    This podcast describes how to take care of yourself after a concussion, including proper recognition and response recommendations.  Created: 3/17/2010 by National Center for Injury Prevention and Control (NCIPC).   Date Released: 3/17/2010.

  11. Should You Take Dietary Supplements?

    Science.gov (United States)

    ... Should You Take Dietary Supplements? Recognizing Cataracts Health Capsules Predicting Response to Breast Cancer Drugs Volunteers Needed ... to NIH. “But supplements can be useful for filling in gaps in your diet.” Some supplements may ...

  12. Taking Action for Healthy Kids.

    Science.gov (United States)

    Kidd, Jill E.

    2003-01-01

    Summarizes research on relationship between physical activity, good nutrition, and academic performance. Offers several recommendations for how schools can take action to improve the nutrition and fitness of students. (PKP)

  13. Taking Care of Your Skin

    Science.gov (United States)

    ... future problems, like wrinkles and even skin cancer. Clean Skin Is Happy Skin One simple way to take care of your skin is to keep it clean. Keeping your hands clean is especially important because ...

  14. Mapping Teacher-Faces

    Science.gov (United States)

    Thompson, Greg; Cook, Ian

    2013-01-01

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

  15. Supporting Music Teacher Mentors

    Science.gov (United States)

    Zaffini, Erin Dineen

    2015-01-01

    While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

  16. Teacher Orientation Handbook.

    Science.gov (United States)

    Laffey, James; Perkins, Phyllis

    This handbook presents an orientation program for volunteer reading teachers. Four units covered include an overview of the volunteer tutoring program, the classroom teacher's public relations role in the program, implementation of the tutoring program, and the classroom teacher's administrative or managerial role in the volunteer tutoring…

  17. The Master Science Teacher

    Science.gov (United States)

    Toh, Kok-Aun; Tsoi, Mun-Fie

    2008-01-01

    The dire need of some schools to boost the academic performance of their students inevitably rests with their ability to attract highly qualified teachers. As such, the UK has put in place the Advanced Skills Teacher (AST) scheme, while the US has set the ball rolling in laying down standards for the certification of the master science teacher, to…

  18. Teacher Education in Scandinavia.

    Science.gov (United States)

    Wasser, Henry

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

  19. The unseen sides of the teachers work

    Science.gov (United States)

    Ramona Retegan, Manuela

    2013-04-01

    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.

  20. Executive compensation and risk taking

    OpenAIRE

    Bolton, Patrick; Mehran, Hamid; Shapiro, Joel

    2010-01-01

    This paper studies the connection between risk taking and executive compensation in financial institutions. A theoretical model of shareholders, debtholders, depositors, and an executive suggests that 1) in principle, excessive risk taking (in the form of risk shifting) may be addressed by basing compensation on both stock price and the price of debt (proxied by the credit default swap spread), but 2) shareholders may be unable to commit to designing compensation contracts in this way and ind...

  1. Informatics perspectives on decision taking

    OpenAIRE

    Bergstra, J.A.

    2011-01-01

    A decision is an act or event of decision taking. Decision making always includes decision taking, the latter not involving significant exchanges with non-deciding agents. A decision outcome is a piece of storable information constituting the result of a decision. Decision outcomes are typed, for instance: plan, command, assertion, or boolean reply to a question. A decision effect is any consequence of putting a decision outcome into effect. Decision outcomes must be expected by the decider t...

  2. ESL Teacher and ICT:Teachers' Perception

    Directory of Open Access Journals (Sweden)

    Chua Pei Lin

    2012-01-01

    Full Text Available The rapid development of Information Communication and Technologies (ICTs has made tremendous changes in the twenty-first century. ICT is said to bring a variety of benefits in facilitating the teaching and learning process. Therefore, ICT has been the emphasis in school and higher institutions of education nowadays. However, to integrate ICT in education is not problem free, problems are faced by the teachers. This paper aims to investigate the ESL teachers’ perception toward the use of ICT in KT, Malaysia. Data were collected via interviews with four Form 4 English teachers in a secondary school in Kuala Terengganu. Findings show teachers have a positive perception towards the use of ICT. However, teachers claimed they face challenges in using ICT especially due to insufficient facilities.

  3. Risk-taking and the media.

    Science.gov (United States)

    Fischer, Peter; Vingilis, Evelyn; Greitemeyer, Tobias; Vogrincic, Claudia

    2011-05-01

    In recent years, media formats with risk-glorifying content, such as video games that simulate illegal street racing ("bang and crash" games), films about extreme sports, and risky stunts have emerged as top sellers of the media industry. A variety of recent studies conducted by several researchers revealed that exposure to risk-glorifying media content (e.g., video games that simulate reckless driving, smoking and drinking in movies, or depictions that glorify extreme sports) increases the likelihood that recipients will show increased levels of risk-taking inclinations and behaviors. The present article (1) reviews the latest research on the detrimental impact of risk-glorifying media on risk-taking inclinations (cognitions, emotions, behaviors), (2) puts these findings in the theoretical context of recent sociocognitive models on media effects, and (3) makes suggestions to science and policymakers on how to deal with these effects in the future. PMID:21155859

  4. Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20

    Science.gov (United States)

    Burian-Fitzgerald, Marisa; Harris, Debbi

    2004-01-01

    Charter schools are expected to be innovative and to look different than traditional public schools. There is evidence that charter school administrators are taking advantage of opportunities to be innovative in their hiring practices and that teachers in charter schools look different than their colleagues in traditional public schools. It is not…

  5. How to Motivate Science Teachers to Use Science Experiments

    Directory of Open Access Journals (Sweden)

    Josef Trna

    2012-10-01

    Full Text Available A science experiment is the core tool in science education. This study describes the science teachers' professional competence to implement science experiments in teaching/learning science. The main objective is the motivation of science teachers to use science experiments. The presented research tries to answer questions aimed at the science teachers' skills to use science experiments in teaching/learning science. The research discovered the following facts: science teachers do not include science experiments in teaching/learning in a suitable way; are not able to choose science experiments corresponding to the teaching phase; prefer teachers' demonstration of science experiments; are not able to improvise with the aids; use only a few experiments. The important research result is that an important motivational tool for science teachers is the creation of simple experiments. Examples of motivational simple experiments used into teachers' training for increasing their own creativity and motivation are presented.

  6. Teacher Professionalisation and dropout rates in Adult Education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    This article reports findings from a research project titled New roles for the teacher - Increased completion through social responsibility. This research, designed as an intervention project, has an overall aim of reducing absence and drop-out rates in the Danish vocational and general adult educational system by developing and improving the teachers’ competences. This has been pursued in the research project through engaging teachers in training aimed at improving their socio-pedagogical competences. The effect of this training has been measured by electronic questionnaires filled in by the teachers, interviews with the teachers, and by the teachers’ written logbooks. The preliminary conclusion is that it is the general attitude in the teacher groups towards the importance of improving retention that is of significance for the documented effects on the drop-out rates.

  7. CEO job security and risk-taking

    OpenAIRE

    Cziraki, Peter; Xu, Moqi

    2014-01-01

    We use the length of employment contracts to estimate CEO turnover probability and its effects on risk-taking. Protection against dismissal should encourage CEOs to pursue riskier projects. Indeed, we show that firms with lower CEO turnover probability exhibit higher return volatility, especially idiosyncratic risk. An increase in turnover probability of one standard deviation is associated with a volatility decline of 17 basis points. This reduction in risk is driven largely by a decrease in...

  8. Classroom Management Training: Keeping New Teachers

    Directory of Open Access Journals (Sweden)

    Michael R. Coggins

    2009-12-01

    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.

  9. Music teacher education as professional education

    OpenAIRE

    Danielsen, Brit Ågot Brøske; Johansen,Geir

    2012-01-01

    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 ‘profes...

  10. Teachers’ knowledge for teaching compound interest

    OpenAIRE

    Craig Pournara

    2013-01-01

    There is increasing acknowledgement that teachers’ knowledge for teaching mathematics is multifaceted and topic specific. Given the paucity of research on the teaching and learning of financial mathematics in general, little can be known about teachers’ knowledge for teaching compound interest. However, since financial mathematics is a component of the school curriculum in South Africa, and an important element of financial literacy more broadly, attention needs to be given to knowledge for t...

  11. Classroom Management Training: Keeping New Teachers

    OpenAIRE

    Michael R. Coggins

    2009-01-01

    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...

  12. PROFESSIONAL DEVELOPMENT OF TEACHERS

    Directory of Open Access Journals (Sweden)

    DR.S.KAYARKANNI

    2012-04-01

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

  13. The Inclusion of Minority Religious Education in the Finnish Comprehensive School: A Teacher and Teacher Coordinator Perspective

    Directory of Open Access Journals (Sweden)

    Harriet Zilliacus

    2015-12-01

    Full Text Available The Finnish education system offers faith-specific religious education throughout the comprehensive school. Today separate minority religious classes are offered parallel to the majority Lutheran and secular ethics education. The purpose of this study is to investigate how minority RE teachers and teacher coordinators view the inclusion of minority religious education in the school culture. Teacher and coordinator perspectives are investigated through an interview study with 23 religion teachers and 3 teacher coordinators in the Helsinki metropolitan area. The results show that teachers and coordinators experienced education as gaining stronger acceptance and equality in the school culture. However, issues of exclusion and discrimination emerged which raise questions on the viability of the current system of RE. The study argues for a need to improve structural issues in education as well as increased teacher participation and dialogue in the school culture.

  14. Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

    Science.gov (United States)

    Barrett, D.

    2005-12-01

    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.

  15. Novice and expert teachers' conceptions of learners' prior knowledge

    Science.gov (United States)

    Meyer, Helen

    2004-11-01

    This study presents comparative case studies of preservice and first-year teachers' and expert teachers' conceptions of the concept of prior knowledge. Kelly's (The Psychology of Personal Construct, New York: W.W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman (Journal of Research in Science Teaching, 2000, 37, 363-385) in relationship to prior knowledge underpins the study. Six teachers were selected to participate in the case studies based upon their level experience teaching science and their willingness to take part. The comparative case studies of the novice and expert teachers provide insights into (a) how novice and expert teachers understand the concept of prior knowledge and (b) how they use this knowledge to make instructional decisions. Data collection consisted of interviews, classroom observations, and document analysis. Findings suggest that novice teachers hold insufficient conceptions of prior knowledge and its role in instruction to effectively implement constructivist teaching practices. While expert teachers hold a complex conception of prior knowledge and make use of their students' prior knowledge in significant ways during instruction. A second finding was an apparent mismatch between the novice teachers' beliefs about their urban students' life experiences and prior knowledge and the wealth of knowledge the expert teachers found to draw upon.

  16. The Stability of Teacher Effects on Student Math and Reading Achievement over Time: A Study of One Midsize District

    Science.gov (United States)

    Bessolo, Jennifer

    2013-01-01

    Increased attention on teacher accountability via student achievement gains has brought proposed policy changes which recommend teachers receive performance pay as recognition for effective teaching. In response to growing consensus that teachers' contributions to student learning should be a part of the teacher evaluation process, education…

  17. Training course for eighteen teachers at CERN

    CERN Multimedia

    Laurianne Noemie Trimoulla

    2015-01-01

    From 8 to 10 December, 18 teachers from all over France attended a three-day training course on matter, organised by the LAMAP Foundation (Fondation La main à la pâte, see here) and hosted by CERN and S'Cool Lab. The LAMAP Foundation, set up by Georges Charpak in 1995, aims to help primary school teachers use the investigative process to instil the scientific spirit in their pupils.      Fired by curiosity and eager to learn, the teachers were introduced to the many and varied activities on offer at CERN, including the cloud chamber experiment, the Masterclass programme and the "Be a physicist" learning scheme. They particularly enjoyed their tours of Microcosm, the Synchrocyclotron and the ATLAS visitor centre, which stimulated many questions. They are eagerly looking forward to passing on their newly found knowledge to their pupils and perhaps even inspiring some to take up a career in physics! Last but not least, they were treat...

  18. Developing Communication Skills of EFL Teacher Trainees

    Directory of Open Access Journals (Sweden)

    Kadriye Dilek Akp?nar

    2009-04-01

    Full Text Available Higher Education Council of Turkey has added a one term course named as “Effective Communication Skills” to the curriculum since 2006 in Foreign Language Education Departments because of the crucial importance of communication in the information society. In order to test the effectiveness of this course, a research project was developed by looking at the pre-and post course interviews conducted with first year teacher trainees about communication skills compared with the fourth year students’ ideas who did not take the course. This paper describes both the significance of effective communication skills and the benefits of the course for developing teacher trainees’ effective communication skills. The implementations and suggestions for teacher education has also been discussed.

  19. [Teachers attitudes towards smoke-free regulations].

    Science.gov (United States)

    Kaleta, Dorota; Pola?ska, Kinga; Dziankowska-Zaborszczyk, Elzbieta; Kowalska, Alina; Drygas, Wojciech; Fronczak, Adam

    2012-01-01

    The aim of the study was to analyze the teachers attitudes towards smoke-free regulations in public places. The study population consisted of 348 teachers. Among the study participants the questionnaire was conducted including socio-demographic characteristic and smoking profile. Detailed information was collected about teachers' opinion on smoke-free public places. About 13% of study participants declared current daily tobacco smoking and 5% smoked occasionally. Almost all study participants (90%-93%) are in favor of smoking ban in offices, health and educational buildings and sport facilities. 83% supported smoking ban in workplaces. Most of the teachers were in favor of smoke-free restaurants (71%) but they were less likely to support smoke-free bars, pubs and clubs (55%). The percentage of teachers who supported total ban on smoking in the presence of pregnant women was 94% and in the presence of children 93%. About 27%of the study subjects did not accept the concept of raising taxes on tobacco. Total ban on tobacco advertising was accepted by 70% of teachers and support for pictorial warning on tobacco packages declared 75% of participants. About 45% of study population indicated that they noted other teachers smoked at school (where smoking is banned). For students such percentages were even higher (76%). It is important to strengthen educational and informational activities to increase public awareness on health consequences of active and passive smoking and the ways of elimination of such exposures. PMID:23421075

  20. STEM education for teachers in the Rio Grande Valley

    Science.gov (United States)

    Ries, Judit Gyorgyey; Baguio, Margaret R.

    2015-11-01

    We have worked with elementary and middle school teachers in the Rio Grande Valley for the last 10 years bringing Earth and Space Science themed workshops to underserved areas of Texas. The Texas curriculum was also changed to include Astronomy and Space Science requirement in the tests students need to take to prove their academic preparedness. The teachers worked through a variety of inquiry-based, hands-on activities after a short presentation on the background science. In order to evaluate our effectiveness, we have asked the teachers to take pre- and post-workshop tests, and we asked them to fill out a self-reflective survey. We will report on our experiences, what works best with the teachers, and in what areas we still have a long way to go.This work was supported by various NASA education grants and Cooperative agreements, as well as grants provided by the Texas Space Grant Consortium.

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

    Science.gov (United States)

    Crow, Tracy, Ed.

    2009-01-01

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

  2. Teacher Educator Identity Development of the Nontraditional Teacher Educator

    Science.gov (United States)

    Newberry, Melissa

    2014-01-01

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

  3. Strengthening Teacher Education Program: Keys to Develop through Teacher Assessment

    OpenAIRE

    Tecnam Yoon

    2014-01-01

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

  4. Teaching english through spanish: a secondary school EFL teachers`s language choices in the foreign language classroom

    OpenAIRE

    Morata, Marisa; Coyle, Yvette

    2012-01-01

    The present study examines the language used by a Spanish secondary school teacher of English. Taking as a basic premise that exposure to the foreign language is conducive to language learning, transcripts of classroom discourse were analysed to identify the pedagogical functions present in the teacher’s speech and the language used to express them. The results show an overwhelming reliance by the teacher on the students’ first language for all of the most frequently occurring functions. Inst...

  5. Professional Development Journey Through Action Research: A Case of A Primary School Teacher In An EFL Context

    OpenAIRE

    KORUCU KIS, Saadet

    2014-01-01

    Although action research enables teachers to take responsibility of their own professional development, teachers ascribe the role of researcher only to experts outside the classroom. Drawing on qualitative analysis of a teacher of English’s reflection journal and interviews as well as quantitative analysis of examinations taken by students, this study examines how action research can affect the teacher in terms of content knowledge, teaching practices, and beliefs and attitudes. The results s...

  6. Increasing Physical Activity in Preschool: A Pilot Study to Evaluate Animal Trackers

    Science.gov (United States)

    Williams, Christine L.; Carter, Betty Jean; Kibbe, Debra L.; Dennison, David

    2009-01-01

    Objective: This report describes a pilot study to evaluate Animal Trackers (AT), a preschool program designed to (1) increase structured physical activity (PA) during the preschool day; (2) increase practice of gross motor skills; (3) provide teachers with an easy-to-use PA program regardless of teacher experience; and (4) implement a teacher

  7. Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

    OpenAIRE

    Peck, C A; Killen, C C; Baumgart, D

    1989-01-01

    Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, ...

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

    OpenAIRE

    Kristin Dale

    2008-01-01

    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 c...

  9. SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

    Science.gov (United States)

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

    2009-12-01

    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.

  10. What affects teacher ratings of student behaviors? The potential influence of teachers' perceptions of the school environment and experiences.

    Science.gov (United States)

    Pas, Elise T; Bradshaw, Catherine P

    2014-12-01

    Teachers serve as the natural raters of students within the school and classroom contexts. Yet teachers' ratings of their students may vary based on these contextual factors. The current study explored the extent to which teacher perceptions of the school environment predict their longitudinal ratings of student behaviors. Data for this study come from 702 teachers in 42 elementary schools. Teachers self-reported their perceptions of the school context at a single time point, and provided ratings of their students' behavior via the Teacher Observation of Classroom Adaption-Checklist (TOCA-C) across three school years. Latent profile analysis identified three latent classes of teachers based on their ratings of school organizational health, burnout, and efficacy. A regression framework demonstrated an association between the baseline profiles in relation to TOCA-C ratings of student behavior across 3 years. Teachers with more favorable perceptions of the environment had lower initial ratings of concentration problems, disruptive behavior, and internalizing symptoms, and higher ratings of prosocial behaviors and family involvement. They also showed slower growth in their ratings of emotion dysregulation and greater increases of their ratings of family involvement over time. This work is particularly important for determining the extent to which teacher ratings may be biased by teacher and contextual factors, and may have implications for the identification of teachers who may rate students poorly over time. PMID:23949475

  11. Pre-Service English Teachers' Perceptions and Practice of Field Experience and Professional Learning from Expert Teachers' Mentoring

    Science.gov (United States)

    Chien, Chin-Wen

    2015-01-01

    Though it is well known that pre-service teachers' field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take "Teaching Methods and Materials" in elementary school's seven areas often complain that they lack field experience. They do not have the opportunity to experience…

  12. Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes

    Science.gov (United States)

    den Brok, Perry; van Eerde, Dolly; Hajer, Maaike

    2010-01-01

    Dealing with ethnic and linguistic diversity is one of the major challenges in today's education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small-scale studies were conducted to identify and formulate…

  13. Better Physics Teaching Can Increase Physics Enrollment

    OpenAIRE

    Masood, Samina S.

    2007-01-01

    Our main goal is to develop plans to increase physics enrollment. Once again we thoroughly analyze the problem from the beginning and reach the conclusion that the most appropriate starting point in this direction should be to look into K-12 teaching. We give a few recommendations to improve science/physics teaching at K-12 level. It is proposed that the quickest way to make some advancement is to start teacher training or refresher courses for school teachers to fill up the...

  14. Inside Out: Action Research from the Teacher-Researcher Perspective

    Science.gov (United States)

    Megowan-Romanowicz, Colleen

    2010-12-01

    Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program’s action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher-researchers, shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual teacher-researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning, building confidence in their abilities and renewing their commitment to teaching as a vocation.

  15. A Dip into the World of Particles for Swedish Teachers

    CERN Multimedia

    2001-01-01

    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...

  16. Teacher motivation for participating in school innovations - supporting factors

    OpenAIRE

    Schellenbach-Zell, Judith; Gräsel, Cornelia

    2010-01-01

    The successful implementation of school innovations is based on teachers' motivation taking part into this innovation. The authors examine teachers' motivation and its supporting conditions within the scope of two school innovation projects. Self-determination theory and person-object-theory of interest provide the theoretical background for these studies. Furthermore they investigate in how far certain incentives are able to activate motivation. Results show that an important factor regardin...

  17. Student music teachers' learning trajectories. A relational perspective

    OpenAIRE

    Thorgersen, Cecilia Ferm; Johansen,Geir

    2012-01-01

    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 music ...

  18. Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues

    OpenAIRE

    Hennissen, P.; Crashborn, F.; Brouwer, N.; Korthagen, F.; T Van Bergen

    2010-01-01

    In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their...

  19. Teacher Professionalisation and dropout rates in Adult Education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    This article reports findings from a research project titled New roles for the teacher - Increased completion through social responsibility. This research, designed as an intervention project, has an overall aim of reducing absence and drop-out rates in the Danish vocational and general adult educational system by developing and improving the teachers’ competences. This has been pursued in the research project through engaging teachers in training aimed at improving their socio-pedagogical compe...

  20. Teenage learners and teachers’ job satisfaction in vocational education

    OpenAIRE

    Coulon, Augustin de; Koslowski, Alison

    2010-01-01

    An increasing number of adult basic skills teachers in England have a large proportion of teenage learners in their classes. In this paper, we explore whether this development affects their job satisfaction. We draw on longitudinal data of teachers involved with basic skills provision. Using a range of statistical models, our main finding is that adult basic skills teachers who face more teenagers in the classroom are less satisfied with their experience of learners than those who teach mainl...

  1. Influenza Round Table: Take Three

    Centers for Disease Control (CDC) Podcasts

    2009-11-03

    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.

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

    Science.gov (United States)

    Guest, James Benjamin

    2012-01-01

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

  3. Current Issues in Teacher Autonomy

    OpenAIRE

    WI?NIEWSKA, DANUTA

    2007-01-01

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

  4. Teacher Knowledge: A Complex Tapestry

    Science.gov (United States)

    Adoniou, Misty

    2015-01-01

    Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three…

  5. Worldmindedness: Taking Off the Blinders

    Directory of Open Access Journals (Sweden)

    Sum Cho Po

    2008-01-01

    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.

  6. Socioeconomic factors affecting minority physics taking in U.S. high schools

    Science.gov (United States)

    2011-11-01

    In the September issue, we saw that a lower proportion of Hispanics and blacks take physics in U.S. high schools than do whites and Asians. Last month, we examined physics offerings and students by socioeconomic profile of the high school as reported by the principal. We saw that there were more physics classes and more physics students at better-off high schools. These increased offerings allow the teachers who teach physics to focus more on physics. We combined race and ethnicity data from the National Center for Education Statistics with data from our principals to examine the percent of each race and ethnicity attending schools by our socioeconomic profile of the school. Less than one-third of white and Asian public high school students attend a school that our principals classify as "worse off." Less than one-fourth of black and Hispanic students attend a school that our principals classify as "better off." The difference is stark. When combined with the percent of physics classes and physics students at each type of school, we have some insight into explaining the variation in physics taking by race and ethnicity.

  7. 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)

    Muhumuza, Simon; Katahoire, Anne

    2013-01-01

    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.

  8. Defining Academic Dishonesty Behaviors According to Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Muhammet ÖZDEN

    2015-04-01

    Full Text Available The aim of this study is to determine academic dishonesty behaviors based on the opinions of pre-service elementary and social studies teachers. This study was designed using a student self-report survey questionnaire. The sample of this study consisted of 445 pre-service teachers. The research data was collected using “the academic dishonesty behaviors opinion survey” developed for this research. The research data was analyzed using descriptive statistical techniques and chi-square test. Results indicated 23 items that pre-service teachers agreed on were about academic dishonesty. Of these 10 items were about academic cheating and 13 items were about plagiarism in assignments. The top three academic dishonesty behaviors based on participants opinion were respectively having another person take the test on behalf, stealing exam materials and handing in someone else's essay with his/her name on it. Most pre-service teachers did not accept 4 items as an academic dishonest behavior. These items were using old exam questions in order to prepare an exam, using someone else's notes in order to prepare an exam, to give information to other class students after taking the exam, and taking an exam after receiving information from students who already took the exam. In this study, another important finding was about gender differences; female preservice teachers showed more concern than male pre-service teachers about academic dishonesty behaviors. There were also a few limited significant differences both in grade and class level in all academic dishonesty behaviors.

  9. Human Rights Education Standards for Teachers and Teacher Education

    Science.gov (United States)

    Jennings, Todd

    2006-01-01

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

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

    Science.gov (United States)

    Roychoudhury, Anita; Roth, Wolff-Michael

    1992-03-01

    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.

  11. Top 10 Learning Needs for Teacher Leaders

    Science.gov (United States)

    Gordon, Stephen P.; Jacobs, Jennifer; Solis, Rachel

    2014-01-01

    The rapidly changing world and the increasingly complex demands placed on schools because of that change has led to an increasing awareness that the school principal alone cannot provide all of the leadership necessary for school development. More and more school districts are asking teachers to share leadership responsibilities with school…

  12. Teacher's activity analysis within a didactic perspective

    OpenAIRE

    Venturini, Patrice; Amade-Escot, Chantal

    2011-01-01

    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...

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

    Science.gov (United States)

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

    2013-01-01

    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…

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

    Science.gov (United States)

    Boyle, Joseph R.

    2007-01-01

    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…

  15. Note-Taking Interventions to Assist Students with Disabilities in Content Area Classes

    Science.gov (United States)

    Boyle, Joseph R.; Forchelli, Gina A.; Cariss, Kaitlyn

    2015-01-01

    As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of…

  16. WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES

    OpenAIRE

    BROŽOVÁ, Helena

    2011-01-01

    The aim of this article is to describe the proposed methodology of identification of the students’ weights or preferences of teacher’s managerial competencies at the Faculty of Economics, Czech University of Life Sciences in Prague (CULS). The goal of this article is not to evaluate the teacher’s scientific ability but describe the evaluation of the teacher’s managerial competencies weights from students’ point of view. For setting of weights there are many different methods that varied in th...

  17. Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers

    Science.gov (United States)

    Goodwin, A. Lin; Kosnik, Clare

    2013-01-01

    Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…

  18. Teachers and Bullying Developing a Deeper Understanding of Teachers' Perceptions of Teacher-to-Student Bullying

    Science.gov (United States)

    Zerillo, Christine

    2010-01-01

    Students report that teachers bully them, but a review of the literature indicates that little attention has been given to teacher-to-student bullying. This study used a mixed-methods approach to investigate elementary teachers' perceptions of seriousness and their intent to intervene in teacher bullying incidents. Results indicated that teachers

  19. New Horizons Educator Fellowship Program: Taking You to Pluto

    Science.gov (United States)

    Weir, H. M.; Beisser, K.; Hallau, K. G.

    2011-12-01

    The New Horizons Educator Fellowship Program (NHEFP), originally based on the MESSENGER Fellows Program, is a public outreach initiative for motivated volunteers across the nation. These volunteers are master teachers who communicate the excitement of NASA's New Horizons mission to Pluto and information about recent discoveries to teachers, students, and people in their local communities. Many of the Fellows utilize their experiences and knowledge as members of other programs such as MESSENGER Fellows, Heliophysics Educator Ambassadors, Solar System Educators and Ambassadors to promote the mission thorough professional development workshops incorporating themes, activities, and recent discoveries with other NASA programs to present a well-rounded view of our Solar System. Unlike teacher-volunteer programs tied to missions that take place closer to Earth, the time between New Horizons' launch and its closest approach to Pluto is 9.5 years, with the spacecraft in hibernation for most of its voyager. NHEFP has maintained a core group of Fellows who, through periodic face-to-face or remote training, have taken advantage of opportunities for networking, sharing of ideas in best practices, activities, and presenting and keeping audiences interested in the mission during its long journey to Pluto. This involvement has been key to the program's success.

  20. Studying mathematics problem-solving classrooms: a comparison between the discourse of in-service teachers and student teachers

    OpenAIRE

    Rosales Pardo, Javier; Orrantia Rodríguez, José; Vicente Martín, Santiago; Chamoso Sánchez, José María

    2008-01-01

    In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive provesses involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the studysuggest that ...

  1. Teacher Test Accountability.

    OpenAIRE

    Ludlow, Larry H.

    2001-01-01

    Given the high stakes of teacher testing, there is no doubt that every teacher test should meet the industry guidelines set forth in the Standards for Educational and Psychological Testing. Unfortunately, however, there is no public or private business or governmental agency that serves to certify or in any other formal way declare that any teacher test does, in fact, meet the psychometric recommendations stipulated in the Standards. Consequently, there are no legislated penalties for faulty ...

  2. Vocal warm-up and breathing training for teachers: randomized clinical trial

    Science.gov (United States)

    Pereira, Lílian Paternostro de Pina; Masson, Maria Lúcia Vaz; Carvalho, Fernando Martins

    2015-01-01

    OBJECTIVE To compare the effectiveness of two speech therapy interventions, vocal warm-up and breathing training, focusing on teachers’ voice quality. METHODS A single-blind, randomized, parallel clinical trial was conducted. The research included 31 20 to 60-year old teachers from a public school in Salvador, BA, Northeasatern Brazil, with minimum workloads of 20 hours a week, who have or have not reported having vocal alterations. The exclusion criteria were the following: being a smoker, excessive alcohol consumption, receiving additional speech therapy assistance while taking part in the study, being affected by upper respiratory tract infections, professional use of the voice in another activity, neurological disorders, and history of cardiopulmonary pathologies. The subjects were distributed through simple randomization in groups vocal warm-up (n = 14) and breathing training (n = 17). The teachers’ voice quality was subjectively evaluated through the Voice Handicap Index (Índice de Desvantagem Vocal, in the Brazilian version) and computerized voice analysis (average fundamental frequency, jitter, shimmer, noise, and glottal-to-noise excitation ratio) by speech therapists. RESULTS Before the interventions, the groups were similar regarding sociodemographic characteristics, teaching activities, and vocal quality. The variations before and after the intervention in self-assessment and acoustic voice indicators have not significantly differed between the groups. In the comparison between groups before and after the six-week interventions, significant reductions in the Voice Handicap Index of subjects in both groups were observed, as wells as reduced average fundamental frequencies in the vocal warm-up group and increased shimmer in the breathing training group. Subjects from the vocal warm-up group reported speaking more easily and having their voices more improved in a general way as compared to the breathing training group. CONCLUSIONS Both interventions were similar regarding their effects on the teachers’ voice quality. However, each contribution has individually contributed to improve the teachers’ voice quality, especially the vocal warm-up. PMID:26465664

  3. Can Patients with Cardiovascular Disease Take Nonsteroidal Antiinflammatory Drugs?

    Science.gov (United States)

    ... Not Take NSAIDs? * Previous Section Next Section Does Aspirin Have All of These Side Effects? Aspirin does not increase the chance of a heart attack. In fact, aspirin can lower your risk of having a heart ...

  4. Taking the Copenhagen Process apart

    DEFF Research Database (Denmark)

    Cort, Pia

    2011-01-01

    The aim of this thesis is to analyse the EU vocational education and training policy process (The Copenhagen Process) from a critical perspective based on the policy analysis methodology, “What’s the Problem Represented to Be?” (WPR) developed by Professor Carol Bacchi. The main research question “How can the European vocational education and training policy process - the Copenhagen Process - be understood from a WPR perspective? “ is addressed in six articles which take apart the Copenhagen Pro...

  5. 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)

    Yakar, Zeha

    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.

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

    OpenAIRE

    LIU, I JUNG

    2010-01-01

    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...

  7. Primary and secondary teachers' conceptions about heritage and heritage education : a comparative analysis

    OpenAIRE

    Estepa Giménez, Jesús; Ávila Ruiz, Rosa María; Ferreras Listán, Mario

    2008-01-01

    This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics-Chemistry, Biology-Geology and Geography-History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories which in their turn were used for the analysis of the resulting data. The results show a high deg...

  8. Music teacher training in Denmark

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik

    2008-01-01

    The present study analyses views of early childhood music teachers and conservatory teachers on relations between theory and practice and between teacher training and teaching practice. Tentative conclusions were a.o. that teachers and even more educators tend to value practical over theoretical knowledge; educators tend to understand teacher training in terms of apprenticeship rather than acquisition of theoretical as well as practical based professional competence in teaching; teacher training...

  9. Study On Establishing National Standard Of Vocational Teachers’ Training In China

    Directory of Open Access Journals (Sweden)

    Qiding Yu

    2011-08-01

    Full Text Available Developing vocational education is an important strategy in current Chinese education. However, vocational teachers are in a shortage and there isn’t a sound system of training and cultivating these teachers. Especially, there hasn’t formed any effective standard of vocational teachers. These three factors are the main reasons to hinder the development and increase of its quality and level. Therefore, establishing national standard of vocational teacher training is becoming very necessary. In this paper the author explores the standard and system of vocational teacher training from two aspects, namely, grasping professional skills and professional teaching competence. National standard of vocational teacher training will become a basis for vocational teacher qualification. According to this standard, vocational teacher qualification curriculum will be built and implemented by vocational educational institutions. We will share our experiences and measures in building vocational teacher qualification system in China and explore some key issues.

  10. Teachers’ Views about Effective Use of Technology in Classrooms

    Directory of Open Access Journals (Sweden)

    Adile a?k?m Kurt

    2012-04-01

    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’.

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

    Directory of Open Access Journals (Sweden)

    Ben B. Akpan

    2010-06-01

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

  12. Student-Led Conferences: Students Taking Responsibility

    Science.gov (United States)

    Nauss, Sherri A.

    2010-01-01

    One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

  13. Take-off of small Leidenfrost droplets

    CERN Document Server

    Celestini, Franck; Pomeau, Yves

    2012-01-01

    We put in evidence the unexpected behaviour of Leidenfrost droplets at the later stage of their evaporation. We predict and observe that, below a critical size $R_l$, the droplets spontaneously take-off due to the breakdown of the lubrication regime. We establish the theoretical relation between the droplet radius and its elevation. We predict that the vapour layer thickness increases when the droplets become smaller. A satisfactory agreement is found between the model and the experimental results performed on droplets of water and of ethanol.

  14. New Mathematics Text Books for Secondary schools in Afghanistan : Teacher’s Views

    OpenAIRE

    Hedayatzai, Raheema

    2013-01-01

    Education is one of the personal human rights of individuals. It is very valuable right for an indi-vidual or a whole society to be educated. This study has been done to know teachers’ views about problems and challenges that teachers face during teaching of mathematics text book in upper secondary As we know mathematics education is necessary for development of mental discipline and capacity. It helps student in critical thinking and increase their power of analyzing the world. In Afghanista...

  15. 21ST CENTURY TEACHER EDUCATOR

    Directory of Open Access Journals (Sweden)

    JACQUELINE KAREEM

    2013-05-01

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

  16. Contracting to Demonstrate Teacher Competencies.

    Science.gov (United States)

    Lux, John E.

    1979-01-01

    The Lincoln, Nebraska, Teacher Corps' contracting process offers an effective model for team teaching, individualizing/personalizing instruction, and demonstrating both teacher and learner levels of competency. (JMF)

  17. Are Ontario Teachers Paid More Equitably? Do Local Variables Matter?

    Directory of Open Access Journals (Sweden)

    Xiaobin Li

    2010-05-01

    Full Text Available This study investigated whether Ontario’s education funding reform of 1998 made teacher salaries more equitable. It also examined whether selected local variables had the same influence on teacher salaries in 2001-02 as they did in 1995-96 before the reform. Average teacher salaries before the reform in 1995-96 and after the reform in 2001-02 among school boards and among census divisions were compared to see whether the variation in teacher salaries increased or decreased. A partial correlation analysis was conducted to examine the influence on teacher salaries from local variables, which were derived from a literature review. This study finds that (a teachers are paid more equitably today than before the reform, and (b local variables no longer really matter, as a result of the changed provincial funding formula.

  18. The Classroom Teachers’ Views on Computer Use in Their Courses

    Directory of Open Access Journals (Sweden)

    Vedat AKTEPE

    2011-08-01

    Full Text Available The educational activities that our teachers do and use computers during the time of training and the surrounding of education are exceedingly important on account of the quality of education. The aim of this study is to get views of teachers about using computers. In this study, it was used used Focus Group Interview which is a qualitive resarch technique. Semi-structured interview technique was used in the study. By the aim of the finding the answers of the questions using in the research. Group focus negotiation was done with six teachers from Sheyh Shamil Primary School. Results of the excimining, these verities were found: Classroom teachers find themselves partially enough about using computers. The teachers declare that they use computers partially in their educational activities. Most of the time using computers in the classroom increase the level of student achievement. Most of the time, the teacher can?t follow current softwares related to computers at the school.

  19. The nature and quality of the mathematical connections teachers make

    Directory of Open Access Journals (Sweden)

    Michael K. Mhlolo

    2012-05-01

    Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

  20. Pre-Service Physics Teachers and Physics Education Research

    Science.gov (United States)

    Rosengrant, David

    2010-10-01

    Training pre-service teachers requires, among other things, content knowledge, pedagogical skills and pedagogical content knowledge. Teacher preparation programs have little, if any spare time to add more courses/activities to their program. However, I argue in this paper that we, as educators, must enhance the amount of physics education research in our pre-service physics teacher training programs. In this study, I analyze the results of two different types of exposure to physics education research (PER) from two different groups of pre-service physics teachers in our masters of arts and teaching program. The preliminary results show, for example that the PER helped the pre-service teachers increase their understanding of student thought processes while they solved problems. Physics teachers must have this type of ability to be successful in the classroom.

  1. Environmental Knowledge, Attitude and Practices of Student Teachers

    Science.gov (United States)

    Esa, Norizan

    2010-01-01

    Within this decade of Education for Sustainable Development (ESD), educational institutions need to increase their efforts to educate their students for a sustainable future. Teachers are most influential in educating children and teenagers to be leaders of tomorrow in protecting the environment. Thus, aspiring teachers should demonstrate…

  2. An Examination of Preservice Teachers' Perceptions of Cyberbullying

    Science.gov (United States)

    Yilmaz, Harun

    2010-01-01

    Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students' lives negatively similar to bullying. To minimize the negative effects of cyberbullying and to get preservice teachers ready for managing cyberbullying, it is necessary to examine preservice teachers' perception…

  3. Adolescents' and Teachers' Perceptions of a Teen Pregnancy Prevention Program.

    Science.gov (United States)

    Somers, Cheryl L.; Gleason, Jamie H.; Johnson, Stephanie A.; Fahlman, Mariane M.

    2001-01-01

    Evaluation of adolescent and teacher perceptions of adolescent pregnancy-prevention programs using dolls that simulate infant behavior. Uses experimental and control groups of high school students from Midwest suburban areas. Finds increased appreciation for difficulty of infant care among adolescents in experimental groups. Majority of teachers

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

    Science.gov (United States)

    Gaines, Gale F.

    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…

  5. Fostering Teacher Candidates' Reflective Practice through Video Editing

    Science.gov (United States)

    Trent, Margaret; Gurvitch, Rachel

    2015-01-01

    Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…

  6. Teacher Role Stress, Higher Order Needs and Work Outcomes.

    Science.gov (United States)

    Conley, Sharon; Woosley, Sherry A.

    2000-01-01

    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.…

  7. Reading Comprehension Strategies: An International Comparison of Teacher Preferences

    Science.gov (United States)

    Kissau, Scott; Hiller, Florian

    2013-01-01

    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…

  8. Performance-Related Pay: District and Teacher Characteristics

    Science.gov (United States)

    Liang, Guodong; Akiba, Motoko

    2011-01-01

    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.…

  9. Intercultural Sensitivity of Teachers Working with Refugee Children

    Science.gov (United States)

    Strekalova, Ekaterina

    2013-01-01

    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…

  10. How South Korean Teachers Handle an Incident of School Bullying

    Science.gov (United States)

    Yoon, Jina; Bauman, Sheri; Choi, Taesan; Hutchinson, Alisa S.

    2011-01-01

    With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual…

  11. Hello Children! A Teacher's Guide. Excerpts (Part 1).

    Science.gov (United States)

    Amonashvili, Shalva Aleksandrovich

    1988-01-01

    Provides excerpts from Shalva Amonashvili's 1983 teacher's guide, "Hello Children." Explains that "Hello Children" is based on Amonashvili's successful experience teaching six-year olds and increasing the elementary grades to four (now implemented throughout the USSR). Amonashvili stresses teachers' love for children and methods promoting…

  12. Supporting Children's Mental Health in Schools: Teacher Views

    Science.gov (United States)

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

    2011-01-01

    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…

  13. Cognitive Congruence between Teachers' Questions and Students' Answers.

    Science.gov (United States)

    Neumann, Lily; Mahler, Sophia

    1989-01-01

    A study assessed the impact of a teacher-training workshop at Israel's Ben Gurion University's medical school which focused on classroom interaction. Results of the workshop indicated verbal teacher-student interactions significantly outnumbered individual statements; interactions increased, especially in larger classes; cognitive correspondence…

  14. Teachers' Characteristics and Attitudinal Beliefs about Linguistic and Cultural Diversity

    Science.gov (United States)

    Flores, Belinda Bustos; Smith, Howard L.

    2008-01-01

    The K-12 population has increased dramatically over the past 20 years with regard to cultural and linguistic diversity, thereby creating a critical need to prepare teachers for this diversity. This study conducted an analysis of teacher characteristics vis-a-vis their attitudinal beliefs about language-minority students. Using multivariate…

  15. World History and Teacher Education: Challenges and Possibilities

    Science.gov (United States)

    Marino, Michael

    2011-01-01

    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…

  16. Cyberbullying: An Increasing Challenge for Schools

    Science.gov (United States)

    von Marees, Nandoli; Petermann, Franz

    2012-01-01

    The use of information and communication technology (ICT) has not only brought advantages to mankind. One downside is the emergence and increase of cyberbullying in schools. Affecting students of all ages, teachers, parents, and other educators, this special form of bullying is an increasing challenge for schools. This article offers an overview…

  17. Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

    Science.gov (United States)

    Peck, C A; Killen, C C; Baumgart, D

    1989-01-01

    Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher. PMID:2473058

  18. Becoming an English Language Teacher: Linguistic Knowledge, Anxieties and the Shifting Sense of Identity

    Science.gov (United States)

    Giovanelli, Marcello

    2015-01-01

    English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language…

  19. Narrative Inquiry for Teacher Education and Development: Focus on English as a Foreign Language in China

    Science.gov (United States)

    Xu, Shijing; Connelly, F. Michael

    2009-01-01

    Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. Critical to successful teacher development when Western ideas are being adopted in other cultures is narratively linking development programmes to this local education system, such as in China, and to its…

  20. Eight Ways to Recruit the Teachers You Want for the Jobs You've Got.

    Science.gov (United States)

    Van Meter, Eddy J.

    1984-01-01

    Recruiting options for securing sought-after teachers include one-time bonuses on hiring or after the first year; release-time with pay or a shortened workday; longer work year with paid time for professional development, accelerated sabbatical leaves, or paying teachers to take advanced courses; and supplementary salary schedules. (MJL)

  1. Hit or Miss, or Missing: The Role of Second Language Acquisition Research in Language Teacher Training.

    Science.gov (United States)

    Rankin, Jamie

    1994-01-01

    This article discusses how the syllabus for language teacher training in German has evolved and considers what direction foreign language teacher training might take if it were to follow the cue of "Deutsch als Fremdsprache" and appropriate the research agenda of second-language acquisition studies. (Contains 51 references.) (JL)

  2. An Examination of Pre-Service Mathematics Teachers' Approaches to Construct and Solve Mathematical Modelling Problems

    Science.gov (United States)

    Bukova-Guzel, Esra

    2011-01-01

    This study examines the approaches displayed by pre-service mathematics teachers in their experiences of constructing mathematical modelling problems and the extent to which they perform the modelling process when solving the problems they construct. This case study was carried out with 35 pre-service teachers taking the Mathematical Modelling…

  3. Perceived Factors Impacting School Music Programs: The Teacher's Perspective

    Science.gov (United States)

    Abril, Carlos R.; Bannerman, Julie K.

    2015-01-01

    The purpose of this study was to examine elementary music teachers' perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching…

  4. Motivation and Quality of Work Life among Secondary School EFL Teachers

    Science.gov (United States)

    Baleghizadeh, Sasan; Gordani, Yahya

    2012-01-01

    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…

  5. Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge

    Science.gov (United States)

    Colvin, Julien C.; Tomayko, Ming C.

    2015-01-01

    Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are…

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

    OpenAIRE

    Asim Karim

    2012-01-01

    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 ...

  7. Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency

    Science.gov (United States)

    Newman-Thomas, Cathy; Smith, Cindy Ann; Zhao, Xinting; Kethley, Caroline I.; Rieth, Herbert J.; Swanson, Elizabeth A.; Heo, Yusung

    2012-01-01

    Technology is used widely in teacher education for a variety of purposes, including skill development.Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education…

  8. Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999.

    Science.gov (United States)

    Burian-Fitzgerald, Marisa; McGrath, Daniel J.; Plisko, Valena

    2003-01-01

    Examined reports by mathematics teachers of their degree of familiarity with various standards and assessments, then compared these reports with teachers' reports of their instructional practices in the classroom. Teacher awareness of state curriculum guides and state assessments has increased since 1995. (SLD)

  9. Sight on Sites: An Approach to Coping with Teacher Stress--Preventing Burn-out.

    Science.gov (United States)

    Scaros, Barbara C.

    This booklet, one of a series prepared by the New York City teacher specialists at Teacher Center Sites, describes a strategy for helping teachers to understand and deal with the sources of stress. The emphasis of this strategy is on identifying sources of stress, and organizing ways of effectively managing and preventing stress by increasing

  10. Class Size and Student Diversity: Two Sides of the Same Coin. Teacher Voice

    Science.gov (United States)

    Froese-Germain, Bernie; Riel, Rick; McGahey, Bob

    2012-01-01

    Among Canadian teacher unions, discussions of class size are increasingly being informed by the importance of considering the diversity of student needs within the classroom (often referred to as class composition). For teachers, both class size and diversity matter. Teachers consistently adapt their teaching to address the individual needs of the…

  11. Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

    Science.gov (United States)

    Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

    2002-01-01

    Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

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

    Science.gov (United States)

    Russ, Laura

    2015-01-01

    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…

  13. The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement

    Science.gov (United States)

    Warren, Jeffrey M.

    2010-01-01

    This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

  14. E-Portfolios as a Pedagogical Device in Primary Teacher Education: The AUT University Experience

    Science.gov (United States)

    Maher, Marguerite; Gerbic, Philippa

    2009-01-01

    Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are…

  15. A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

    Science.gov (United States)

    Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

    2015-01-01

    Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

  16. Using Value-Added Models to Measure Teacher Effects on Students' Motivation and Achievement

    Science.gov (United States)

    Ruzek, Erik A.; Domina, Thurston; Conley, AnneMarie M.; Duncan, Greg J.; Karabenick, Stuart A.

    2015-01-01

    Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students' motivational orientations (mastery and performance achievement…

  17. Restructuring Teachers' Work and Trade Union Responses in England: Bargaining for Change?

    Science.gov (United States)

    Stevenson, Howard

    2007-01-01

    A key feature of current school-sector reform in England is the restructuring of teachers' work and the increased use of support staff to undertake a range of activities previously undertaken by teachers. Supporters speak of a new teacher professionalism focused on the "core task" of teaching. Critics fear deprofessionalization through a process…

  18. Professional Development of Preservice Teachers: Teaching in the Super Saturday Program

    Science.gov (United States)

    Bangel, Nancy J.; Enersen, Donna; Capobianco, Brenda; Moon, Sidney M.

    2006-01-01

    General classroom teachers are being called upon to meet the needs of an increasingly diverse population of students. Although abundant research documents the specific needs of gifted students, too little is being done at the preservice teacher level to prepare our teachers to recognize and meet these needs (e.g., Feldhusen & Kolloff, 1986;…

  19. How to Be a Wise Consumer of Coaching: Strategies Teachers Can Use to Maximize Coaching's Benefits

    Science.gov (United States)

    Yopp, David; Burroughs, Elizabeth A.; Luebeck, Jennifer; Heidema, Clare; Mitchell, Arlene; Sutton, John

    2011-01-01

    Instructional coaching is gaining popularity as a school-based effort to increase teacher effectiveness and student achievement. A coach can be broadly defined as a person who works collaboratively with a teacher to improve that teacher's practice and content knowledge, with the ultimate goal of affecting student achievement. By its very nature,…

  20. Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature

    Science.gov (United States)

    Stormont, Melissa; Reinke, Wendy M.; Newcomer, Lori; Marchese, Dana; Lewis, Carla

    2015-01-01

    Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is…

  1. Action Research in Schools--An Important Factor in Teachers' Professional Development

    Science.gov (United States)

    Vogrinc, Janez; Zuljan, Milena Valencic

    2009-01-01

    Quality performance of the increasingly important professional role of the teacher requires a continued learning and professional growth of every individual. Action research represents one of the important factors in teachers' professional development, in particular when it is designed as a collaborative process involving teachers and researchers.…

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

    Science.gov (United States)

    Muralidharan, Karthik

    2012-01-01

    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…

  3. A Different Role for Teachers Unions? Cooperation Brings High Scores in Canada and Finland

    Science.gov (United States)

    Tucker, Marc

    2012-01-01

    American teachers unions are increasingly the target of measures, authored by friends and foes alike, intended to limit their power or eviscerate them. One would never guess that the countries that are among the top 10 in student performance have some of the strongest teachers unions. Are those unions in some way different from American teachers

  4. Implementation of Internship through Mentoring for Beginning Teachers in Hong Kong: Controversies and Reflections

    Science.gov (United States)

    Tak, Lam Chi

    2005-01-01

    Background: Beginning Teachers are confronted with numerous challenges especially in their first year of teaching. Without ample induction support, the beginning teachers could merely develop their capacity on their own. Therefore, some nations implement the policy of internship so as to increase effectiveness of the beginning teachers. In Hong…

  5. The Association among Emotional Intelligence, Resilience, and Academic Performance of Preservice Teachers

    Science.gov (United States)

    Trapp, Caryn S.

    2010-01-01

    New teachers often struggle with handling their students and their many responsibilities because of demanding nature of the job. A strong preservice preparation is critical to teachers' success and increases teacher retention in the profession. This quantitative study examined the association among emotional intelligence, as measured by the…

  6. Reading Test-taking Strategies in General Training IELTS

    Directory of Open Access Journals (Sweden)

    Vahede Nosrati

    2015-10-01

    Full Text Available The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals.Keywords: Test-taking Strategy, Test-taker, Reading Comprehension, Language Learning Strategy, IELTS

  7. What Teacher Preparation Programs Can Do to Better Prepare Teachers to Meet the Challenges of Educating Students Living in Poverty

    Science.gov (United States)

    Hughes, Jacqueline A.

    2010-01-01

    Because of the present, increasing economic circumstances, poverty is fast becoming a crisis, and teacher preparation programs must begin to prepare teachers to explicitly address the needs of poor children. The inclusion of poverty in this discourse is in no way intended to discount the issues of race, ethnicity, and gender. The intention here is…

  8. Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion

    Science.gov (United States)

    Jamil, Faiza M.; Downer, Jason T.; Pianta, Robert C.

    2012-01-01

    With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice…

  9. "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 ...

  10. Health enhancing behaviors of teachers and other school staff

    Directory of Open Access Journals (Sweden)

    Magdalena Woynarowska-So?dan

    2013-10-01

    Full Text Available Background: Any activity undertaken for the purpose of health enhancing behavior is an important element of taking care of one's health. The aim of this paper was to analyze the frequency of health enhancing behaviors and avoiding health-risk behaviors among teachers and other school staff by gender and age. Material and Methods: The sample consisted of 750 teachers and 259 individuals of non-teaching staff of 22 health promoting schools. A questionnaire that included Positive Health Behaviors Scale for Adults and questions on avoiding risk behaviors were used as a research tool. Results: Of the 32 analyzed health enhancing (positive behaviors, only 11 were undertaken by teachers and 10 by non-teaching staff at a desirable frequency (always or almost always in a group of more than 50% of respondents. Almost one third of health enhancing behaviors were undertaken with this frequency by less than 20% of respondents. The highest deficits concerned physical activity, nutrition and mental health-related behaviors, and the lowest concerned safety. Deficits in all positive health behaviors were smaller in teachers than in non-teaching staff, in women than in men and in older than in younger teachers. The majority of respondents, mostly teachers, irrespective of gender and age did not undertake risk behaviors. Conclusions: There was a lot of deficits in the healthy lifestyle of teachers and other school workers what is alarming from the point of view of school workers' health, their tasks and their role in shaping positive health behavior in children and adolescents. There is a great need for taking actions to improve the situation, such as the development of health promotion programs addressed to teachers and other school staff, including issues concerning healthy lifestyles in teacher's pre- and in-service training, counselling in the area of healthy lifestyle in preventive health care of school staff. Med Pr 2013;64(5:659–670

  11. Children as Art Teachers

    Science.gov (United States)

    Szekely, George

    2011-01-01

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

  12. Managing Serious Teacher Misbehaviour

    Science.gov (United States)

    Page, Damien

    2014-01-01

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

  13. RAP Coaching with Teachers

    Science.gov (United States)

    Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

    2012-01-01

    Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

  14. Why Teachers Burn Out.

    Science.gov (United States)

    Friesen, David; And Others

    1988-01-01

    This survey involving 1,211 teachers from 2 independent school districts in western Canada addressed teacher burnout issues. Findings of this qualitative/quantitative study indicate that experiences other than prolonged work stress may lead to burnout. These other factors include depersonalization and status dissatisfaction. (TJH)

  15. Teachers and Faith

    Science.gov (United States)

    Eckert, Jonathan

    2011-01-01

    This paper examines the roles that faith and vocation play in teaching. Faith can lead to a sense of calling that impacts the identity and integrity of the teacher, which, in turn, influences the holistic development of students. Therefore, teachers of faith who respect the limits of religious belief in public schools are essential contributors to…

  16. Teachers as Verbal Perpetrators.

    Science.gov (United States)

    James-Weagraff, Pat; Donaldson, Diane

    This paper briefly discusses: violence as a context for verbal abuse; the legacy of student discipline in schools; a model indicating that verbal abuse is learned; data showing teachers do verbally abuse students; and a variety of ways to deal with this problem. Factors inducing teachers to exhibit aggressive behavior are identified and include:…

  17. Aquaculture. Teacher Edition.

    Science.gov (United States)

    Walker, Susan S.

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

  18. Meditation and Teacher Stress

    Science.gov (United States)

    Csaszar, Imre Emeric; Buchanan, Teresa

    2015-01-01

    Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…

  19. Revisiting Teachers as Learners

    Science.gov (United States)

    Thomson, Liz

    2008-01-01

    This article revisits the concept of teachers as learners within the context of radical changes that have taken place within the education system in England over the past 25 years. The concept of "professional courage" is discussed and examined in relation to questions and issues raised by Paulo Freire in a series of letters to teachers (1997).…

  20. Focus on the Teacher

    Science.gov (United States)

    Griffiths, Carol

    2012-01-01

    This article begins with a brief overview of some of the salient issues that have impacted on teaching practice in recent years. In order to canvass teacher concerns regarding these issues, a questionnaire was given to a class of practising teachers studying for a Masters degree in ELT at a Turkish university asking them to rate a number of key…