Maintaining academic quality assurance for teacher preparation in ...

African Journals Online (AJOL)

The essence of academic quality is to bring about totality of an improved classroom teacher for effective service delivery in the school system. Colleges of Education whose mandate is concerned with teacher preparation for basic education must consider students admission policy, funding, facilities and the entire curricula ...

Academic Motivations of Pre-Service English Language Teachers

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Ariogul, Sibel

2009-01-01

This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia

NARCIS (Netherlands)

Hornstra, T.; Denessen, E.J.P.G.; Bakker, J.T.A.; Bergh, L. van den; Voeten, M.J.M.

2010-01-01

The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were

Pupils' gender and age as factors of differences in teacher's liking, perceived teacher's support and academic achievement

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Katja Košir

2011-12-01

Full Text Available The main aim of the present research was to examine how teachers report their liking of girls and boys in different periods of schooling and how students perceive the potential differences in their teachers' preferences. Also, the differences between girls and boys in the relationship between teacher's liking and perceived teacher's support on one side and students' academic achievement on the other side were examined. 1155 students (fifth and eighth grade of elementary school and second grade of secondary school and 50 teachers – their classteachers – participated in the study. The results show that teachers prefer girls to boys in all periods of schooling. This trend is especially evident in eight-graders. Compared to boys, girls have better academic achievement. However, there are no significant differences in the perceived teacher's support between girls and boys.

The Role of Academic Motivation in Predicting Preservice EFL Teachers' Achievement

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Kirkagaç, Senay; Öz, Hüseyin

2017-01-01

This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using…

Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

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Khurram Shahzad

2017-06-01

Full Text Available The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60 secondary school teachers and a hundred (100 secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.

Factors Influencing Academic Performance Of Standard Eight Girls In National Examinations In Public Primary Schools A Case Of Matungu Division.

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Oparanya Wamukoya Windrick

2015-06-01

Full Text Available ABSTARCT This study is designed to establish the factors influencing academic of standard eight girls in public primary schools in National exams in Matungu division. The researcher aimed at finding out why there is increased low performance of girls in public schools despite the fact that they are assessed through periodic performance tests do continuous assessment tests CATS midterm carry out tuition and the provision of free primary education which is aimed at improving academic performance. This study adapted a descriptive survey design as a major method of research where data was collected by the researcher members of a population under study. The target population comprised of Head teachers teachers pupils parents and parent schools representatives. Purposive sampling and simple random technique were used. Data was collected by use of questionnaires and interview guides. Data was analyzed by use of descriptive statistics constituting frequencies and percentages.The study established that girls were exposed to harsh school environmental conditions they walked long distances to school schools lacked facilities like toilets libraries and were exposed to male pest teachers. There were also teacher factors like training teacher shortage and motivation that affected girls performance.The study came up with recommendations for improvement of girls academic performance. More public schools should be build to reduce on distance and also overpopulation. The ministry of Education should monitor and evaluate the academic performance of girls in rural areas. The government should put up strict rules on pest teachers. The ministry should hire more teachers.

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

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Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

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Helena Smrtnik Vitulić

2014-03-01

Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

Teachers' perceptions of academic failure: Is it worth to bother about unsuccesful pupils?

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Malinić Dušica

2015-01-01

Full Text Available We analyzed the convictions of the teachers about scholastic failure and their perception of the activities they use in work with unsuccessful pupils. The theoretical basis for our research was the belief that there is a connection between the teacher's convictions and their everyday practices. The aim was to examine: 1 the teachers' convictions about the nature of academic failure, traits of the failing students, adequacy of after-class sessions and group work in overcoming the problem of academic failure, and 2 the teachers' perception of their own responsibility and engagement in supporting failing pupils. A set of parametric statistical techniques was used to analyze the responses of 1441 elementary-school teachers to the items related to academic failure in the questionnaire about current school problems. The results show that 1 the teachers have optimistic convictions about cognitive abilities of failing pupils and see after-class sessions as a good opportunity to work with them; they state that 2 they additionally prepare classes for work with failing pupils and stimulate them during regular classes and believe that failing pupils are successful in outdoor activities; 3 they have no definite opinion about the role of the teacher and adequacy of group work in overcoming the problem. The concluding observations stress the need for a detailed analysis of the activities based on the teacher's convictions about academic failure and support to failing pupils.

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

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Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Multilevel Analysis of Teacher and School Academic Optimism in Taiwan Elementary Schools

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Wu, Jason Hsinchieh; Lin, Chunn-Ying

2018-01-01

Research on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear…

Constructing the Academic Category of Teacher Educator in Universities' Recruitment Processes in Aotearoa, New Zealand

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Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis

2015-01-01

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…

Do Academically Able Teachers Leave Education? The North Carolina Case.

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Schlechty, Phillip C.; Vance, Victor S.

1981-01-01

To determine whether academically able teachers are more likely than others to leave the classroom, a study was conducted of the data file of all certified regular classroom teachers who entered teaching in North Carolina from 1973 to 1980 and had no prior teaching experience. (Author/WD)

Teachers' classroom management variables and students' academic ...

African Journals Online (AJOL)

Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. JU Emeh, CA Agbor. Abstract. No Abstract. Global Journal of Humanities Vol. 4(1&2) 2005: 25-27. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA

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Bisera S. Jevtić

2017-01-01

Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings...

THE IMPACT OF USING SOCIAL MEDIA ON ACADEMIC ACHIEVEMENT AND ATTITUDES OF PROSPECTIVE TEACHERS

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Murat Tezer

2017-12-01

Full Text Available The current study was conducted to investigate the impact of using social media and internet on the academic achievement of prospective teachers. Focus group of the research could be expressed as 204 prospective teachers that were studying in 2016-2017 fall semesters. To collect data, Attitudes Towards to Social Media Scale was employed. Result of the study revealed that, prospective teachers’ attitudes towards to social media had an influence on academic achievement. Furthermore, it could be stressed that prospective teachers with lower attitudes towards to social media were more likely to have lower academic success when compared with the prospective teachers with higher attitudes towards to social media. In addition to these, results of the current study also expressed that prospective teachers with social media accounts were achieved better grades when compared with the prospective teachers who did not have any social media account. Lastly, it could be indicated that prospective teachers’ attitudes towards to social media was at a moderate level.

An Exploratory Study of Value-Added and Academic Optimism of Urban Reading Teachers

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Huff-Franklin, Clairie L.

2017-01-01

The purpose of this study is to explore the correlation between state-recorded value- added (VA) scores and academic optimism (AO) scores, which measure teacher self-efficacy, trust, and academic emphasis. The sample for this study is 87 third through eighth grade Reading teachers, from fifty-five schools, in an urban school district in Ohio who…

Co-Relates between Anxiety and Academic Achievement in Teacher Trainees

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Yadav, Shivani; Sharma, Savita

2013-01-01

Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

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Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage

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Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year

The Relationship between Academic Procrastination Behaviors of Preservice Science Teachers and Their Attitudes toward Social Media

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Aslan Efe, Hülya; Efe, Rifat

2018-01-01

In this study, the relationship between study preservice science teachers' academic procrastination and their attitudes toward social media was investigated. The study was carried out with the participation of 511 preservice science teachers (F: 346, M:165) on teacher education course at Dicle University during 2014-2015 academic year. The date…

FORMATION OF THE TEACHER-RESEARCHER ACADEMIC CULTURE IN A DIGITAL CREATIVE ENVIRONMENT

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Olena M. Semenoh

2017-12-01

Full Text Available The article outlines conceptual foundations of the future teachers-researchers academic culture formation in a digital creative environment. Academic culture of the researcher as an integral personal characteristic that is manifested in the culture of creative-critical thinking, academic virtue, scientific linguistic, narrative-digital culture has been investigated. The formation of the academic culture of the future teacher-researcher in terms of digital creative environment is seen as a complex, multidimensional process of qualitative changes, which happens in stages. The digital creative environment as a learning environment that involves the purposeful use of tools, technologies and information resources that enable creative expression of personality by means of digital technologies, integrating information and communication technologies, intellectual systems, human sensitivity and contextual experience of scientific and pedagogical activity has been defined.

A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges

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Shim, Jenna Min

2014-01-01

Using Pierre Bourdieu's concept of "habitus," this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of "habitus," this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance…

ICT Competency Standards for Teachers: Competency Standards Modules

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United Nations Educational, Scientific and Cultural Organization (UNESCO), 2008

2008-01-01

Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training. Standards and resources within the United Nations Educational, Scientific, and Cultural Organization (UNESCO)'s project "Information and…

University Teachers' Experiences of Academic Leadership and Their Approaches to Teaching

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Ramsden, Paul; Prosser, Michael; Trigwell, Keith; Martin, Elaine

2007-01-01

The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed…

State Standard-Setting Processes in Brief. State Academic Standards: Standard-Setting Processes

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Thomsen, Jennifer

2014-01-01

Concerns about academic standards, whether created by states from scratch or adopted by states under the Common Core State Standards (CCSS) banner, have drawn widespread media attention and are at the top of many state policymakers' priority lists. Recently, a number of legislatures have required additional steps, such as waiting periods for…

Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

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Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

2012-01-01

The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis

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Surastina; Dedi, Fransisca S. O.

2018-01-01

Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that…

University Teachers' Self-Reflection on Their Academic Growth

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Pedrosa-de-Jesus, Helena; Guerra, Cecília; Watts, Mike

2017-01-01

This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal…

Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

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Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

2018-01-01

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

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Yildizbas, Füsun

2017-01-01

Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

Investigating the Availability of Quality Assurance Standards of Academic Programs in the Music Teacher Preparation Program- University of Jordan, from the Students’ Perspective

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Nedal M. Nsairat

2017-08-01

Full Text Available This study aimed to find out how far quality assurance standards were applied in the music teacher preparation program at the University of Jordan, from the viewpoint of the students enrolled in the same program. The population of this study consisted of all the students (53 enrolled in the program , and majoring in music education and music performance. The study followed a descriptive analytical approach to collect the data. The study results revealed the extent of relevance of the BA program of preparing music teachers in the University of Jordan, which came as a result of applying each quality assurance standard in the program except the standard of facilities and equipment. In light of the findings, the study recommended that all those in charge of the educational process should pay more heed to certification programs of music teacher education. This should be done by designing and implementing programs to support this type of program, so as to be in conformity with quality assurance standards of music teacher education. Keywords: Preparation , Music teacher education , Standard , Quality assurance.

Secondary Teachers' Reflections from a Year of Professional Learning Related to Academic Language

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Carter, Hannah; Crowley, Kimberly; Townsend, Dianna R.; Barone, Diane

2016-01-01

This article explores the changing beliefs and practices of 25 secondary teachers participating in a yearlong professional learning (PL) partnership. To demonstrate differences in teachers' approaches to and understandings resulting from that PL, the authors looked more closely at three teachers and found that their ideas about academic language…

Professional Standards for Australian Special Education Teachers

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Dempsey, Ian; Dally, Kerry

2014-01-01

Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

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Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

2012-01-01

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics

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Adedeji TELLA

2008-10-01

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students

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Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

2016-01-01

This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

National Board Certified Teachers andTheir Students' Achievement

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Leslie G. Vandevoort

2004-09-01

Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the

The academic penalty for gaining weight: a longitudinal, change-in-change analysis of BMI and perceived academic ability in middle school students.

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Kenney, E L; Gortmaker, S L; Davison, K K; Bryn Austin, S

2015-09-01

Worse educational outcomes for obese children regardless of academic ability may begin early in the life course. This study tested whether an increase in children's relative weight predicted lower teacher- and child-perceived academic ability even after adjusting for standardized test scores. Three thousand three hundred and sixty-two children participating in the Early Childhood Longitudinal Study-Kindergarten Cohort were studied longitudinally from fifth to eighth grade. Heights, weights, standardized test scores in maths and reading, and teacher and self-ratings of ability in maths and reading were measured at each wave. Longitudinal, within-child linear regression models estimated the impact of a change in body mass index (BMI) z-score on change in normalized teacher and student ratings of ability in reading and maths, adjusting for test score. A change in BMI z-score from fifth to eighth grade was not independently associated with a change in standardized test scores. However, adjusting for standardized test scores, an increasing BMI z-score was associated with significant reductions in teacher's perceptions of girls' ability in reading (-0.12, 95% confidence interval (CI): -0.23, -0.03, P=0.03) and boys' ability in math (-0.30, 95% CI: -0.43, -0.17, Pmaths ability (-0.47, 95% CI: -0.83, -0.11, P=0.01). From fifth to eighth grade, increase in BMI z-score was significantly associated with worsening teacher perceptions of academic ability for both boys and girls, regardless of objectively measured ability (standardized test scores). Future research should examine potential interventions to reduce bias and promote positive school climate.

Teaching and Academic Standards Today.

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Handleman, Chester

1980-01-01

Reviews the decline of educational standards as reflected in national test scores and discusses four pedagogic causes for this decline: the abandonment of written tests in favor of objective, true/false testing techniques; nonpunitive grading and attendance policies; excessive use of technology in the classroom; and academic grade inflation. (JP)

Academic gender stereotypes of pre-service teachers

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Ćirović Ivana

2013-01-01

Full Text Available This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers’ gender stereotypes can affect students’ achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije

PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER

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L. Y. Monakhova

2017-01-01

Full Text Available Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and

Supporting Academic Literacies: University Teachers in Collaboration for Change

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Bergman, Lotta

2016-01-01

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

The Relation between Time Management Skills and Academic Achievement of Potential Teachers

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Cemaloglu, Necati; Filiz, Sevil

2010-01-01

The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

National standards in science education: Teacher perceptions regarding utilization

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Fletcher, Carol Louise Parsons

The purpose of this naturalistic study was to determine what factors most influence middle school science teachers' intentions to utilize or ignore national standards, as a toot for reform in their classrooms, schools, or districts. Results indicate. that teachers with. minimal training were unlikely to use national standards documents due to their perceptions of a lack of support from peers, administrators and a high-stakes state accountability system. Teachers with more extensive training were more inclined to use national standards documents as philosophical guides for reform because they believed in the validity of the recommendations. Implications are discussed, chief among them that short-term professional development may actually do more harm than good if teachers retain or develop unexamined misconceptions about national standards recommendations as a result. In addition, due to the concerns expressed by teachers regarding state curriculum mandates and standardized testing, this study indicates that changes in these external factors must be instituted before teachers will commit themselves to standards-based reforms. It is suggested that staff development focus on opportunities for reflection and application which will promote conceptual change in teachers. A model predicated on the notion that the process of implementing reform is essentially an issue of promoting conceptual change in teachers is proposed. This model, termed the Reform Implementation as Conceptual Change, or RICC, focuses specifically on the cognitive processes teachers may go through when they are exposed to an innovation such as national standards. Stages such as integrated application, accommodation, assimilation, disconnection, and false accommodation, are described. The impact that professional development and training may have on the likelihood that teachers will experience these various stages is also discussed. This model serves as a theoretical framework for explaining why some

Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?

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Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente

2011-01-01

The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

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Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

2015-01-01

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

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Richard, Bertha Cookie

2013-01-01

The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

[Survey among academic teachers about psychiatric training in France].

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van Effenterre, A; Hanon, C; Llorca, P-M

2014-06-01

Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Evaluation of Prospective Teachers in Terms of Academic Self-Efficacy and Professional Competence

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Aslan, Mahire; Bakir, Asli Agiroglu

2017-01-01

This study aims to determine the relationship between the self-efficacy perceptions of the prospective teachers and the levels of their professional competence. In the study, relational screening model is used and it is investigated whether prospective teachers' perceptions of academic self-efficacy and professional competence differed according…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

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Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Academic Instructors or Moral Guides? Moral Education in America and the Teacher's Dilemma

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Brimi, Hunter

2009-01-01

In this article, the author examines the role that teachers play in the moral development of American students. Historically, one of public education's purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a…

Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

Science.gov (United States)

Klieger, Aviva; Yakobovitch, Anat

2011-06-01

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

Followership in Higher Education: Academic Teachers and their Formal Leaders

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Jennie Billot

2013-09-01

Full Text Available The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study underpinned by a socio-constructivist framework. Thirty-eight narratives describing the experience of being a follower and interacting with a formal leader were collected from academic teachers in seven institutions worldwide and analysed using inductive content analysis. The richness of the narratives collected illustrates the intricate relationship formed by the followership/leadership interaction. The results affirm the premise that, just as teachers are defined by their students’ learning, leaders are defined by their followers’ engagement. However, some teachers also display a strong reluctance towards the very idea of being a follower in academia where critical and independent thinking form the backbone of all practices. Negotiation, responsibility, and mutual respect appear essential aspects of any form of followership/leadership interaction as it directly or indirectly influences student learning and personal development. The research presented suggests that, in challenging times, academic leaders must attend to the characteristics and needs of their followers.

Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change

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McNaughton, Susan Maree; Billot, Jennie

2016-01-01

Higher education teachers' roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing.…

Impact of Predisposing Factors on Academic Stress among Pre-Service Teachers

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Pershaanbala Balakrishnan

2017-10-01

Full Text Available Background: Many studies have been done on stress among educators. Teachers, lecturers, and tutors all over the world has been brought into attention when it comes to stress related issues. Our purpose was to investigate the level of academic stress among pre-service teachers in a teaching education institution in Perak, Malaysia. Methods: In this study a cross-sectional comparative survey study was conducted on pre-service teachers from a teacher education institution. The variables that was tested and correlated throughout the study are age, gender, and marital status, and medical history, influence of medications, exercise and social lifestyle. Data was collected through questionnaires to find out the outcome. Descriptive data analysis was used to describe the socio-demographic data. Correlation analysis was used to determine the significant relation between the variables. P<0.05 was considered as significant of the study. Results: Majority of the students, 78.4% represent the severe category of distress according to the Kessler scale. The remaining 13.6% were recorded as being under mild and 7.6% (n=19 under moderate category of distress. Regrettably, less than 1% (n=1 of the pre-service teachers were from the well category. Exercise was found to be significantly associated with the prevalence of severe psychological distress. Simple logistic regressions showed that pre-service teachers who exercised had a significant 91% reduced risk for psychological distress (OR=0.09; 95% CI=0.02, 0.35 compared to those who doesn’t exercise. Conclusion: At the end of this study, a better understanding on the predisposing factors of academic stress among pre-service teachers was determined and therefore interventions on coping with stress can be made simple. Various physiotherapy interventions on preventive and corrective measures were suggested with reference to the results.

Design and validation of a standards-based science teacher efficacy instrument

Science.gov (United States)

Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

Ensuring Academic Depth and Rigour in Teacher Education through Benchmarking, with Special Attention to Context

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Steyn, H. J.; van der Walt, J. L.; Wolhuter, C. C.

2016-01-01

Benchmarking is one way of ensuring academic depth and rigour in teacher education. After making a case for setting benchmarks in teacher education based on the widely recognised intra-education system contextual factors, the importance of also taking into account the external (e.g. the national-social) context in which teacher education occurs is…

The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

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Simon E. Akpo

2013-12-01

Full Text Available This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

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Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

2018-01-01

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule.…

Examination of Occupational Anxiety Levels and Academic Self-Efficacy of Physical Education Teacher Candidates

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Pehlevan, Zeka; Mustu,Eda; Çepikkurt, Fatma

2017-01-01

This study aims at determining the occupational anxiety level of pre-service physical education teachers according to variables, and revealing the correlation between occupational anxiety and academic self-efficacy. Study group consists of 586 pre-service teachers from 10 different universities in Turkey. Data is collected by "Occupational…

Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis

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Konishi, Chiaki; Hymel, Shelley; Zumbo, Bruno D.; Li, Zhen

2010-01-01

In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation…

Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?

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Kikas, Eve; Mägi, Katrin

2017-01-01

This study examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects. Participants were 524 children (263 boys, X-bar age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and…

Contingent and Marginalised? Academic Development and Part-Time Teachers

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Anderson, Valerie

2007-01-01

Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of…

Cognitive and Psychosocial Predictors of Academic Achievement among Pre-Service Teachers in University of Ilorin, Nigeria

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Adewale Adegunju

2017-05-01

Full Text Available Cognitive and psychosocial development is crucial during the period of adolescence. This study was conducted to examine the cognitive and psychosocial predictors of academic achievement of Pre - service teachers in the University of Ilorin, Nigeria.The resea rch design used for this study was a descriptive survey using an expost - facto method. The population for this study consisted of all 200 level undergraduates at the Faculty of Education, University of Ilorin,Ilorin, Nigeria. Simple Random sampling techniqu es was used to select 400 students. Self - esteem scale developed by Rosenberg in 1965 was used to measure the respondents’ self - esteem while Proforma was used to collect their O’Level, UTME, Post UTME results and the respondents CPGA. The findings of this s tudy indicated that the level of self - esteem of pre - service teachers sampled was high;the level of academic achievement of Pre - service teachers in University of Ilorin, Nigeria sampled was average; there was a significant relationship among cognitive entry characteristics (O’LEVEL, UTME, and Post - UTME, self - esteem and Academic Achievement of pre - service teachers in University of Ilorin, Nigeria. The study recommended that educational psychologists, teachers and other stakeholders should be aware of stude nts’ cognitive ability in order to be effective in helping them learn and achieve.

Searching for the Next Generation of Teacher Educators: Assessing the Success of Academic Searches

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Twombly, Susan B.; Wolf-Wendel, Lisa; Williams, James; Green, Pamela

2006-01-01

In light of a documented shortage of candidates for teacher education faculty positions, this article explores the academic labor market for teacher education faculty using job announcements from the Chronicle of Higher Education and a survey of search chairs to examine the qualifications sought. The authors conclude that the demand for teacher…

Teacher ratings of academic achievement of children between 6 and ...

African Journals Online (AJOL)

We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of ...

Framework for Assessing the ICT Competency in Teachers up to the Requirements of "Teacher" Occupational Standard

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Avdeeva, Svetlana; Zaichkina, Olga; Nikulicheva, Nataliya; Khapaeva, Svetlana

2016-01-01

The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of "Teacher" occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency--ISTE Standards and UNESCO ICT CFT and have suggested their own approach to…

Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

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Moghtadaie, L.; Hoveida, R.

2015-01-01

The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

How Elementary Pre-Service Teachers Acquire Pedagogical Language Knowledge for Supporting English Learners' Academic Language Development

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Harmon, Lois

2017-01-01

Increasingly large populations of English Learners (ELs) attend public schools within the US and teachers are held accountable for the academic performance of these students. Unfortunately, multiple studies have concluded that teachers graduating from teacher education programs are not equipped with the competencies to clearly identify the…

Psychobiological responses at the beginning and the end of an academic year in teachers

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Miguel A. Serrano

2013-05-01

Full Text Available Evidence shows that work stress increases risk of cardiovascular disease. Emotional, cardiovascular and endocrine responses are affected by day-to-day experience. Perceived stress, negative mood, heart rate (HR and blood pressure (BP increase in working periods. Cortisol (C response is not so clear, there being contradictory results. The main purpose is to study stress markers in two working days in teachers. Moreover, we evaluate the role of gender in stress markers in 49 school teachers. Perceived stress, mood, BP, HR, and C were measured at the beginning and at the end of an academic year. Results show that psychological and heart rate responses to a working day were different at the end of the year, increasing, especially in men. BP and C responses descended at the end of the year. In conclusion, an academic year could affect negatively to the emotional state and heart rate of teachers.

Low (linear) teacher effect on student achievement in pre-academic physics education

NARCIS (Netherlands)

Cottaar - Haverkorn van Rijsewijk, A.

2012-01-01

This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their pleasantness principally

Physically active academic lessons in elementary children.

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Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

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Ramos, Kathleen

2014-01-01

The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

Advice and Reflections for a University Teacher Beginning an Academic Career

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Hay, Iain; Bartlett-Trafford, Julie; Chang, T. C.; Kneale, Pauline; Szili, Gerti

2013-01-01

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's "Letter to a New University Teacher," which has been used internationally to help new lecturers beginning their career.…

Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

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Fan, F. A.

2012-01-01

Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA

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Bisera S. Jevtić

2017-02-01

Full Text Available Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers’ activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work.

Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

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Senler, Burcu; Sungur-Vural, Semra

2013-01-01

The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Implementing healthy work environment standards in an academic workplace: An update.

Science.gov (United States)

Harmon, Rebecca B; DeGennaro, Gina; Norling, Meg; Kennedy, Christine; Fontaine, Dorrie

In 2005 the American Association of Critical Care Nurses defined six Healthy Work Environment (HWE) standards for the clinical setting (AACN, 2005), which were reaffirmed and expanded in 2016 (AACN, 2016). These clinical standards were adapted for use in the academic setting by Fontaine, Koh, and Carroll in 2012. The intention of this article is threefold: to present a revised version of the academic workplace standards which are appropriate for all School of Nursing (SON) employees, staff as well as faculty; to proposes the addition of a seventh standard, self-care, which provides the foundation for all standards; and to describe the continuing implementation of these seven standards at the University of Virginia School of Nursing (UVA SON). Copyright © 2017 Elsevier Inc. All rights reserved.

Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-Teachers and Students

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Dandy, Justine; Durkin, Kevin; Barber, Bonnie L.; Houghton, Stephen

2015-01-01

There are ethnic group differences in academic achievement among Australian students, with Aboriginal students performing substantially below and Asian students above their peers. One factor that may contribute to these effects is societal stereotypes of Australian Asian and Aboriginal students, which may bias teachers' evaluations and influence…

Parent involvement and student academic performance: a multiple mediational analysis.

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Topor, David R; Keane, Susan P; Shelton, Terri L; Calkins, Susan D

2010-01-01

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

Implementing the National Council of Teachers of Mathematics Standards: A slow process

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Joseph M. Furner

2004-10-01

Full Text Available The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000.  The Standards’ Belief Instrument (Zollman and Mason, 1992 was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

Teacher-and child-managed academic activities in preschool and kindergarten and their influence on children's gains in emergent academic skills

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De Haan, Annika K E; Elbers, Ed; Leseman, Paul P M

2014-01-01

The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool (n = 8) and kindergarten (n = 8) classrooms revealed that

The English Proficiency of the Academics of the Teacher Training and Education Institutions

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Ali Saukah

2016-02-01

Full Text Available The study is aimed at describing the general English proficiency level of the academics of Teacher Training and Education Institutions (LPTK's as indicated by their TOEFL scores. Specifically, the study is focused on finding out whether there is any difference among the academics' English proficiencies when they are grouped in terms of the geographic regions of their institutions and their fields of study. This study is also intended to reveal any possible relationship between the academics' English proficiency and their age. The results indicate that the English proficiency of the academics on the average is far below the average of that of the international students. The academics in West Java are the highest in their English proficiency, and the English group, as expected, has the best English proficiency. In addition, there is a negative correlation between English proficiency and age

Emotional Intelligence, Academic Procrastination and Academic ...

African Journals Online (AJOL)

Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

The Effect of an Education-Themed Movie on the Academic Motivation of Teacher Candidates and Their Attitude Towards Teaching Profession

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Kontas, Hakki

2016-01-01

The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group).…

Prospective Teachers' Future Time Perspective and Professional Plans about Teaching: The Mediating Role of Academic Optimism

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Eren, Altay

2012-01-01

This study aimed to examine the mediating role of prospective teachers' academic optimism in the relationship between their future time perspective and professional plans about teaching. A total of 396 prospective teachers voluntarily participated in the study. Correlation, regression, and structural equation modeling analyses were conducted in…

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

OpenAIRE

Helena Smrtnik Vitulić; Irena Lesar

2014-01-01

The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

The standards and norms for the Slovenian academic libraries between theory and practice

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Mojca Dolgan-Petrič

1998-01-01

Full Text Available Based on statistical data, contemporary trends within academic libraries in the Republic of Slovenia are presented. The substantially slow increase of library materials, along with lesser increase of staff, contradicts the growing number of library visits and circulation. The paper elaborates on outstanding differences regarding personnel, financial, and spatial issues of the libraries concerned. The comparison between the professional and govemmental standards and norms is presented. At a time when academic libraries are faced with the dilemma of growing demand from users at the same time as budgetary constraint there is an urgent need to develop a list of performance indicators and to modernize professional standards and norms for academic libraries.The elaboration of new standards must be based on empirical studies. Only realistic and clearly defined norms would enable the implementation of standards and improve the quality and efficiency of academic libraries.

The Nature of Social Practice among School Professionals: Consequences of the Academic Pressure Exerted by Teachers in Their Teaching

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Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are

2011-01-01

The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology…

A Study of the Relationships between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools

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Chang, I-Hua

2011-01-01

The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…

Ethical Issues of ICT Use by Teacher Trainers: Use of E-Books in Academic Settings

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Kilickaya, Ferit; Krajka, Jaroslaw

2015-01-01

In an attempt to address the issue of ethics in ICT use by university teacher trainers, the current study aimed to investigate academics' downloading and sharing e-books as well as the reasons that led them to be involved in this piracy. The participants included 140 teacher trainers working at faculties of education in Turkey, and a questionnaire…

How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

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Banfield, Sara R.

2009-01-01

The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…

Humanistic versus Authoritarian Teachers: A Reflection on Students' Academic Motivation and Performance

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Sultan, Sarwat; Hussain, Irshad

2012-01-01

This prospective study using self-determination theory was conducted to predict the students' motivation and academic performance based on their perceived teachers' humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior…

Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

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de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

2014-01-01

The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…

Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs

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Sazak-Pinar, Elif; Guner-Yildiz, Nevin

2013-01-01

The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who were working…

Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

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Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

2013-09-01

Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

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Sezgin, Ferudun; Erdogan, Onur

2015-01-01

This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…

Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?

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Akçaoglu, Mustafa Öztürk

2016-01-01

The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of…

Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

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Zahn, Brian

2011-01-01

This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

Ensuring Academic Standards in US Higher Education

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Dill, David D.

2014-01-01

The most recent research on college-student learning in the US by respected scholars such as Richard Arum, Josipa Roksa, and Ernest Pascarella suggests that the nation's means of ensuring academic standards in US colleges and universities are not working effectively. Like US K-12 education and health care, the US higher education system is…

Commentary: doctors without boundaries: the ethics of teacher-student relationships in academic medicine.

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Larkin, Gregory Luke; Mello, Michael J

2010-05-01

Possessed of both instinct and intellect, physician teachers are required to be respectful exemplars of professionalism and interpersonal ethics in all environments, be it the hospital, classroom, or outside the educational setting. Sometimes, even while protecting the sanctity of the teacher-student relationship, they may surreptitiously find themselves in the throes of consensual intimacy, boundary violations, student exploitation, or other negative interpersonal and/or departmental dynamics. One may question how an academic can consistently resolve this tension and summon the temperance, humility, charity, and restraint needed to subdue lust, pride, abuse, and incontinence in the workplace. One important answer may lie in an improved understanding of the moral necessity of social cooperation, fairness, reciprocity, and respect that is constitutive of the physician-teacher role. Although normative expectations and duties have been outlined in extant codes of ethics and conduct within academic medicine, to date, few training programs currently teach faculty and residents about the ethics of appropriate pedagogic and intimate relations between teaching staff and students, interns, residents, researchers, and other trainees. This essay highlights examples from history, literature, and medical ethics as one small step toward filling this void.

Congruence between Students' and Teachers' Goals: Implications for Social and Academic Motivation

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Spera, Christopher; Wentzel, Kathryn R.

2003-01-01

This study examined student-teacher goal congruence and its relation to social and academic motivation. Based on a sample of 97 ninth-graders, high levels of goal congruence for each of the four goals measured (prosocial, responsibility, learning, performance) was positively related to student interest in class and perceived social support from…

Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

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Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

2015-01-01

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

Answers to Teachers' Questions about the Next Generation Science Standards

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Workosky, Cindy; Willard, Ted

2015-01-01

K-12 teachers of science have been digging into the "Next Generation Science Standards" ("NGSS") (NGSS Lead States 2013) to begin creating plans and processes for translating them for classroom instruction. As teachers learn about the NGSS, they have asked about the general structure of the standards document and how to read…

The Effect of Teachers' Shared Leadership Perception on Academic Optimism and Organizational Citizenship Behaviour: A Turkish Case

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Akin Kösterelioglu, Meltem

2017-01-01

Purpose: The present study investigates the capability of high school teachers' shared leadership perception to predict the academic optimism and organizational citizenship levels. Research methods: The population of the current descriptive study, which was conducted via screening model, consists of 321 high school teachers working for Amasya…

PROFESSIONAL TEACHER DEVELOPMENT AS A FUNDAMENTAL ELEMENT FOR THE ACADEMIC DEVELOPMENT OF A TEACHER-TRAIING SCHOOL (ESCUELA NORMAL AS AN INSTITUTION OF HIGHER EDUCATION: A LOOK FROM THE STRATEGIC PLANNING IN PROFEN

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Lina Xóchitl García-Sánchez

2017-07-01

Full Text Available This article presents a study of the interrelationships between teacher professional development and academic development in a Teacher Training School (Escuela Normal in the State of Mexico. It is based on strategic planning in two dimensions: both internal and external characters. The external dimension provides an account of the academic profile of the Institutions of Higher Education regarding the demands of professional teacher development that international and national organizations, such as the Secretariat of Public Education (SEP, the National Association of Universities and Higher Education Institutions (ANUIES, the United Nations Educational, Scientific and Cultural Organization (UNESCO and the Organization for Cooperation and Development (OECD have recommended and established in the different official documents of the Mexican educational system. The second dimension establishes the efforts that a Teacher-Trainig School (Escuela Nomal makes through the strategic planning so that it could be related to the profile of professional development framed in the academic development that is demanded to the institutions of higher education. In this sense, it is questioned: which of the strategic actions that were planned in the institutional ProFEN of the period 2009 to 2011 regarding the professional development of their teachers have made a suitable transition from a teacher- training school (Escuela normal to the academic profile of an institution of higher education?

Innovative and Traditional Elements in the Work of Academic Staff: The Views of Pre-Service Teachers

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Jurgena, Inese; Cedere, Dagnija; Keviša, Ingrida

2015-01-01

The academic staff of the institutions of higher education plays a key role in the implementation of innovations in the study process. This article aims to analyze the views of students, pre-service teachers, on the role of innovations and traditions in the work of the academic staff at their institution of higher education. The survey data from…

Assuring Academic Achievement Standards: From Moderation to Calibration

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Sadler, D. Royce

2013-01-01

The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

Alignment of Teacher-Developed Curricula and National Standards in Qatar's National Education Reform

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Nasser, Ramzi; Zaki, Eman; Allen, Nancy; Al Mula, Badria; Al Mutawaha, Fatma; Al Bin Ali, Hessa; Kerr, Tricia

2014-01-01

This study investigated the degree to which teacher developed curriculum was aligned with the national standards in Qatar. Three sources of data included teacher response to a questionnaire, teacher interviews and expert rating of the alignment of teacher-developed materials with curriculum standards. A survey and interview questions measured…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

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Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

Academic Judgment and Institutional Evaluation Made by Teachers According to Pupils' Explanatory Activity

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Jouffre, Stephane; Py, Jacques; Somat, Alain

2008-01-01

The influence of sixth-graders' explanatory activity was studied on their teachers' academic judgment. Concerning the pupils' explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to…

Setting Standards and Primary School Teachers' Experiences of the Process

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Scherman, Vanessa; Zimmerman, Lisa; Howie, Sarah J.; Bosker, Roel

2014-01-01

In South Africa, very few standard-setting exercises are carried out in education and, if they are, teachers are not involved in their execution. As a result, there is no clear understanding of what the standard is and how it was arrived at. This situation is compounded when teachers are held accountable when learners do not meet the prescribed…

Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysis

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Muhammad Tariq Bhatti

2011-12-01

Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.

Relationships between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems.

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Barriga, Alvaro Q.; Doran, Jeffrey W.; Newell, Stephanie B.; Morrison, Elizabeth M.; Barbetti, Victor; Robbins, Brent Dean

2002-01-01

This study examined relationships among eight teacher-reported problem behavior syndromes and standardized measures of academic achievement among 58 adolescents in an alternative school. Analysis suggested association between attention problems and academic achievement was primarily due to inattention component of the syndrome rather than the…

Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success

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Spilt, J.L.; Hughes, J.N.; Wu, J.Y.; Kwok, O.M.

2012-01-01

This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5.

Assessing Teachers' Judgements of Students' Academic Motivation and Emotions across Two Rating Methods

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Zhu, Mingjing; Urhahne, Detlef

2014-01-01

The present study examines the accuracy of teachers' judgements about students' motivation and emotions in English learning with two different rating methods. A sample of 480 sixth-grade Chinese students reported their academic self-concept, learning effort, enjoyment, and test anxiety via a questionnaire and were rated on these dimensions by…

Academic Librarians Have Concerns about Their Role as Teachers. A Review of: Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71.

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Virginia Wilson

2008-01-01

Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews.Setting – The research took place at an American university with the Carnegie Foundati...

Preschool Teacher Well-Being: A Review of the Literature

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Hall-Kenyon, Kendra M.; Bullough, Robert V.; MacKay, Kathryn Lake; Marshall, Esther E.

2014-01-01

Much is changing in preschool education. Current reform primarily emphasizes standardized practice, academic outcomes, and accountability. Little attention has been given to how these changes are impacting the well-being of teachers. The purpose of this review is to summarize the current literature on preschool teacher well-being and identify…

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

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D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J

2016-06-01

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

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Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan

2017-01-01

WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…

Relationship between Teachers' Effective Communication and Students' Academic Achievement at the Northern Border University

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Al-Madani, Feras Mohammed

2015-01-01

Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire…

The importance of academic teaching competence for the career development of university teachers: A comment from higher education pedagogy.

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Merkt, Marianne

2017-01-01

This contribution to the discussion focuses on which conditions at universities need to be established so that academic teaching skills become relevant to the career of university teachers. To find an answer, current findings on academic teaching are summarized from the literature.

Evaluation of vocal acoustic and efficiency analysis parameters in medical students and academic teachers with use of iris and diagnoscope specialist software.

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Zielińska-Bliźniewska, Hanna; Sułkowski, Wiesław J; Pietkiewicz, Piotr; Miłoński, Jarosław; Mazurek, Agnieszka; Olszewski, Jurek

2012-06-01

The aim of this study was to compare the parameters of vocal acoustic and vocal efficiency analyses in medical students and academic teachers with use of the IRIS and DiagnoScope Specialist software and to evaluate their usefulness in prevention and certification of occupational disease. The study group comprised 40 women, including students and employees of the Military Medical Faculty, Medical University of Łodź. After informed consent had been obtained from the participant women, the primary medical history was taken, videolaryngoscopic and stroboscopic examinations were performed and diagnostic vocal acoustic analysis was carried out with the use of the IRIS and Diagno-Scope Specialist software. Based on the results of the performed measurements, the statistical analysis evidenced the compatibility between two software programs, IRIS and DiagnoScope Specialist, with the only exception of the F4 formant. The mean values of vocal acoustic parameters in medical students and academic teachers, obtained by means of the IRIS software, can be used as standards for the female population not yet developed by the producer. When using the DiagnoScope Specialist software, some mean values were higher and some lower than the standards specified by the producer. The study evidenced the compatibility between two measurement software programs, IRIS and DiagnoScope Specialist, except for the F4 formant. It should be noted that the later has advantage over the former since the standard values of vocal acoustic parameters have been worked out by the producer. Moreover, they only slightly departed from the values obtained in our study and may be useful in diagnostics of occupational voice disorders.

Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

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Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

2013-01-01

This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

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Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science

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Gurganious, Norris

2017-01-01

The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success…

Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

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Johnson, Kaprea; Hannon, Michael D.

2014-01-01

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

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Lyness, Jeffrey M; Lurie, Stephen J; Ward, Denham S; Mooney, Christopher J; Lambert, David R

2013-01-01

Background Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. Discussion This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or ...

Teachers as Servant Leaders

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Nichols, Joe D.

2010-01-01

In today's political environment with the emphasis on testing, standards, and accountability, teachers can easily feel frustrated by the amount of time and resources left over for teaching--for guiding students not only in academics but also in character education. Educators can find themselves losing focus of what initially inspired them to…

Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

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Khan, Rubina Samer

2005-07-01

This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

Teachers' instructional behaviors as important predictors of academic motivation : Changes and links across the school

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Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

2016-01-01

Learning environments play an important role for students' learning and outcomes. Research indicates that many students show poor academic motivation. Teachers' behavior can function as a protective factor for sustaining students' interest and active engagement in schools. However, the knowledge

English Education Program Assessment: Creating Standards and Guidelines to Advance English Teacher Preparation

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Zancanella, Don; Alsup, Janet

2010-01-01

When someone uses the term "standards," one tends to assume the topic under discussion is K-12 education, but standards for teacher preparation have their own parallel history. In English teacher education, that history has two strands: the NCTE Guidelines for the Preparation of Teachers of English Language Arts, which predate the "standards…

The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

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Alfaro, Edna C.; Umaña-Taylor, Adriana J.

2015-01-01

This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

Uncovering the Links between Prospective Teachers' Personal Responsibility, Academic Optimism, Hope, and Emotions about Teaching: A Mediation Analysis

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Eren, Altay

2014-01-01

Prospective teachers' sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting…

Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

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Kersten, Jennifer Anna

In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design

Exploring the Effects of Authentic Leadership on Academic Optimism and Teacher Engagement in Thailand

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Kulophas, Dhirapat; Hallinger, Philip; Ruengtrakul, Auyporn; Wongwanich, Suwimon

2018-01-01

Purpose: In the context of Thailand's progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was…

The Influence of Income, Experience, and Academic Qualification on the Early Childhood Education Teachers' Creativity in Semarang, Indonesia

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Setiawan, Risky

2017-01-01

This study aims to determine: (1) the intercorrelation between income, experience, and academic qualification with the early childhood education teachers' teaching creativity; (2) to find out the dominant factors that affect the ability of teachers' Creativity in Semarang. This research uses an experimental design with four variables, including…

Teacher Inequality

Directory of Open Access Journals (Sweden)

Andrew J. Wayne

2002-06-01

Full Text Available When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap.

Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being : A synthesis of 40 years of research

NARCIS (Netherlands)

Zee, M.; Koomen, H.M.Y.

2016-01-01

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for

Associations among teacher-student interpersonal relationships and students’ intrinsic and extrinsic motivation and academic achievement: A cross cultural study

OpenAIRE

Chan, Dawn

2016-01-01

This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

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Lucero, Audrey

2015-01-01

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Learning and Developing as a University Teacher: Narratives of Early Career Academics in Estonia

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Remmik, Marvi; Karm, Mari; Lepp, Liina

2013-01-01

In recent years the higher education context in Estonia, as in most European countries, has changed a lot. All changes have an impact on university teachers' practice and their work organisation, and are presenting new challenges. The current research aims at developing an understanding of Estonian early career academics' professional identity by…

General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

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Bardin, Julie A.; Lewis, Sandra

2011-01-01

English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

Adapting to Change: Teacher Perceptions of Implementing the Common Core State Standards

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Burks, Brooke A.; Beziat, Tara L. R.; Danley, Sheree; Davis, Kashara; Lowery, Holly; Lucas, Jessica

2015-01-01

The current research study looked at secondary teachers' (grades 6-12) perceptions of their preparedness to implement the Common Core State Standards as well as their feelings about the training they have or have not received related to implementing the standards. The problem: Many conflicting views exist among teachers, parents, and others…

Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation.

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Chirkov, Valery I.; Ryan, Richard M.

2001-01-01

Examined whether autonomy-support would have a positive effect on self-motivation and well-being. U.S. and Russian high school students completed measures of perceived parental and teacher autonomy-support, academic motivation, and well-being. Russian students perceived parents and teachers as more controlling than did U.S. students. In both…

Development and Standardization of Inventory for Measuring Students' Integration into University Academic Culture

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Esomonu, Nkechi Patricia-Mary; Okeaba, James Uzoma

2016-01-01

The study developed and standardized an Inventory for measuring Students' Integration into University Academic Culture named Inventory for Students' Integration into University Academic Culture (ISIUAC). The increase in dropout rates, substance use, cultism and other deviant behaviours in Nigerian universities makes it necessary for one to ask the…

Just Do It! Reducing Academic Procrastination of Secondary Students

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Xu, Ziwei

2016-01-01

Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered…

Teacher Tweets Improve Achievement for Eighth Grade Science Students

Directory of Open Access Journals (Sweden)

Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

Accountability in Grading Student Work: Securing Academic Standards in a Twenty-First Century Quality Assurance Context

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Bloxham, Sue; Boyd, Pete

2012-01-01

This article, using a student outcomes definition of academic standards, reports on academics' sense of standards as enacted through marking practices. Twelve lecturers from two UK universities were asked to "think aloud" as they graded written assignments followed by a semi-structured interview. The interview data were used to…

National Board Certified Teachers andTheir Students' Achievement

OpenAIRE

Leslie G. Vandevoort; Audrey Amrein-Beardsley; David C. Berliner

2004-01-01

Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evid...

The Role of Big Five Personality Traits in Predicting Prospective EFL Teachers' Academic Achievement

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Kirkagac, Senay; Öz, Hüseyin

2017-01-01

This study sought to find out the possible relationships between personality traits and academic achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200 university students from a major state university voluntarily participated in the study. Data were collected through the International Personality Item Tool (IPIP)…

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

Science.gov (United States)

Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia

Science.gov (United States)

Hill, Antonio

2011-01-01

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; &…

Standards Collection Development and Management in an Academic Library: A Case Study at the University of Western Ontario Libraries

Science.gov (United States)

Dunn, Linda K.; Xie, Shiyi

2017-01-01

How can academic libraries ensure their standards collections meet the teaching and research needs of science and engineering faculties? Nowadays, most academic libraries face financial constraints that greatly impact collection development. This article documents an academic library's experience with standards collections and the investigation…

How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

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Wang, Clare Wen; Neihart, Maureen

2015-01-01

This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective

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Bulus, Mustafa

2011-01-01

The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were…

Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

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Shawer, Saad Fathy

2016-01-01

This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

The Impact of Students' Perceived Emotional Intelligence, Social Attitudes and Teacher Expectations on Academic Performance

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Jimenez-Morales, M. Isabel; Lopez-Zafra, Esther

2013-01-01

Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first and…

Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents

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Eryilmaz, Ali

2014-01-01

The aim of this study is to investigate the relationship of the perceived types of teachers (liked, disliked and neutral) with the subjective well-being and academic success of their students, and to determine how students come to categorize their liked, disliked and neutral teachers considering the Big-Five Personality Model. The quantitative…

Using Reflective Teaching for Changing In-Service Teachers' Attitudes and Increasing Their Cognitive-Ethical Development and Academic Knowledge in Multicultural Education.

Science.gov (United States)

Gonzalez, Virginia

This is a descriptive survey study on the academic and personal characteristics of inservice teachers who were taking a graduate course in multicultural education issues. Descriptions of existing patterns and changes in academic knowledge and attitudinal belief systems on multicultural education are summarized. Reflective teaching was used as a…

Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

Science.gov (United States)

Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

2015-01-01

This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

Science.gov (United States)

Brock, Laura L; Nishida, Tracy K; Chiong, Cynthia; Grimm, Kevin J; Rimm-Kaufman, Sara E

2008-04-01

This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.

Teacher-Student Relationship and Academic Achievement: A Cross-Lagged Longitudinal Study on Three Different Age Groups

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Košir, Katja; Tement, Sara

2014-01-01

Although the relation between teacher--student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between…

Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success

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Khan, Alamgir; Khan, Salahuddin; Zia-Ul-Islam, Syed; Khan, Manzoor

2017-01-01

Basically the current study sought to assess the perception of students regarding the role of teacher communication skills in their academics success. Comprehensive questionnaire carrying information including social economic and demographic aspects of the study was designed by the researcher to achieve the set objectives. All those universities…

Movement to Create 'Academic Alliances' of Teachers of Same Subjects at All Education Levels Is Growing.

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Watkins, Beverly T.

1988-01-01

The movement to create "academic alliances" of high-school and college teachers is discussed. The alliances owe much of their strength to the increased sense of self-esteem and the pleasure that members find in the company of disciplinary colleagues. A directory of some alliances is included. (MLW)

Utilization of Innovations and Techniques of Educational Technology in Delivering of Educational Practicum and Its Impact on Increasing Academic Achievement among Pre-Service Teachers

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Ibrahim, Hatim G.

2017-01-01

The current study aims to identify the utilization of innovations and techniques of educational technology in teaching of educational practicum and its impact on increasing academic achievement among pre-service teachers. The study sample consisted of (60) pre-service teachers (student teachers) randomly selected from public middle and secondary…

Student Academic Performance Outcomes of a Classroom Physical Activity Intervention: A Pilot Study

Directory of Open Access Journals (Sweden)

Heather ERWIN

2013-03-01

Full Text Available Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA

Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.

Science.gov (United States)

Amato, Sheila

2002-01-01

A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…

California teachers' perceptions of standards-based reform in middle school science: A mixed-methods study

Science.gov (United States)

Leggett, Allison Gail Wilson

The No Child Left Behind (NCLB) Act of 2001 presented one of the most significant and comprehensive literacy reforms in many years (McDonnell, 2005; U.S. Department of Education, 2006). The era of school accountability and standards based reform has brought many challenges and changes to public schools. Increasingly, public officials and educational administrators are asked to use standards based assessments to make high-stakes decisions, such as whether a student will move on to the next grade level or receive a diploma (American Psychological Association, 2005). It is important to understand any shifts in teachers' perceptions and to identify the changes teachers are making as they implement standards-based reform. This mixed-methods study was designed to assess teachers' perceptions of changes related to standards-based reform as supported by Fullan's (2001) change theory and transformational leadership theory. Survey questions sought to identify teacher perceptions of changes in curriculum, instruction and daily practice as schools documented and incorporated standards-based reform and began focusing on preparing students for the California Standards Test in Science (CSTS). Using descriptive statistical analysis and in-depth interviews, results show favorable insight towards standards-based reform. The survey was distributed to 30 middle school science teachers from 10 low-performing schools in Los Angeles, California. Results were analyzed using Spearman rank-ordered correlations. Interviews were conducted on middle school teachers represented by each grade level. Teachers who receive more support from administrators have more positive attitudes toward all aspects of SBR and the CSTS as measured in this study. No school should overlook the potential of a supportive administration in its effort to improve school programs.

The Challenges of Promoting Literacy Integration within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation

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Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica

2018-01-01

Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

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Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

Implementing the National Council of Teachers of Mathematics Standards: A slow process

OpenAIRE

Joseph M. Furner

2004-01-01

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduat...

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

Science.gov (United States)

2010-04-01

..., physical education, music, etc.) which are directly related to or affect student instruction shall provide....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

Science.gov (United States)

Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

2013-05-01

To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity?

Directory of Open Access Journals (Sweden)

Luciana Luciana

2004-01-01

Full Text Available Setting standards for language teacher education programs, materials, and evaluation sparks some hope in attempts to improve the quality of the programs. Yet, this very fact augmented by my examination of ten language teacher education programs in Java, Bali, and Lampung (FKIP and PGRI triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. Departing from an overview of language teacher education programs in Indonesia and the theoretical foundations, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education programs in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school milieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

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Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

Student academic performance outcomes of a classroom physical activity ıntervention: A pilot study

Directory of Open Access Journals (Sweden)

Heather Erwin

2012-06-01

Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA.

Human Resource Subjects Allocation and Students' Academic ...

African Journals Online (AJOL)

This study investigated human resource subjects' allocation and students' academic performance in Secondary Schools in Obudu, Nigeria. The relevant variables of teachers subject was used as independent variable while the dependent variables were students' academic performance. Six hundred teachers from 20 ...

Could Australia Have Its Own Teacher Professional Standards for Teaching Relationships and Sexuality Education?

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Collier-Harris, Christine A.; Goldman, Juliette D. G.

2017-01-01

In many countries, there are no professional standards determining attributes, praxis, effectiveness and evaluation for teachers of relationships and sexuality education in schools. However, in the USA, a new set of pre-service teacher preparation standards has been developed for sexuality education and health. Australia has a set of generic…

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

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Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

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Dagal, Asude Balaban; Bayindir, Dilan

2016-01-01

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…

RE-SEARCHING SECONDARY TEACHER TRAINEES IN DISTANCE EDUCATION AND FACE-TO-FACE MODE: Study of Their Background Variables, Personal Characteristics and Academic Performance

Directory of Open Access Journals (Sweden)

Mamta GARG

2011-07-01

Full Text Available The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.

Teachers' Understanding of and Concerns about Mathematical Modeling in the Common Core Standards

Science.gov (United States)

Wolf, Nancy Butler

2013-01-01

Educational reform is most likely to be successful when teachers are knowledgeable about the intended reform, and when their concerns about the reform are understood and addressed. The Common Core State Standards (CCSS) is an effort to establish a set of nationwide expectations for students and teachers. This study examined teacher understanding…

Lessons Learned from Becoming an Independent Standards Board.

Science.gov (United States)

Board, John C.

This paper discusses lessons learned from becoming an independent standards board. It begins by explaining that teachers lacked adequate academic preparation during the two World Wars and shortly thereafter. At the end of World War II, public education had to deal with poor pay, little job security, inadequate pensions, and inadequate and…

Demographic Factors and Job Satisfaction: A Case of Teachers in Public Primary Schools in Bomet County, Kenya

Science.gov (United States)

Chirchir, Reuben

2016-01-01

The success of any school depends among others on the social capital including teachers, students, parents and other stakeholders who support the business of imparting knowledge. Satisfied and committed teachers impact both on individual student performance and general academic standards of the school. The study explored job satisfaction among…

Balancing Open Access with Academic Standards: Implications for Community College Faculty

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Gabbard, Anita; Mupinga, Davison M.

2013-01-01

Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from…

Measuring the Psychosocial Characteristics of Teacher Candidates through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) Inventory

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Flores, Belinda Bustos; Clark, Ellen Riojas; Guerra, Norma S.; Casebeer, Cindy M.; Sanchez, Serafin V.; Mayall, Hayley J.

2010-01-01

This study contends that multiple psychosocial factors mediate students' pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher…

Re-Searching Secondary Teacher Trainees in Distance Education and Face-to-Face Mode: Study of Their Background Variables, Personal Characteristics and Academic Performance

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Garg, Mamta; Gakhar, Sudesh

2011-01-01

The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and…

"To Study the Relationship of Academic Stress and Socio-Economic Status among IX Standard Students of Raipur City"

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Khan, Suhail Ahmed; Ayyub, Khan Farhat

2013-01-01

This paper focuses on the relationship between academic stress and socio-economic status among IX standard students. The research was carried out in Raipur City (Chhattisgarh) on a sample of 600 IX standard students of English and Hindi medium schools. Academic Stress was measured by Stress Inventory for School Students prepared by Seema Rani…

The Effects of Education Accountability on Teachers: Are Policies Too Stress-Provoking for Their Own Good?

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JOSEPH BERRYHILL

2009-06-01

Full Text Available Education policies in the United States and other nations have established academic standards and made teachers accountable for improved standardized test scores. Because policies can have unintended effects, in this study we investigated U.S. elementaryschool teachers’ perceptions of their state’saccountability policy, particularly its effect on their job engagement. We found support for a path model relating lack of policy support to teacher burnout via two mediators: role conflict and reduced self-efficacy.Results of interviews with a subset of teachers wereconsistent with the model. We conclude with recommendations to reduce teacher stress in manners consistent with the goals of accountability policies.

The Relationship between Teacher Attitudes toward the Common Core State Standards and Informational Text

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Estruch, Marcie Jane

2018-01-01

This study sought to determine the relationship between teachers' attitudes toward the Common Core State Standards and three predetermined factors. These factors were (1) teachers' attitudes toward the practicality of pedagogical shift three, balancing informational and literary texts, (2) teachers' attitudes toward school support with the…

Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers

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Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.

2006-01-01

The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

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Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Student Academic Optimism: A Confirmatory Factor Analysis

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Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.

2013-01-01

Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…

Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine.

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Lyness, Jeffrey M; Lurie, Stephen J; Ward, Denham S; Mooney, Christopher J; Lambert, David R

2013-11-11

Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks') approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.

[Professional burnout among university and high school teachers--comparative study].

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Swietochowski, Waldemar

2011-01-01

Professional burnout is a set of negative emotional and behavioral symptoms, observed in workers of widely understood human service occupations, including teachers. In spite of the considerable number of studies of burnout in teachers, a few of them concern university teachers. The aim of the article was to estimate the degree of burning threat in this professional group and to analyze individual determinants and dynamics of burning out in academic teachers. Gender, age, personality traits and temperament traits were given the status of main factors in the study. The role of the perceived social support was also analyzed. 97 academic workers of three state universities (University, Medical University and Technical University) in Łódź took part in the study; 100 teachers of high schools formed a comparative group. MBI General Survey was applied to measure dependent variables (burnout and its three components: Emotional Exhaustion, Cinicism and Professional Efficacy). The level of factors was measured with standard psychological tests: NEO-FFI and FCZ-KT. The Scale of Perceived Social Support was also applied. The results show considerably lower threat of the burning out syndrome in university than in high school teachers. Among individual factors only two temperament traits (emotional reactivity and perseveration) and one personality trait (extroversion) seem to be important determinants of professional burnout. The perceived social support does not prevent the progress of burnout syndrome. Based on the obtained results several practical conclusions were formulated. They refer mainly to preventive training for beginners in teaching and changes in the organization of academic teachers' work.

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

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Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Standards for Elementary Teacher Certification: A Fifty State Study.

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Dumas, Wayne; Weible, Thomas

A study of the minimum program standards established by 50 state education agencies for preparation and certification of elementary school teachers focused on the status of general education requirements, professional education requirements, and requirements for areas of concentration. Two reference points were employed in analysis of the…

Students' Perceptions of Rewards for Academic Performance by Parents and Teachers: Relations with Achievement and Motivation in College

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Davis, Kelly D.; Winsler, Adam; Middleton, Michael

2006-01-01

In the present study, the authors examined college students' (N = 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for…

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana

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Kwasi Addo Sampong

2009-09-01

Full Text Available The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.

An Examination of Secondary School Teachers' Technology Integration Recommended by ISTE's National Educational Technology Standards for Teachers and School Principal Support for Teacher Technology Efforts

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Esposito, Maria

2013-01-01

The National Educational Technology Standards for teachers (NETS-T) was adopted by New York State, and was critical to the development of students entering a global society. This study examines teachers' use of digital tools to promote student learning and reflection, promote digital citizenship, communicate and collaborate with parents and…

Teacher Enhancement Institute

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Marshall-Bradley, Tina

1994-01-01

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

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Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik

2016-01-01

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children’s reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children’s academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish c...

The Comparative Analysis of Academic Missions Abroad of Teachers and Graduates of Russian Ecclesiastical Academies and Universities (1869-1917

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Lesaev Ruslan

2012-11-01

Full Text Available The article is devoted to the comparative analysis of academic missions abroad of teachers and graduates of Russian ecclesiastical academies and universities. For the first time the author studies the role of scientific visits abroad in the development of Russian science of the XIX-th — the beginning of XX-th centuries. He compares the academic missions and classifies them according their motivation and purpose; organization and the registration of an office work; sponsorship, rights and duties of travelers; geographical directions and results.

A nonpedagogical teacher education?

DEFF Research Database (Denmark)

Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

[Nurses' image perceived by academic and vocational high school teachers in Korea].

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Kang, Hae-Young; Go, Mi-Hye; Yang, Jin-Ju; Kim, Sun-Mi

2003-10-01

The purpose of this study was to identify nurses' image and its related factors to make nurses' image among academic and vocational high school teachers in Korea. Study samples were composed of 470 teachers who were from 12 high schools in G and J city located in southwestern part of Korea. Data were collected from August 26 to October 4, 2002. The internal consistency of the total scale was Cronbach's a =.940. In order to make nurses' image, 76.4% of respondents were influenced by the experience of their hospitalization in visiting hospitals. The mean score of nurses' image in general was 3.19+/-0.55; in four subcategories, 3.46+/-0.60 for professional image, 3.28+/-0.69 for traditional image, 2.93+/-0.70 for social image, and 2.91+/-0.64 for vision of nursing career. The mean score of nurses' image in general was more positive significantly in the 50's age group (F=6.43, p=.002) and in male groups (t=2.92, p=.002). On the basis of these findings, nursing professionals need to improve their working conditions, aspiration in job, and autonomy of nurses in their practice fields, monitor the mass media and other publishing materials continuously, and share the appropriate information on nursing profession to the school teachers and the public.

German MedicalTeachingNetwork (MDN) implementing national standards for teacher training.

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Lammerding-Koeppel, M; Ebert, T; Goerlitz, A; Karsten, G; Nounla, C; Schmidt, S; Stosch, C; Dieter, P

2016-01-01

An increasing demand for proof of professionalism in higher education strives for quality assurance (QA) and improvement in medical education. A wide range of teacher trainings is available to medical staff in Germany. Cross-institutional approval of individual certificates is usually a difficult and time consuming task for institutions. In case of non-acceptance it may hinder medical teachers in their professional mobility. The faculties of medicine aimed to develop a comprehensive national framework, to promote standards for formal faculty development programmes across institutions and to foster professionalization of medical teaching. Addressing the above challenges in a joint approach, the faculties set up the national MedicalTeacherNetwork (MDN). Great importance is attributed to work out nationally concerted standards for faculty development and an agreed-upon quality control process across Germany. Medical teachers benefit from these advantages due to portability of faculty development credentials from one faculty of medicine to another within the MDN system. The report outlines the process of setting up the MDN and the national faculty development programme in Germany. Success factors, strengths and limitations are discussed from an institutional, individual and general perspective. Faculties engaged in similar developments might be encouraged to transfer the MDN concept to their countries.

Assessing the Curricula of Political Sciences’ Programs at the Palestinian Universities in Accordance with the Academic Standards of Political Sciences

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Alaa H. A . Aburedwan

2017-11-01

Full Text Available The study aimed at answering the following key question: Are academic standards of political sciences fulfilled in the curricula of political science programs at the Palestinian universities? Accordingly, the study included a theoretical section that explained the basic concepts of quality in education, and some international experiences adopted for quality assurance of political sciences programs. Then the study analyzed, according to the standard criteria, the curricula of four departments that grant a bachelor's degree in political sciences, based on information published on the departments’ sites on the internet, and according to the academic guidebook of each department. The study concluded that the mission and objectives of three departments are clear, while the findings of the analysis showed that there is mismatch of requirements in the Palestinian curricula with academic standards. Most programs are rich with major materials, but need a little adjustment to conform to the standards. The findings also showed a number of negative points in study plans, which do not contain enough credit hours for scientific research, computer applications, and field training, while they have extra credit hours for university requirements. The study made several recommendations to address the problems of the curricula, including: Inviting departments to form committees to ensure quality, to modify the curricula, and develop it in accordance with international standards. Keywords: Academic program, Academic standards, Curricula assessment, Political sciences.

Do Teachers Equate Male and Masculine with Lower Academic Engagement? How Students' Gender Enactment Triggers Gender Stereotypes at School

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Heyder, Anke; Kessels, Ursula

2015-01-01

Girls presently outperform boys in overall academic success. Corresponding gender stereotypes portray male students as lazy and troublesome and female students as diligent and compliant. The present study investigated whether these stereotypes impact teachers' perceptions of students and whether students' visible enactment of their gender at…

Causal Relationship between Teachers' Job Performance and ...

African Journals Online (AJOL)

Nneka Umera-Okeke

The study investigated teachers' job performance and students' academic .... The rating scale, tagged Student Academic Performance Rating Scale ..... term may engender teachers' motivation and enthusiasm for improved instructional.

Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?

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Moran, Anne

2009-01-01

The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is…

Urban Middle School Instructional Special Education: Tenured versus Non-Tenured Teachers and the Impact on Academic Achievement

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Wilson, Sheryl Marie

2010-01-01

The Iowa Test of Basic Skills (ITBS) is used in the Cahokia Unit School District No. 187 to give insight on student academic skill level in terms of years and months. Teacher strategies and expertise in the area of education are an integral part of the educational process. Tenure status, or the years of teaching experience, is plagued with the…

The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)

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Tokuhama-Espinosa, Tracey Noel

Concepts from neuroeducation, commonly referred in the popular press as "brain-based learning," have been applied indiscreetly and inconsistently to classroom teaching practices for many years. While standards exist in neurology, psychology and pedagogy, there are no agreed upon standards in their intersection, neuroeducation, and a formal bridge linking the fields is missing. This study used grounded theory development to determine the parameters of the emerging neuroeducational field based on a meta-analysis of the literature over the past 30 years, which included over 2,200 documents. This research results in a new model for neuroeducation. The design of the new model was followed by a Delphi survey of 20 international experts from six different countries that further refined the model contents over several months of reflection. Finally, the revised model was compared to existing information sources, including popular press, peer review journals, academic publications, teacher training textbooks and the Internet, to determine to what extent standards in neuroeducation are met in the current literature. This study determined that standards in the emerging field, now labeled Mind, Brain, and Education: The Science of Teaching and Learning after the Delphi rounds, are the union of standards in the parent fields of neuroscience, psychology, and education. Additionally, the Delphi expert panel agreed upon the goals of the new discipline, its history, the thought leaders, and a model for judging quality information. The study culminated in a new model of the academic discipline of Mind, Brain, and Education science, which explains the tenets, principles and instructional guidelines supported by the meta-analysis of the literature and the Delphi response.

Acoustic and capacity analysis of voice academic teachers with diagnosed hyperfunctional dysphonia by using DiagnoScope Specialist software.

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Zielińska-Bliźniewska, Hanna; Pietkiewicz, Piotr; Miłoński, Jarosław; Urbaniak, Joanna; Olszewski, Jurek

2013-01-01

The aim of the study was to assess the acoustic and capacity analyses of voice in academic teachers with hyperfunctional dysphonia using DiagnoScope Specialist software. The study covered 46 female academic teachers aged 34-48 years. The women were diagnosed with hyperfunctional dysphonia (with absence of organic pathologies). Having obtained the informed consent, a primary medical history was taken, videolaryngoscopic and stroboscopic examinations were performed and diagnostic voice acoustic and capacity analyses were carried out using DiagnoScope Specialist software. The acoustic analysis carried out of academic teachers with diagnosed hyperfunctional dysphonia showed enhancement in the following parameters: fundamental frequency (FO) by 1.2%; relative average perturbation (Jitter by 100.0% and RAP by 81.8%); relative amplitude perturbation quotient (APQ) by 2.9%; non-harmonic to harmonic ratio (U2H) by 16.0%; and noise to harmonic ratio (NHR) by 13.4%. A decrease of 2.5% from normal values was noted in relative amplitude perturbation (Shimmer). Formant frequencies also showed reduction (F1 by 10.7%, F2 by 5.1%, F3 by 2.2%, and F4 by 3.5%). The harmonic perturbation quotient (HPQ) was 0.8% lower and the residual harmonic perturbation quotient (RHPQ) 16.8% lower, with the residual to harmonic (R2H) decreasing by 35.1 per cent; the sub-harmonic to harmonic (S2H) by 2.4%; and the Yanagihara coefficient by 20.2%. The capacity analysis with the DiagnoScope Specialist software showed figures significantly lower than normal values of the following parameters: phonation time, true phonation time, phonation break coefficients, vocal capacity coefficient and mean vocal capacity. Copyright © 2013 Polish Otorhinolaryngology - Head and Neck Surgery Society. Published by Elsevier Urban & Partner Sp. z.o.o. All rights reserved.

Finding Alignment: The Perceptions and Integration of the Next Generation Science Standards Practices by Elementary Teachers

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Smith, Janette; Nadelson, Louis

2017-01-01

Preparing elementary-level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science…

Breastfeeding and later cognitive and academic outcomes.

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Horwood, L J; Fergusson, D M

1998-01-01

This study examines the associations between duration of breastfeeding and childhood cognitive ability and academic achievement over the period from 8 to 18 years using data collected during the course of an 18-year longitudinal study of a birth cohort of >1000 New Zealand children. During the period from birth to age 1 year, information was collected on maternal breastfeeding practices. Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications. Increasing duration of breastfeeding was associated with consistent and statistically significant increases in 1) intelligence quotient assessed at ages 8 and 9 years; 2) reading comprehension, mathematical ability, and scholastic ability assessed during the period from 10 to 13 years; 3) teacher ratings of reading and mathematics assessed at 8 and 12 years; and 4) higher levels of attainment in school leaving examinations. Children who were breastfed for >/=8 months had mean test scores that were between 0. 35 and 0.59 SD units higher than children who were bottle-fed. Mothers who elected to breastfeed tended to be older; better educated; from upper socioeconomic status families; were in a two-parent family; did not smoke during pregnancy; and experienced above average income and living standards. Additionally, rates of breastfeeding increased with increasing birth weight, and first-born children were more likely to be breastfed. Regression adjustment for maternal and other factors associated with breastfeeding reduced the associations between breastfeeding and cognitive or educational outcomes. Nonetheless, in 10 of the 12 models, fitted duration of breastfeeding remained a significant predictor of later

Practising the Public? Collaborative Teacher Inquiry in an Era of Standardization and Accountability

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Hardy, Ian

2018-01-01

This paper analyses the nature of collaborative teacher learning as a form of 'public sphere', under current policy conditions. The research draws upon Habermas' notions of communicative action and public spheres, and literature on the nature of teachers' learning in the context of standardized curriculum and assessment reform, to analyse how…

Communities of Practice and the Mediation ofTeachers' Responses to Standards-based Reform

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Chrysan Gallucci

2003-09-01

Full Text Available This paper evaluates the usefulness of a sociocultural approach for analyzing teachers’ responses to the professional learning demands of standards-based reform policies. A policy-oriented case study of the practice of six elementary teachers who worked in two high poverty schools in a demographically changing district in the state of Washington is summarized. Key findings of that study conclude that communities of teaching practice are sites for teacher learning and are mediators of teachers’ responses to standards-based reform. Characteristics of the communities of practice, including their relative strength and openness (to learning, influence the degree to which teachers work out negotiated and thoughtful responses to policy demands. The present paper discusses the efficacy of Wenger’s (1998 theory of learning for the study of policy to practice connections.

Pilot study: EatFit impacts sixth graders' academic performance on achievement of mathematics and english education standards.

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Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S

2009-01-01

Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Quasi-experimental crossover-controlled study. California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). All sixth-grade students (n = 84) in the elementary school clustered in 3 classrooms. 9-lesson intervention with an emphasis on guided goal setting and driven by the Social Cognitive Theory. Multiple-choice survey assessing 5 education standards for sixth-grade mathematics and English at 3 time points: baseline (T1), 5 weeks (T2), and 10 weeks (T3). Repeated measures, paired t test, and analysis of covariance. Changes in total scores were statistically different (P academic performance measured by achievement of specific mathematics and English education standards. Nutrition educators can show school administrators and wellness committee members that this program can positively impact academic performance, concomitant to its primary objective of promoting healthful eating and physical activity.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

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Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

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Gibbone, Anne; Mercier, Kevin

2014-01-01

Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

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Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.

2018-01-01

Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…

On the Issue of Individual Culture in Teachers in the Context of Approbation and Implementation of Professional Standard for Teachers on Municipal Level (From the Author’s Work Experience

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Mityashov P.V.,

2016-07-01

Full Text Available The author of the article refers to one of the most difficult for realization directions of the work of managers of different levels with teaching staff - the expansion of cultural horizons, formation of particular outlook and development of intelligence of the modern school teacher. From his point of view, this direction is a necessary condition for approbation and implementation of the professional standard "Teacher (educational activities in the field of preschool, primary general, basic general, secondary education (tutor, teacher" (hereinafter - Professional standard of the teacher and in general - requirement of life. Analyzing the overall situation in terms of readiness of the teacher to work in the context of the development of the federal state educational standard for general education (hereinafter referred to as FSES, approbation of professional standard, the author refers to the experience of educational management body of Novonikolaevsk municipal district of the Volgograd region offering concrete steps and measures for solution of the overall problem of general culture of teacher personality.

Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

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Manning, C.; Buhr, S. M.

2012-12-01

The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting

Assessing the State of Servant Leadership, Teacher Morale, and Student Academic Performance Outcomes in a Florida Elementary School District

Science.gov (United States)

EL-Amin, Abdul

2013-01-01

This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other…

New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?

Science.gov (United States)

Lovett, Jennifer N.; Lee, Hollylynne S.

2017-01-01

Mathematics teacher education programs often need to respond to changing expectations and standards for K-12 curriculum and accreditation. New standards for high school mathematics in the United States include a strong emphasis in statistics. This article reports results from a mixed methods cross-institutional study examining the preparedness of…

Teacher Assessment Literacy: A Review of International Standards and Measures

Science.gov (United States)

DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu

2016-01-01

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers' assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

Science.gov (United States)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

Science.gov (United States)

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

Academic Librarians Have Concerns about Their Role as Teachers. A Review of: Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008: 51-71.

Directory of Open Access Journals (Sweden)

Virginia Wilson

2008-09-01

Full Text Available Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.” Design – A literature review extended by qualitative semi-structured interviews.Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”Subjects – Six academic librarians.Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring2004 with six librarians (five women and one man, whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives”(Centre for Health Evidence.Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from thedata. The first theme was the centrality of teaching. Each participant sought out a position where

The Debate over Literary Tamil versus Standard Spoken Tamil: What Do Teachers Say?

Science.gov (United States)

Saravanan, Vanithamani; Lakshmi, Seetha; Caleon, Imelda S.

2009-01-01

This study aims to determine the attitudes toward Standard Spoken Tamil (SST) and Literary Tamil (LT) of 46 Tamil teachers in Singapore. The teachers' attitudes were used as an indicator of the acceptance or nonacceptance of SST as a viable option in the teaching of Tamil in the classroom, in which the focus has been largely on LT. The…

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…

Longitudinal relationship between social skills and academic achievement in a gender perspective

OpenAIRE

Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers’ grading of academic achievement seems to be based not only on students’ knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through multilevel analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in Norwegian, mathematics and Engl...

Validation of a questionnaire on behaviour academic competence among Chinese preschool children.

Science.gov (United States)

Leung, Cynthia; Lo, S K; Leung, Shirley S L

2012-01-01

The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Student self-esteem and academic achievement

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2005-01-01

Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

The relationship between educational career orientation and academic achievement of future teachers at different stages of training

Directory of Open Access Journals (Sweden)

Asya A. Bekhoeva

2015-06-01

Full Text Available The paper describes an empirical study of the levels and types of educational career orientation of students of teacher-training major from the first to the fifth year of training, as well as the relationship of these parameters with academic performance. The paper analyzes the main approaches to educational career orientation, prevailing in Russian teacher-training and psychology. Educational career training of future experts is regarded as a measure and a way of creative self-actualization in various types of educational activities and teacher-training dialogue aimed at developing and creating educational technology and disclosing individual faculties. Experimental studies were the basis of Chechen State Pedagogical Institute and the North Ossetian State Pedagogical Institute. The results of empirical research show that there are significant differences in the level of Educational career orientation of students: the lowest levels are had by the students of first and second years, and the peak falls on the third or fourth year. Indicators characterizing the prevailing types of Educational career orientation are similar: maximum expression of their career orientation is also characterized by the students of the third and fourth years, which allows to characterize this period as the key one in developing significant professional qualities. It is proved that there is a correlation level of career orientation and the academic performance of students: the high level of career orientation correlates with high performance. This relationship is typical for students at all grade levels, but is most pronounced in the third and fifth years.

Maternal Involvement and Academic Achievement.

Science.gov (United States)

Lopez, Linda C.; Holmes, William M.

The potential impact of several maternal involvement behaviors on teachers' ratings of children's academic skills was examined through statistical analyses. Data, based on mothers' responses to selected questions concerning maternal involvement and on teachers' ratings on the Classroom Behavior Inventory, were obtained for 115 kindergarten…

Defining Teacher Leadership: Affirming the Teacher Leader Model Standards

Science.gov (United States)

Cosenza, Michael N.

2015-01-01

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and the professionalization of teachers (Boles & Troen, 1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999). Teachers need to be given opportunities to leave the isolation of their…

In-Service English Teacher’s Perceptions of Reflective Teacher Diary to Promote Professional Development

OpenAIRE

Umu Arifatul Azizah; - Tosriadi

2018-01-01

To be a professional, teacher as a learner must continuously increase the experiences and knowledge with aiming at earning or maintaining the academic quality. Automatically, a teacher needs to apply particular technique or strategy and utilize a certain tool to meet the standards of excellence in teaching. Thus, reflection is considerable as one of the indispensable strategies that can be applied to lead teacher’s practice becomes more qualified. Reflection in teaching essentially refers the...

Teachers' Practices in High School Chemistry Just Prior to the Adoption of the Next Generation Science Standards

Science.gov (United States)

Boesdorfer, Sarah B.; Staude, Kristin D.

2016-01-01

Effective professional development that influences teachers' classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their…

How Five Master Teachers Teach about Climate Chang

Science.gov (United States)

Bloch, L.

2015-12-01

The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

Student Participation and Parental Involvement in Relation to Academic Achievement

Science.gov (United States)

Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

2015-01-01

This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

PRACTICUM EXPERIENCE IN TEACHER EDUCATION

African Journals Online (AJOL)

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therefore, argued that the academic program of the teacher education should be coupled ... practicum which provides students with supervised experiences and help the student teachers to ... Lecturer, Department of Pedagogy, Eduction Faculty, Jimma University. ... teachers, different approaches to teacher .... Leadership.

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

Science.gov (United States)

McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

Science.gov (United States)

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

Science.gov (United States)

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

Teacher Ratings of Academic Achievement of Children between 6 and 12 Years Old from Intact and Non-Intact Families

Science.gov (United States)

Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene

2010-01-01

We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…

Calibrating Fundamental British Values: How Head Teachers Are Approaching Appraisal in the Light of the Teachers' Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

Science.gov (United States)

Revell, Lynn; Bryan, Hazel

2016-01-01

In requiring that teachers should "not undermine fundamental British values (FBV)," a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers' Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school,…

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…

Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

Science.gov (United States)

Joshua, Monday T.; Joshua, Akon M.

2004-01-01

This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…

Teachers' use of a self-assessment procedure : the role of criteria, standards, feedback and reflection

NARCIS (Netherlands)

Diggelen, van M.R.; Brok, den P.J.; Beijaard, D.

2013-01-01

This article reports on the way teachers assess their own coaching competencies regarding the development of vocational education students’ reflection skills. The participating teachers used a self-assessment procedure in which they had to judge themselves with the help of criteria and standards,

Did Dewey Presage the 1989 National Council of Teachers of Mathematics Standards?

OpenAIRE

Finken, Teresa M.

2012-01-01

The general theme of change in philosophy over time is due to traditional customs and beliefs failing to regulate society. This theme drove both John Dewey's Progressive Movement and the creation of the Curriculum and Evaluation Standards for School Mathematics (1989) by the National Council of Teachers of Mathematics (NCTM). The remarkable similarity in thought between Dewey's writings and the Standards is the basis for this paper. The point of view is from the Standards looking back to find...

"It's a Battle… You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance.

Science.gov (United States)

van den Berg, Vera; Salimi, Rosanne; de Groot, Renate H M; Jolles, Jelle; Chinapaw, Mai J M; Singh, Amika S

2017-09-30

School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools' focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants' perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in "ready-to-use" materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting.

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

Science.gov (United States)

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

A Study of the Relationship between Academic Achievement Motivation and Home Environment among Standard Eight Pupils

Science.gov (United States)

Muola, J. M.

2010-01-01

The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two…

A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

Science.gov (United States)

Gwimbi, Eric; Monk, Martin

2003-01-01

Investigates the association between attitude towards the philosophy of science and academic qualification professional training. Analyzes responses from 33 A-level biology teachers to a questionnaire and reports from teachers in Harare on their school contexts. Suggests that the differential distribution of facilities and resources across school…

Effective Teachers

Directory of Open Access Journals (Sweden)

Beverly A. King Miller

2015-09-01

Full Text Available This article focuses on the educational strategies that can be used to support female students of African descent in their persistence in science, technology, engineering, and mathematics (STEM education and careers. STEM careers have historically been White male and White female dominated, which has yielded an underrepresentation of those of African descent. Drawing from a grounded qualitative case study, the data used for this article share the responses of Afro-Caribbean females in STEM who have immigrated to the United States from the country of Panama. As Latinas, they are representative of the changing face in the American educational system—bilingual, multicultural, and of African descent. The strategies offered reflect their own teaching practices, their former teachers, or experiences with their children’s teachers. What emerged were descriptions of four strategies and behaviors of effective teachers that align with Ladson-Billings’s culturally relevant pedagogy and Gay’s culturally responsive teaching. Included in the findings are the high standards and expectations embodied by effective teachers that serve to positively inspire their students. Culturally responsive teachers create an atmosphere of learning that supports academic success, conveying their belief in their students’ ability based upon their own reflectivity. As the U.S. educational system continues to become multilingual and multicultural, there is need for strategies for the successful inclusion and progression of students in STEM educational pathways and careers. This will occur as teachers challenge themselves to be the agents of change in the lives of their students.

Examining Elementary Literacy Teachers' Perceptions of Their Preparedness to Implement the English Language Arts Common Core State Standards

Science.gov (United States)

Adams-Budde, Melissa; Miller, Samuel

2015-01-01

The purpose of our study was to examine elementary literacy teachers' perceptions of their preparedness to implement the ELA CCSS [English Language Arts Common Core State Standards]. We defined preparedness across three dimensions: teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and…

Gatekeepers of the American Dream: how teachers' perceptions shape the academic outcomes of immigrant and language-minority students.

Science.gov (United States)

Blanchard, Sarah; Muller, Chandra

2015-05-01

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college. Copyright © 2014 Elsevier Inc. All rights reserved.

Academic Language in Preschool: Research and Context

Science.gov (United States)

Michael Luna, Sara

2017-01-01

Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

Sleep Disordered Breathing and Academic Performance: A Meta-analysis.

Science.gov (United States)

Galland, Barbara; Spruyt, Karen; Dawes, Patrick; McDowall, Philippa S; Elder, Dawn; Schaughency, Elizabeth

2015-10-01

Sleep-disordered breathing (SDB) in children is associated with daytime functioning decrements in cognitive performance and behavioral regulation. Studies addressing academic achievement are underrepresented. This study aimed to evaluate the strength of the relationships between SDB and achievement in core domains and general school performance. Data sources included PubMed, Web of Science, CINAHL, and PsycINFO. Studies of school-aged children investigating the relationships between SDB and academic achievement were selected for inclusion in a systematic literature review using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Data extracted were converted into standardized mean differences; effect sizes (ES) and statistics were calculated by using random-effects models. Heterogeneity tests (I(2)) were conducted. Of 488 studies, 16 met eligibility criteria. SDB was significantly associated with poorer academic performance for core academic domains related to language arts (ES -0.31; P performance. Variable definitions of both academic performance and SDB likely contributed to the heterogeneity among published investigations. Clear links between SDB and poorer academic performance in school-age children are demonstrated. ES statistics were in the small to medium range, but nevertheless the findings serve to highlight to parents, teachers, and clinicians that SDB in children may contribute to academic difficulties some children face. Copyright © 2015 by the American Academy of Pediatrics.

Predicting Academics via Behavior within an Elementary Sample: An Evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Science.gov (United States)

Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N.

2017-01-01

This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…

The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

Science.gov (United States)

Tosun, Cemal; Senocak, Erdal

2013-01-01

The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through…

The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

Science.gov (United States)

Leana-Tascilar, Marilena Z.

2016-01-01

The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…

Exploring the Usefulness of e-Resources for Engineering College Teachers and Scholars for their Academic and Research Activities - A Study

Directory of Open Access Journals (Sweden)

Puttaswamy, R.M.

2014-03-01

Full Text Available The All India Council for Technical Education (AICTE, an apex body of controlling technical education in India, has made mandatory subscription of e-Resources to all its Engineering College Libraries. This policy has directly helped the teaching community, research scholars, and student's paternity, which has benefits for their teaching, research activities, and curriculum, respectively. This study emphasizes the usefulness of e-Resources among the teachers and scholars of engineering colleges in the Bangalore region under Visvesvaraya Technological University (VTU, Belgaum, Karnataka. Survey methodology has been used as the basic research tool for data collection with the help of questionnaires. 866 teaching faculties in VTU were selected randomly on the basis of willingness of users who access the e-Resources for their academic and research activities in the survey. The survey results were tabulated and analyzed with descriptive statistics methods using the SPSS 20 software package. The findings reveal that e-resources are useful for engineering college teachers and scholars for their academic and research activities.

Strategies for Leading Academics to Rethink Humanities and Social Sciences Curricula in the Context of Discipline Standards

Science.gov (United States)

Thomas, Theda; Wallace, Joy; Allen, Pamela; Clark, Jennifer; Jones, Adrian; Lawrence, Jill; Cole, Bronwyn; Sheridan Burns, Lynette

2017-01-01

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports…

Academic Cloning.

Science.gov (United States)

Sikula, John P.; Sikula, Andrew F.

1980-01-01

The authors define "cloning" as an integral feature of all educational systems, citing teaching practices which reward students for closely reproducing the teacher's thoughts and/or behaviors and administrative systems which tend to promote like-minded subordinates. They insist, however, that "academic cloning" is not a totally…

A Study on ICT Literacy Standards for Teachers in Germany. : Focus on eL3 Project

OpenAIRE

小柳, 和喜雄

2006-01-01

This study aims to clarify the concept and perspective to make ICT literacy standards for teachers in Japan. Then, the research and a practical trial in Germany are focused on because ICT education for teachers in Germany is different from ICT education for teachers on the countries that speak English. The ICT education for teachers in Germany has the relation close to media pedagogy. The range reaches three dimensions. such as "Operational" , "Cultural" , "Critical". That is, this study aims...

An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

Science.gov (United States)

Akça, Figen

2013-01-01

The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

Teachers' Perceptions of Language Teaching for English Language Learners

Science.gov (United States)

Schulz, Yoshiko

2017-01-01

Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers'…

Teachers' Use of a Self-Assessment Procedure: The Role of Criteria, Standards, Feedback and Reflection

Science.gov (United States)

van Diggelen, Migchiel; den Brok, Perry; Beijaard, Douwe

2013-01-01

This article reports on the way teachers assess their own coaching competencies regarding the development of vocational education students' reflection skills. The participating teachers used a self-assessment procedure in which they had to judge themselves with the help of criteria and standards, received feedback from a colleague based on the…

Influences of Teacher Preparation Program on Preservice Science Teachers' Beliefs

Science.gov (United States)

Nuangchalerm, Prasart; Prachagool, Veena

2010-01-01

Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students' understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what…

Teacher-student interpersonal relationships do change and affect academic motivation: a multilevel growth curve modelling.

Science.gov (United States)

Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

2014-09-01

Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. This study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school students in Indonesia. TSIR was studied from the perspective of interpersonal behaviour in terms of Influence and Proximity. Students' academic motivation was studied from the perspective of self-determination theory. A total of 504 first-grade secondary school students of 16 mathematics and English classes participated in the study. Surveys were administered in five waves throughout the school year. Multilevel growth curve modelling was applied. Contrary to the (limited) general research findings from Western contexts, we found that the quality of TSIR (student perceptions) increased over time. The increase was slightly more pronounced for Proximity than for Influence. In accordance with the findings for the Western countries, the level of students' controlled motivation increased, while that of autonomous motivation decreased over time. However, the negative change in autonomous motivation was less pronounced. As in Western countries, TSIR was longitudinally linked with academic motivation, in particular, with autonomous motivation. Evidence is found that TSIR can change in a favourable way, and this positively affects student motivation. Future research could benefit from unravelling the influences of cultures on changes in TSIR in broader contexts. © 2013 The British Psychological Society.

Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter?

Science.gov (United States)

McCormick, Meghan P.; O'Connor, Erin E.

2015-01-01

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) and 2-level hierarchical linear models with site fixed effects, we examined between- and within-child associations between teacher-child relationship closeness and conflict and standardized measures of children's…

Understanding Standards and Assessment Policy in Science Education: Relating and Exploring Variations in Policy Implementation by Districts and Teachers in Wisconsin

Science.gov (United States)

Anderson, Kevin John Boyett

Current literature shows that many science teachers view policies of standards-based and test-based accountability as conflicting with research-based instruction in science education. With societal goals of improving scientific literacy and using science to spur economic growth, improving science education policy becomes especially important. To understand perceived influences of science education policy, this study looked at three questions: 1) How do teachers perceive state science standards and assessment and their influence on curriculum and instruction? 2) How do these policy perspectives vary by district and teacher level demographic and contextual differences? 3) How do district leaders' interpretations of and efforts within these policy realms relate to teachers' perceptions of the policies? To answer these questions, this study used a stratified sample of 53 districts across Wisconsin, with 343 middle school science teachers responding to an online survey; science instructional leaders from each district were also interviewed. Survey results were analyzed using multiple regression modeling, with models generally predicting 8-14% of variance in teacher perceptions. Open-ended survey and interview responses were analyzed using a constant comparative approach. Results suggested that many teachers saw state testing as limiting use of hands-on pedagogy, while standards were seen more positively. Teachers generally held similar views of the degree of influence of standards and testing regardless of their experience, background in science, credentials, or grade level taught. District SES, size and past WKCE scores had some limited correlations to teachers' views of policy, but teachers' perceptions of district policies and leadership consistently had the largest correlation to their views. District leadership views of these state policies correlated with teachers' views. Implications and future research directions are provided. Keywords: science education, policy

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

Science.gov (United States)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

Science.gov (United States)

Indiana Department of Education, 2015

2015-01-01

The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

Good practices in virtual higher education based on specifications for e-Learning standards

Directory of Open Access Journals (Sweden)

Edgar Javier Carmona Suarez

2017-03-01

Full Text Available Free courses, full academic programs, and partially and totally virtual universities are now offered, which shows an increase in the offer and coverage in higher education. With growth, new needs emerge from questions about the quality of education, which depends on many factors; for example, the standardization of online or virtual academic spaces. This research proposed the creation of a set of technical, administrative, communicative and pedagogical specifications to improve virtual training at the University of Quindío, which serves as a reference for good practices for university teachers. In this process, significant experiences were collected and, as a final result, a proposal was built in the light of categories created by international organizations specialized in standards. This led to standardization processes, which contribute to the strengthening of the quality of education.

The Most Common Mistakes of Teacher Trainees' Former Teachers

Science.gov (United States)

Özer, Bayram; Gelen, Ismail; Alkan, Sinem Hizli; Çinar, Gonca; Duran, Volkan

2016-01-01

The fundamental parts of the educational processes are teachers and students. The study aims to determine the common mistakes done by teachers in the classrooms. The research was conducted to 278 third year students in the departments of English Language Teaching, Turkish Language Teaching, and Fine Arts Teaching in 2012-2013 academic year. The…

Using Innovative Resources and Programs to Prepare Pre- and In-Service Teachers for New Science Standards

Science.gov (United States)

Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.

2014-12-01

Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take

Academic Language in Early Childhood Classrooms

Science.gov (United States)

Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

2016-01-01

This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

Research of academic giftedness in foreign studies: socio-psychological aspect

Directory of Open Access Journals (Sweden)

Meshkova N.V.

2015-06-01

Full Text Available The article provides an overview of foreign publications on the issue of giftedness. Particular attention is paid to the socio-psychological aspect of education of gifted schoolchildren with the help of programs for the accelerated and in special classes. The article reviews the results of studies examining implicit views of ordinary students and school teachers on the gifted as well as a point of view of classmates, parents, teachers and the gifted themselves on gifted students. It describes the strategies for social interaction in academically gifted students who become the victims of bulling. The article analyses the data, obtained in a series of studies, which demonstrate the negative and positive effects of the classroom and family contexts on the academic and social competences of gifted students. The features of academic and social self-concept; relationships with classmates; interactions with adults (parents and teachers are regarded in the article as contexts supporting the students’ academic achievement potential, which may remain in some cases not realizedal.

2004-2005 Academic Training Programme: Electroweak Theory and the Standard Model

CERN Multimedia

Françoise Benz

2004-01-01

6, 7, 8, 9 and 10 December LECTURE SERIES 6, 7, 8, 9, 10 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 on 6, 7, 8, 10 December, TH Auditorium, bldg. 4 3-006 on 9 December Electroweak Theory and the Standard Model R. BARBIERI / CERN-PH-TH There is a natural splitting in four sectors of the theory of the ElectroWeak (EW) Interactions, at pretty different levels of development /test. Accordingly, the 5 lectures are organized as follows, with an eye to the future: Lecture 1: The basic structure of the theory; Lecture 2: The gauge sector; Lecture 3: The flavor sector; Lecture 4: The neutrino sector; Lecture 5: The EW symmetry breaking sector. Transparencies available at: http://agenda.cern.ch/fullAgenda.php?ida=a042577 ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can ...

2004-2005 Academic Training Programme: Electroweak Theory and the Standard Model

CERN Multimedia

Françoise Benz

2004-01-01

6, 7, 8, 9 and 10 December LECTURE SERIES 6, 7, 8, 9, 10 December from 11:00 to 12:00 - Main Auditorium, bldg. 500 on 6, 7, 8, 10 December, TH Auditorium, bldg. 4 3-006 on 9 December Electroweak Theory and the Standard Model R. BARBIERI / CERN-PH-TH There is a natural splitting in four sectors of the theory of the ElectroWeak (EW) Interactions, at pretty different levels of development /test. Accordingly, the 5 lectures are organized as follows, with an eye to the future: Lecture 1: The basic structure of the theory; Lecture 2: The gauge sector; Lecture 3: The flavor sector; Lecture 4: The neutrino sector; Lecture 5: The EW symmetry breaking sector. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch Si vous désirez participer à l'un des cours suivants, veuillez en discuter avec votre superviseur et vous inscrire électroniquement en direct depuis les pages de description des cours dans le Web que vous trouvez &ag...

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

OpenAIRE

Ildiko Laczko-Kerr; David C. Berliner

2002-01-01

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA)."  Recent college graduates are placed by TF...

High School Teachers' Perspectives on the English Language Arts Common Core State Standards: An Exploratory Study

Science.gov (United States)

Ajayi, Lasisi

2016-01-01

This was an exploratory study that examined high school teachers' perspectives about their early experiences with the English language arts Common Core State Standards. The sources of data for the study included a survey and structured interviews. Twenty-three high school ELA teachers from one unified school district in Southern California…

Teacher- and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support

Science.gov (United States)

Pas, Elise T.; Bradshaw, Catherine P.; Hershfeldt, Patricia A.

2012-01-01

Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and…

Job Satisfaction of Academics: Does Gender Matter?

Science.gov (United States)

Machado-Taylor, Maria de Lourdes; White, Kate; Gouveia, Odilia

2014-01-01

Academic work in higher education has been influenced by global trends such as accountability, massification and deteriorating financial support. Within this broader context, the performance of academic staff as teachers and researchers has an impact on student learning and implications for the quality of higher education institutions (HEIs).…

Positive and negative affect in the future teacher: relationships with their academic achievement, mental health and satisfaction with life

OpenAIRE

Ruth Pinedo González; María José Arroyo González; César Caballero San José

2017-01-01

Affects are composed of two key dimensions: the positive affect (PA) and negative affect (NA). Both dimensions are related to psychological adjustment of the person and life satisfaction. This study is exploratory in nature and aims to make a first correlational analysis between different constructs: emotional disposition, academic achievement, mental health and life satisfaction in a sample of 143 student teachers. We have used the following scales adapted to the culture: The Positive and Ne...

Influences on Academic Achievement of Primary School Pupils in Cambodia

Directory of Open Access Journals (Sweden)

Sopheak Song

2012-12-01

Full Text Available Employing education production function approach, this article investigates the influences of school and pupil background factors on academic achievement of primary school pupils in Cambodia. Based on achievement data of 1,080 Grade 6 pupils from one rural and one semi-urban area, the study reveals that school and teacher quality exerts a considerable effect on pupils’ performance. Teachers’ experience and teacher guides are positively correlated with academic achievement, while instructional time loss is significantly associated with poor performance. In light of these results, policies to boost academic achievement of primary school pupils in Cambodia are discussed.

Determinants of Academic Performance in Public Day Secondary ...

African Journals Online (AJOL)

Determinants of Academic Performance in Public Day Secondary Schools, Manga District, Kenya. ... Journal of Technology and Education in Nigeria ... student's discipline, student's entry mark, teacher's teaching experience and level of education among others have significant impact in academic performance of a child.

The nature of student teachers' regulation of learning in teacher education.

Science.gov (United States)

Endedijk, Maaike D; Vermunt, Jan D; Verloop, Nico; Brekelmans, Mieke

2012-09-01

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Twenty-eight students from a post-graduate academic teacher education institute participated in this study. For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. ©2011 The British Psychological Society.

Construction of Academic Success and Failure in School Memories

Science.gov (United States)

Kaya, Gamze Inan

2018-01-01

The idea of "Apprenticeship of Observation", proposing that pre-service teachers' early academic experiences might have effects on their professional development, has been a concern in teacher education in the last forty years. Early success or failure experiences of pre-service teachers in school may have a role in their professional…

Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

Science.gov (United States)

Kersten, Jennifer Anna

2013-01-01

In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student…

Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

Science.gov (United States)

Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

Standardized End Point Definitions for Coronary Intervention Trials: The Academic Research Consortium-2 Consensus Document.

Science.gov (United States)

Garcia-Garcia, Hector M; McFadden, Eugène P; Farb, Andrew; Mehran, Roxana; Stone, Gregg W; Spertus, John; Onuma, Yoshinobu; Morel, Marie-Angèle; van Es, Gerrit-Anne; Zuckerman, Bram; Fearon, William F; Taggart, David; Kappetein, Arie-Pieter; Krucoff, Mitchell W; Vranckx, Pascal; Windecker, Stephan; Cutlip, Donald; Serruys, Patrick W

2018-06-14

The Academic Research Consortium (ARC)-2 initiative revisited the clinical and angiographic end point definitions in coronary device trials, proposed in 2007, to make them more suitable for use in clinical trials that include increasingly complex lesion and patient populations and incorporate novel devices such as bioresorbable vascular scaffolds. In addition, recommendations for the incorporation of patient-related outcomes in clinical trials are proposed. Academic Research Consortium-2 is a collaborative effort between academic research organizations in the United States and Europe, device manufacturers, and European, US, and Asian regulatory bodies. Several in-person meetings were held to discuss the changes that have occurred in the device landscape and in clinical trials and regulatory pathways in the last decade. The consensus-based end point definitions in this document are endorsed by the stakeholders of this document and strongly advocated for clinical trial purposes. This Academic Research Consortium-2 document provides further standardization of end point definitions for coronary device trials, incorporating advances in technology and knowledge. Their use will aid interpretation of trial outcomes and comparison among studies, thus facilitating the evaluation of the safety and effectiveness of these devices.

Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

Science.gov (United States)

Markova, Ivana

2017-01-01

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

School-based In-service Teacher training

DEFF Research Database (Denmark)

Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

-based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

Teachers' perceptions of remediation possibilities of Dutch students in special education.

Science.gov (United States)

Bakker, Joep T A; Bosman, Anna M T

2006-12-01

Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the 'ideal' student, who has relatively good academic skills, is well behaved and has highly involved parents. The main question of this study was whether special-education teachers' perceptions regarding remediation possibilities are similarly affected by student behaviour and the level of students' parental involvement. Nineteen experienced Dutch school teachers in special education each evaluated four students: two with relatively high and two with relatively low academic performance. Three questionnaires to assess learning difficulties, behavioural problems and the level of parental involvement were developed. Teachers' perceptions of remediation possibilities were related to the severity of the learning difficulties and academic skill. Academic skill, in turn, was strongly related to the perception of the children's behavioural problems and parental involvement, which, in turn, links the perception of remediation possibilities indirectly to children's behavioural problems and parental involvement. Special education teachers may also hold an image of the 'ideal' student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy.

Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

Science.gov (United States)

Egeberg, Helen M.; McConney, Andrew; Price, Anne

2016-01-01

This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the "advice" found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom…

Assessment of preclinical students? academic motivation before and after a three-day academic affair program

OpenAIRE

Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

2015-01-01

Myo Nyein Aung,1 Juraiporn Somboonwong,2 Vorapol Jaroonvanichkul,1 Pongsak Wannakrairot3 1Medical Education Unit, 2Quality Management Division and Department of Physiology, 3Academic Affairs Division, Faculty of Medicine, Chulalongkorn University, Bangkok, ThailandBackground: Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of a...

Sustainability, the Next Generation Science Standards, and the Education of Future Teachers

Science.gov (United States)

Egger, Anne E.; Kastens, Kim A.; Turrin, Margaret K.

2017-01-01

The Next Generation Science Standards (NGSS) emphasize how human activities affect the Earth and how Earth processes impact humans, placing the concept of sustainability within the Earth and Space Sciences. We ask: how prepared are future teachers to address sustainability and systems thinking as encoded in the NGSS? And how can geoscientists…

The Effect of Academic Controversy Technique on Turkish Teachers Candidates' Success to Effective Speaking Skills and Its Relation with Some Variables (Gender, Multilingualism)

Science.gov (United States)

Karda, Mehmet Nuri

2015-01-01

The aim of this study is to determine the effect of Academic controversy as a technique of collaborative learning on Turkish Teachers candidates' success to effective speaking skills and its relationship with variables like gender and multilingualism. Therefore the experimental design based on the pre-test and post-test measurement with control…

Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.

Science.gov (United States)

Davis, Kelly D; Winsler, Adam; Middleton, Michael

2006-06-01

In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*

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Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

2014-01-01

Background The Institute of Medicine (2012) concluded that we must “strengthen schools as the heart of health.” To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p student health may also improve academic achievement, closing equity gaps in both health and academic achievement. PMID:24320151

Preservice Secondary Teachers' Conceptions from a Mathematical Modeling Activity and Connections to the Common Core State Standards

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Stohlmann, Micah; Maiorca, Cathrine; Olson, Travis A.

2015-01-01

Mathematical modeling is an essential integrated piece of the Common Core State Standards. However, researchers have shown that mathematical modeling activities can be difficult for teachers to implement. Teachers are more likely to implement mathematical modeling activities if they have their own successful experiences with such activities. This…

Student prosocial behavior and academic achievement

Directory of Open Access Journals (Sweden)

Spasenović Vera Z.

2004-01-01

Full Text Available The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher’s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

Student and teacher perceptions of school climate: a multilevel exploration of patterns of discrepancy.

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Mitchell, Mary M; Bradshaw, Catherine P; Leaf, Philip J

2010-06-01

School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.

THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

Directory of Open Access Journals (Sweden)

Oguz Dilmac

2013-06-01

Full Text Available This study aimed at examining the impact of learning environments based on self regulation on teacher candidates academic skill in visual arts education,focuses on the elements found in workshops being analyzed in terms of self-regulation.Aim of the study is to provide a new viewpoint intended making up learning environment developing self-regulation skills in visual arts education.  In the study quasi-experimental design has been used subject to the aim. In the research, in accordance with qualitative research method,following the application process semi-structured interviews have also been conducted with attendants making up experimental group. The research has been carried out in the context of field information in the Department of Fine Art Education of Kazım Karabekir Education Faculty. Working group has been composed of prospective teachers taking these courses in the research. Based on the data at the end of the research, it can be said that the teaching propped up self-regulation used in experimental group is more efficient than the traditional teaching in the control group.

PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

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Nariman, Nahid; Chrispeels, Janet

2016-01-01

We explore teachers' efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a…

Gender and Ethnic Stereotypes in Student Teachers' Judgments: A New Look from a Shifting Standards Perspective

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Holder, Katharina; Kessels, Ursula

2017-01-01

Teacher judgments of student performance might be biased by stereotypes, which can result in disadvantages for members of negatively stereotyped social groups. On the basis of the shifting standards theory, we examined gender and ethnic biases in student teachers' judgments. According to this theory, whether such judgment biases are masked or…

Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

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Finn, Amber N.; Ledbetter, Andrew M.

2014-01-01

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

Differences in eighth grade science student and teacher perceptions of students' level of input into academic planning and decision making

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Chapman, Jarrett Michael

Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to collect data about their teaching using the Constructivist Learning Environment Survey (CLES). Phase 1 allowed students to provide anonymous feedback to their teachers that the teachers could later reflect upon in conjunction with the students' other feedback. Using measures of central tendencies, it was determined that of the five categories of the CLES the area of student negotiation was statistically different from the other categories. While eight teachers had sufficient (n>10) student data to be invited to participate in Phase 2, only five of the teachers choose to participate in a semi-structured interview to further examine the potential differences between teacher and student perception of student negotiation with the curriculum, instruction and assessment that occurs in the classroom. Coding the interview transcripts led to three categories: 1) teaching style (with themes including curriculum, instruction, and assessment, and sub themes of teacher centered and student centered); 2) external pressures (with themes of standards , standardized tests, and socioeconomic conditions); 3) effectiveness of student negotiation (with themes of positive effect or no effect on motivation). The five teachers who participated in Phase 2 had varying levels of awareness and willingness to adjust their classroom curriculum, instruction, and assessment to include student negotiation. All but one teacher, however, saw the value in increasing student negotiation in the classroom and desired to continue to change their teaching to include more student negotiation.

How Does It Feel to Become a Teacher? Emotions in Teacher Education

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Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne

2016-01-01

Academic emotions are central ingredients in student teachers' learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in "Contemp Educ Psychol" 36(1):13-24, 2011). However, until recently the role of emotions in student teachers' learning has largely been neglected (e.g.…

Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

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AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

2016-01-01

The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…

Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2008. Synthesis Report 72

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Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien

2009-01-01

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization

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Elliott, Dawn Richards

2017-01-01

This article develops the claim that the Teacher-Scholar Model (TS), which is used by Institutions of Higher Learning (IHL) to evaluate faculty worktime, is ill-suited for the strategy of comprehensive internationalization (CI). CI aims to enhance global learning by offering academic and non-academic opportunities for greater student engagement…

VOCATIONAL AGRICULTURE TEACHER MORALE STUDY--A COMPARISON OF SELECTED FACTORS IN SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "HIGH" WITH SCHOOLS WHERE THE MORALE OF VOCATIONAL AGRICULTURE TEACHERS IS "LOW".

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BENTLEY, RALPH R.; REMPEL, AVERNO M.

A STUDY WAS UNDERTAKEN TO DETERMINE WHETHER DIFFERENCES EXISTED WITH RESPECT TO STUDENT ATTITUDE TOWARD THEIR TEACHER, FEELINGS ABOUT SCHOOL WORK PROBLEMS, AND ACADEMIC APTITUDE BETWEEN VOCATIONAL AGRICULTURE DEPARTMENTS IN WHICH TEACHER MORALE WAS HIGH AND THOSE IN WHICH TEACHER MORALE WAS LOW. THE TEACHER SAMPLE INCLUDED 21 WITH THE HIGHEST…

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

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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

Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance

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Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J.; Goldfeld, Keith; Petkova, Eva

2017-01-01

IMPORTANCE Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. OBJECTIVE To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. DESIGN, SETTING, AND PARTICIPANTS This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. INTERVENTIONS ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). MAIN OUTCOMES AND MEASURES Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. RESULTS A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the

External Confirmation of Adherence to Standards: As Applicable to Academic Programmes as to Business and Industry

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Hughey, Aaron W.; Burke, Monica G.

2010-01-01

The development of, and adherence to, performance standards is imperative for success in today's competitive global market. This is as true for academic programmes in higher education as it is for the manufacturing and service sectors. Just like their counterparts in business and industry, it is important that graduate career preparation…

The implicit prejudiced attitudes of teachers : relations to teacher expectations and the ethnic achievement gap

NARCIS (Netherlands)

Bergh, van den L.; Denessen, E.; Hornstra, L.; Voeten, M.; Holland, R.W.

2010-01-01

Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The

Writing II for 2nd Year EFL Student Teachers

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Abdallah, Mahmoud M. S.

2015-01-01

Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports,…

``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

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Johnstone, Christopher; Corce, Heidi

2010-02-01

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.

Learning Environment And Pupils Academic Performance ...

African Journals Online (AJOL)

Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

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Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The impact of Next Generation Science Standards (NGSS) professional development on the self-efficacy of science teachers

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Akella, Somi Devi M.

In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers' perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants' self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella's Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.

Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

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Olson, Travis A.

2016-01-01

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

Neutrality as Obstructionist in Academic Activism: Calling Bullshit

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Rose, Barbara J.

2018-01-01

In this essay, the author uses experiences as a teacher educator and learning from a historically significant activism movement to (a) compare values in activism-centered and education-centered organizations, (b) posit ways that the concept of neutrality weakens academic activism, and (c) call for teacher education curricula and practices that…

Economics from a Different Point of View − Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools

Directory of Open Access Journals (Sweden)

Julia Claire Prieß-Buchheit

2016-02-01

Full Text Available The Economic Actions in Education training module (EAE teaches how to handle, use and judge external standardized tests in schools. The EAE programme was implemented in teacher training at the University of Kiel, because teachers are increasingly under external scrutiny and are being held accountable for student and school achievements. The EAE programme includes a reader (in English, through which prospective teachers understand and analyze core terms of the field. Furthermore, different didactical methods such as think-pair-share, role play and short lectures provide a group dynamic in which students gain an insight into standardized tests at a macro level. Students learn what is involved in standardized tests and they develop the ability to make a critical judgement about how they will use or refuse standardized tests in schools. EAE enables teachers to use standardized tests for curriculum and instruction improvement as well as refuse standardized tests to highlight autonomous teaching and decline governance from outside.

Elementary teachers' knowledge and practices in teaching science to English language learners

Science.gov (United States)

Santau, Alexandra O.

Efforts to improve education---more concretely science education---by creating fundamental shifts in standards for students and teachers have been launched by educators and policy makers in recent years. The new standards for science instruction address improvements in student learning, program development, assessment, and professional development for teachers, with the goal to prepare US students for the academic demands of the 21st century. The study examined teachers' knowledge and practices in science instruction with English language learning (ELL) students. It also examined relationships among key domains of science instruction with ELL students, as well as profiles of teaching practices. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger 5-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. The study involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses, classroom observation ratings, and post-observation interviews, results indicated that (1) teachers' knowledge and practices were within the bounds of the intervention, but short of reform-oriented practices and (2) relationships among the four domains existed, especially at grade 5. These findings can provide insights for professional development and future research, along with accountability policies.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

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Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

An Archaeological/Genealogical Historical Analysis of The National Council of Teachers of Mathematics' Standards Documents

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Bullock, Erika Catherine

2013-01-01

Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics' (NCTM) Standards documents--"Curriculum and Evaluation Standards for School…

Seventh Graders' Conceptions of Teachers: An Interpretive Analysis.

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Mergendoller, John R.; Packer, Martin J.

1985-01-01

Characterizes students' conceptions of teachers through the interpretive analysis of common expressions students use to describe teachers and classroom experiences. Four descriptive categories were the foci for student's characterizations of teachers: academic work, instructional facility, classroom experience, and personal characteristics. A…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

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Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Exploring the Role of Agriculture Teachers in Core Academic Integration

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McKim, Aaron J.; Sorenson, Tyson J.; Velez, Jonathan J.

2016-01-01

Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential…

Listening to Early Career Teachers: How Can Elementary Mathematics Methods Courses Better Prepare Them to Utilize Standards-Based Practices in Their Classrooms?

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Coester, Lee Anne

2010-01-01

This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents' elementary mathematics methods course focused on the NCTM Process Standards, the teachers' current standards-based…

Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

OpenAIRE

Vanthournout, Gert; Gijbels, David; Coertjens, Liesje; Donche, Vincent; Van Petegem, Peter

2012-01-01

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regu...

Investigating Teachers' Life Satisfaction

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Dagli, Abidin; Baysal, Nigah

2017-01-01

The aim of this study is to determine the life satisfaction perceptions of teachers working at public primary schools according to some variables. In this study, descriptive survey model was used. A random sample of 200 teachers from 25 public primary schools in Diyarbakir/Turkey during 2013-2014 academic year were selected to represent the…

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

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Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Developing Standards-Based Geography Curricular Materials from Overseas Field Experiences for K-12 Teachers

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Oberle, Alex; Palacios, Fabian Araya

2012-01-01

Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more…

Positive and negative affect in the future teacher: relationships with their academic achievement, mental health and satisfaction with life

Directory of Open Access Journals (Sweden)

Ruth Pinedo González

2017-02-01

Full Text Available Affects are composed of two key dimensions: the positive affect (PA and negative affect (NA. Both dimensions are related to psychological adjustment of the person and life satisfaction. This study is exploratory in nature and aims to make a first correlational analysis between different constructs: emotional disposition, academic achievement, mental health and life satisfaction in a sample of 143 student teachers. We have used the following scales adapted to the culture: The Positive and Negative Affect Schedule (PANAS, the Mental Health Inventory (MHI-5 and the Satisfaction With Life Scale (SWLS. Among the most interesting results it was found that positive affect was associated with academic achievement, mental health and life satisfaction. Positive and negative affects and satisfaction with life were formed as predictors of future teachers’ mental health. Extensive analysis and discussion of the results is included in the document.

Teacher practices as predictors of children's classroom social preference.

Science.gov (United States)

Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne

2012-02-01

Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Mapping a Teacher Boycott in Seattle

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Zeichner, Noah

2013-01-01

The author, a teacher in the Seattle public schools, tells the story of a movement begun by teachers at Garfield High School who in January 2013 voted unanimously to refuse to administer the Measures of Academic Progress (MAP) test. The MAP boycott spread to seven more Seattle schools, and teachers at 10 more schools signed statements of support.…

Common Core State Standards and Teacher Effectiveness. Q&A with Ross Wiener, Ph.D. REL Mid-Atlantic Teacher Effectiveness Webinar Series

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Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this REL Mid-Atlantic webinar, Dr. Ross Wiener, Vice President and Executive Director of the Education and Society Program, Aspen Institute, discussed strategies for integrating the Common Core State Standards (CCSS) into teacher effectiveness systems, including ways in which the CCSS can support professional growth and inform teacher…

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

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de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

2014-01-01

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.

A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.

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Brand, Stephen; Felner, Robert D; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

2008-10-01

Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.

The Changing Landscape of Alternate Assessments Based on Modified Academic Achievement Standards: An Analysis of Early Adopters of AA-MASs

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Lazarus, Sheryl S.; Thurlow, Martha L.

2009-01-01

Several states had an assessment that they considered to be an alternate assessment based on modified academic achievement standards (AA-MAS) in place, or in development, when the April 2007 federal regulations on modified achievement standards were finalized. This article uses publicly available information collected by the National Center on…

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

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de la Iglesia G

2014-09-01

Full Text Available Guadalupe de la Iglesia,1,2 Agustin Freiberg Hoffmann,2 Mercedes Fernández Liporace1,2 1National Council of Scientific and Technical Research (CONICET, 2University of Buenos Aires, Buenos Aires, Argentina Abstract: The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years and most of them (83.3% were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. Keywords: academic achievement, parenting, social support, college

Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences

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Komarraju, Meera

2013-01-01

Differences in students' academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained…

Social Media, Academics' Identity Work and the Good Teacher

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Bennett, Liz

2017-01-01

Focussing on academics' professional identity, this paper analyses the challenges academics experience when adopting new technologies in their pedagogical practices. Notions of "economies of performance" and "ecologies of practice" as well as the concept of liminality are employed to understand this identity work. The paper…

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

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David J. Shernoff; David J. Shernoff; Suparna Sinha; Denise M. Bressler; Dawna Schultz

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout t...

Teacher Competency: A Public Farce!

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Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Factors That Predict Pre-Service Teachers' Teaching Performance

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Corcoran, Roisin P.; O'Flaherty, Joanne

2018-01-01

Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these…

Teacher training in Chile: perceptions of teachers in the school system and university teachers

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Claudio H. Díaz Larenas

2015-06-01

Full Text Available This article presents the results of research on perceptions of teacher training. The study design is transactional and descriptive, for which an ad hoc survey of two groups was developed: the school sysrtem teachers and academics in the region of Bio Bio in Chile. Its aim is to analyze the perception of these groups on six themes: evaluation, learning, innovation, research, development and relationship university / school / community. The main results show a high evaluation of assessment practices, introducing innovations in the classroom and refinement. The reasearch is carried out by both teachers and university profressors in the school system, although at different frequencies. The university / school / community relations are considered relevant but are not consolidarted. Finally some thoughts arise that link the themes discussed in terms of improving teacher education.

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

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Ildiko Laczko-Kerr

2002-09-01

Full Text Available The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA."  Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach.  Recently hired under-certified and certified teachers (N=293 from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1 that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2 that students of certified teachers out-performed students of teachers who were under-certified.  This was true on all three subtests of the SAT 9—reading, mathematics and language arts.  Effect sizes favoring the students of certified teachers were substantial.  In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale.  Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification.  Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children.  Present

Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science

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Hoeg, Darren Glen

This thesis presents an ethnographic study, based broadly on principles and methods of institutional ethnography, on the constitution of nature by nine Ontario Grade 9 and 10 Academic Science teachers. The intent of this methodological approach is to examine how the daily practice of participants works toward constituting nature in specific ways that are coordinated by the institution (Ontario public school and/or school science). Critical Discourse Analysis and general inductive analysis were performed on interview transcripts, texts related to teaching science selected by participants, and policy documents (i.e. curriculum; assessment policy) that coordinate science teacher practice. Findings indicate specific, dominant, and relatively uniform ontological and epistemological constitutions of nature. Nature was frequently constituted as a remote object, distant from and different than students studying it. More complex representations included constituting nature as a model, machine, or mathematical algorithm. Epistemological constitutions of nature were enacted through practices that engaged students in manipulating nature; controlling nature, and dominating nature. Relatively few practices that allow students to construct different constitutions of nature than those prioritized by the institution were observed. Dominant constitutions generally assume nature is simply the material to study, from which scientific knowledge can be obtained, with little ethical or moral consideration about nature itself, or how these constitutions produce discourse and relationships that may be detrimental to nature. Dominant constitutions of nature represent a type of objective knowledge that is prioritized, and made accessible to students, through science activities that attain a position of privilege in local science teacher cultures. The activities that allow students to attain the requisite knowledge of nature are collected, collated, and shared among existing science teachers

Empathy Research and Teacher Preparation: Benefits and Obstacles

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Bouton, Bobette

2016-01-01

Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of…

The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years.

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Van der Ende, Jan; Verhulst, Frank C; Tiemeier, Henning

2016-08-01

Internalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6-10 years at baseline and 14-18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

Are K-12 school environments harming students with obesity? A qualitative study of classroom teachers.

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Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn

2017-03-01

Weight bias can negatively impact health, and schools may be risky environments for students with obesity. We aimed to explore teachers' perceptions of the school experiences and academic challenges of students with obesity. We conducted interviews with 22 teachers in the Northeast, mid-Atlantic, and Midwest in July-August 2014. All interviews were transcribed verbatim, coded, and analyzed for important themes by two researchers using the immersion/crystallization approach. Most teachers felt that students with obesity were more likely to have academic difficulties. Two main perceptions of the reasons for these difficulties emerged: (1) obesity led to lower self-esteem that caused students to participate less, and (2) poorer nutrition, increased screen time, and reduced physical activity were simultaneously causing obesity and poorer academic performance. A few teachers described colleagues who felt students with obesity were not as motivated to work hard in school as their peers. Many teachers described school health promotion efforts focused on weight reduction that could exacerbate weight stigma and risk of disordered eating. Students with obesity, particularly girls, may be at risk for negative social and academic experiences in K-12 schools and may be perceived as struggling academically by their teachers.

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

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D. Gavin Luter

2017-02-01

Full Text Available The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

Teacher's evaluation

OpenAIRE

Šuranská, Ivana

2014-01-01

This bachelor theses focuses on the research of the teacher's attitudes towards several issues such as introducing professional standards, new carreer structure of teacher's and it's supporting systems. It has been created on the bases of theoretical resources and the research among teachers of kindergartens, elementary schools and high schools in Moravskoslezský and Středočeský region. The theoretical part provides a summary of the current state of teacher evaluation, proffesional standards,...

Academic Expectations as Sources of Stress in Asian Students

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Tan, Joyce Beiyu; Yates, Shirley

2011-01-01

Education is highly valued in Confucian Heritage Culture (CHC) countries such as China, Taiwan, Singapore, Hong Kong, Japan and Korea but the expectations of parents, teachers and students themselves to excel academically can also be a source of intense stress for many students. The "Academic Expectations Stress Inventory" (AESI),…

Professional Development and Teacher Self-Efficacy: Learning from Indonesian Modern Islamic Boarding Schools

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Azam Othman

2017-03-01

Full Text Available This study highlights teachers’ involvement in professional development (PD activities teachers in the Darussalam Modern Islamic Boarding School (DMIBS, East Java, Indonesia. It evaluates the implementation of PD programs by identifying teachers` perception toward PD they participated in. The study used a survey research approach to investigate professional development and the level of teacher`s self-efficacy at the boarding school. The majority of teachers have a high level of satisfaction toward the implementation of PD activities in DMIBS in terms of course content, instructor, relevancy to teaching practice and course management. Also, teachers reported that the school had given them an adequate opportunity to participate in different types of PD activities. However, the study did not find significant differences between the length of teaching experience and teachers’ academic qualifications in teachers` perceptions towards PD activities. Some studies found that teachers with higher levels of academic qualification, showed higher and increased levels of efficacy. However, the current study did not show similar results as teachers with degrees and DMIBS qualifications respectively showed no significant differences in their levels of efficacy. This indicates that having different academic qualifications did not affect the increase in teachers` efficacy.

The Ohio Partnership for the Far East Region Science Teachers

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Beiersdorfer, Raymond; Sturrus, W. Gregg

2008-03-01

The Ohio Partnership for Far East Region Science Teachers (OPFERST) is a three-year project funded by Federal Math Science Partnership Funds through a grant to the Ohio Dept. of Education. OPFERST is a partnership (opferst.ysu.edu) of Youngstown State University science and education faculty, trained facilitators and the county and city science consultants. Every (47) school district in the region signed on and during the first year 32 districts participated. During the first two years, 198 teachers representing Ashtabula, Columbiana, Mahoning and Trumbull Counties, as well as Warren City and Youngstown City schools have participated. The vision of OPFERST is to improve the teaching and learning of the Ohio Science Academic Content Standards. Project goals are: 1) Increase science content knowledge of teachers; 2) Implement effective instructional practices; 3) Improve students performance in science; and 4) Develop professional learning communities which will lead to programmatic changes within districts. Goals one through three are met by modeling inquiry-based methods for teaching science content standards. Goal four is met by ongoing meetings through-out the school year, classroom visits by YSU faculty and fieldtrips to the YSU Campus by classes led by OPFERST teachers. Evaluation of OPFERST includes demographic and classroom practice data, pre- and post-tests of participants, journals, homework and the administration of evaluation instruments with some OPFERST participants' students.

Research on the Academic Benefits of the Advanced Placement Program

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Russell T. Warne

2017-01-01

Full Text Available With more than 3 million participants per year, the Advanced Placement (AP program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

Opinions of Art Teachers on the Standards of the International Society for Technology in Education: the Case of Western Mediterranean Region, Turkey

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Konak, Armagan

2018-01-01

The purpose of this study, which is based on qualitative data, is to reveal the opinions of art teachers on the teacher standards set by the International Society for Technology in Education. It has been observed that the majority of participants of a study group are not aware of these standards, use social networks but do not use mobile…

Designing a Website to Support Students' Academic Writing Process

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Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation

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Kurneshova L.Y.,

2017-02-01

Full Text Available The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

The Importance and Degree of Implementation of the European Standards and Guidelines for Internal Quality Assurance in Universities: The Views of Portuguese Academics

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Manatos, Maria J.; Rosa, Maria J.; Sarrico, Cláudia S.

2015-01-01

This research seeks to explore academics' perceptions of the importance and degree of implementation of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) for internal quality assurance. It uses empirical evidence from Portugal, gathered via a questionnaire given to all university academics. Results show…

Teacher qualification and the achievement gap in early primary grades.

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Donald Easton-Brooks

2009-08-01

Full Text Available Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002 holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

The Impact of Science Teachers' Beliefs on Teaching Science: The Case of Saudi Science Teachers

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Alabdulkareem, Saleh Abdullah

2016-01-01

The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the…

Salary and Ranking and Teacher Turnover: A Statewide Study

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Garcia, Cynthia Martinez; Slate, John R.; Delgado, Carmen Tejeda

2009-01-01

This study examined three years of data obtained from the Academic Excellence Indicator System of the State of Texas regarding teacher turnover rate and teacher salary. Across all public school districts, teacher salary was consistently negatively related to teacher turnover; that is, where salary was lower, turnover rate was higher When data were…

34 CFR 300.18 - Highly qualified special education teachers.

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2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

Ethics in researching teacher professionalism as relational competence

DEFF Research Database (Denmark)

Dahl, Kari Kragh Blume

’s academic achievements, among other (OECD, 2004). This poses ethical questions about researching what ‘good teacher professionalism’ is, since focusing on personal rather than academical or professional skills means shift in focus from subjects, knowledge, pedagogy, motivation and ideologies, which has been......Research findings suggest that teachers’ relational competencies are critical for pupils’ academical engagement and progression, welfare, social behavior and participation in the school’s processes, among other (Nielsen, 2015). Relational competence can be defined as having an eye for children...... thus possibly develop academically and become persons in various ways) according to which teacher, whom s/he is relating with (Nielsen, 2015). Yet findings suggest that there is a link between a teacher’s psychological and social skills, that is, aspects related to the person, and school children...

Who's doing the talking? Teacher and parent experiences of parent ...

African Journals Online (AJOL)

The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour.

Knowledge foundations for beginning reading teachers in EFL.

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Goldfus, Carol

2012-10-01

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

Physical Education Teachers' Organizational Commitment

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Demir, Hayri

2013-01-01

The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

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Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

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Thijs, Jochem

2011-01-01

Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

Personality Development during Teacher Preparation.

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Corcoran, Roisin P; O'Flaherty, Joanne

2016-01-01

Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers' personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students' personality traits, social desirability, and prior academic attainment was also examined. Method: This 3-year longitudinal study invited participants from the first year of a 4-year undergraduate (UG) pre-service teacher education program, the class of 2017. The sample consisted of 305 students. Results: The results suggest that extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience were best represented by a non-significant longitudinal change in means. Results also suggest that social desirability predicts agreeableness and emotional stability with small to moderate effect sizes. Conclusion: The study concludes that no value is added to pre-service teachers' personality traits during 3 years of tertiary education. Furthermore, the data presented does not support the view that academic attainment is a good predictor of personality traits. Implications for educational research, theory, and practice are considered.

ACADEMIC DISHONESTY ‘VERSUS’ PAKTA INTEGRITAS DAN PRESTISE SEKOLAH DALAM PELAKSANAAN UJIAN NASIONAL

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Ahmad Zaini

2014-05-01

Full Text Available This article tries to elaborate the academic dishonesty vis a vis integrity pact and school prestise during the implementation of Ujian Nasional (National Examination. It has been known that National Examination is still debatable. Many disagree to do it because the final evaluation must be returned to the teachers. Whereas, government agrees to do so in order to standardize the result of teaching learning process. To guarantee fair play in the exam, all headmasters sign integrity pact. Therefore, students are motivated to study hard to pass the exam. Unfortunately, many students even their teachers and headmasters cheat in many ways to achieve high results. The background can be traced into many factors: internal and external of the students and the prestige of the schools which “must be maintained” by national and private schools.

Appraisal of Student-Teacher's Attitude Toward Teaching Profession ...

African Journals Online (AJOL)

The disposition of teachers within and outside the school will in no little amount positively affect the academic achievement of students. Thus, this paper is a descriptive survey which sought to appraise the attitude of student-teacher's relationship across teacher training institutes in Lagos State, Nigeria. This study was ...

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

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Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

An Analysis of Person-Job Fit, Job Satisfaction, and Student Academic Performance

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Westfall, Richard E., Jr.

2012-01-01

The major purpose of this study was to analyze the relationship between person-job fit in new teacher hires, those teachers' perceptions of job satisfaction and the resulting student academic achievement. The survey of teachers and principals was conducted by the Texas Public Schools Research Network (TPSRN). TPSRN received over 729 responses from…

Relationship between Teachers' Job Satisfaction and Students' Academic Performance

Science.gov (United States)

Iqbal, Asif; Aziz, Fakhra; Farooqi, Tahir Khan; Ali, Shabbir

2016-01-01

Problem Statement: An extensive literature on Job satisfaction has shown, teachers who are satisfied with their jobs perform better. Along with various indicators of teachers' job satisfaction, variables such as organizational justice (Nojani, Arjmandnia, Afrooz, & Rajabi, 2012), organizational culture (Hosseinkhanzadeh, Hosseinkhanzadeh,…

A comparative study of student-teacher cognitive abilities and skills on evaluation of academic achievement practices

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Shirindokht habibzadeh

2013-06-01

Full Text Available During the past few years, there have been some changes on traditional training methodologies in the world, specially, in elementary schools. Many schools have decided to perform their assessments in elementary schools based on qualitative methods compared with traditional quantitative techniques. This paper performs an empirical investigation to find out whether the new evaluation technique has been able to improve student teacher’s cognitive abilities and skills on evaluation of academic achievement practices. These student-teacher people taught at elementary schools while they also were studying at university. There are two types of questionnaires: The first one measures cognitive capabilities in four categories including levels of learning and educational objectives, designing paper and pencil test, functional test design and analysis and interpretation of results. The second test is associated with measuring functional skills in the evaluation of academic progress. The information were analyzed based on t-student test as well as two-way analysis of variance. The result of t-statistics was significant only for the last item, analysis and interpretation. In addition, the results of ANOVA test have indicated that there were some differences on cognitive capabilities between two methods of assessments but gender did not make any meaningful difference on functional skills.

Medical teachers' attitudes towards science and motivational orientation for medical research.

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Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Living Traditions--A Teacher's Guide: Teaching Local History Using State and National Learning Standards.

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Skelding, Mark; Kemple, Martin; Kiefer, Joseph

This guide is designed to take teachers through a step-by-step process for developing an integrated, standards-based curriculum that focuses on the stories, history, folkways, and agrarian traditions of the local community. Such a place-based curriculum helps students to become culturally literate, makes learning relevant and engaging, draws on…

STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS

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Nihta V F Liando

2010-08-01

Full Text Available his paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department at State University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as de-motivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.

Views on Values Education: From Teacher Candidates to Experienced Teachers

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Iscan, Canay Demirhan

2015-01-01

This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

Measuring the academic, social, and psychological effects of academic service learning on middle school students

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Giacalone, Valarie A.

The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

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Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

2014-01-01

Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

Attitudes of Japanese Learners and Teachers of English towards Non-Standard English in Coursebooks

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Takahashi, Reiko

2017-01-01

Over the decades, efforts have been made to incorporate diverse perspectives on World Englishes into English Language Teaching (ELT) practice and teaching materials. To date, the majority of ELT learners and teachers have not yet been exposed to materials which use and explore non-standard forms of English. This paper examines the attitudes of…

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

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Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic

Television Viewing and Its Association with Sedentary Behaviors, Self-Rated Health and Academic Performance among Secondary School Students in Peru

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Bimala Sharma; Rosemary Cosme Chavez; Ae Suk Jeong; Eun Woo Nam

2017-01-01

The study assessed television viewing >2 h a day and its association with sedentary behaviors, self-rated health, and academic performance among secondary school adolescents. A cross-sectional survey was conducted among randomly selected students in Lima in 2015. We measured self-reported responses of students using a standard questionnaire, and conducted in-depth interviews with 10 parents and 10 teachers. Chi-square test, correlation and multivariate logistic regression analysis were per...

Teacher Compensation and School Quality: New Findings from National and International Data

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Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung

2008-01-01

Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…

Transactional Relations between Motivational Beliefs and Help Seeking from Teachers and Peers across Adolescence.

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Amemiya, Jamie; Wang, Ming-Te

2017-08-01

Adolescents often avoid seeking academic help when needed, making it important to understand the motivational processes that support help seeking behavior. Using expectancy-value theory as a framework, this study examined transactional relations between motivational beliefs (i.e., academic self-concept or academic importance) and seeking help from teachers and peers across adolescence (i.e., from approximately age 12 to 17 years). Data were collected from 1479 adolescents (49% female; 61.9% African American, 31.2% European American, 6.9% other race). Analyses were conducted with cross-lagged panel models using three waves of data from seventh, ninth, and eleventh grade. Results indicated that both academic self-concept and academic importance were associated with increases in teacher help seeking in earlier adolescence, but were associated only with increases in peer help seeking in later adolescence. Help-seeking behavior positively influenced motivational beliefs, with teacher help seeking increasing academic self-concept earlier in adolescence and peer help seeking increasing academic importance later in adolescence. These transactional relations differed by adolescents' prior achievement and racial background, but not by adolescents' gender.

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

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Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

2017-07-01

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Six-Legged Subject: A Survey of Secondary Science Teachers' Incorporation of Insects into U.S. Life Science Instruction.

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Ingram, Erin; Golick, Douglas

2018-03-14

To improve students' understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers' incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers' preferred resources to support future entomology education efforts. Findings indicate that our sample of U.S. secondary science teachers commonly incorporate various insects in their classrooms, but that incorporation is infrequent throughout the academic year. Insect-related lesson plans are commonly used and often self-created to meet teachers' need for standards-aligned curriculum materials. Obstacles to insect incorporation include a perceived lack of alignment of insect education materials to state or national science standards and a lack of time and professional training to teach about insects. Recommendations are provided for entomology and science education organizations to support teachers in overcoming these obstacles.

The Standard Assessment Tasks and the Boycott at Key Stage 1: Teachers' and Headteachers' Views in Six Inner-City Schools.

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West, Anne; And Others

1994-01-01

Reports a study that examined headteachers' perspectives on England's 1993 teacher boycott of government-imposed standard assessment tasks (SATs) for elementary students together with teachers' attitudes toward the tasks, their management, and the boycott. Findings confirmed that, by 1993, resistance to national testing at that age was firmly…

Script Towards Research 2.0: The Influence of Digital and Online Tools in Academic Research

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Gabriela Grosseck

2016-07-01

Full Text Available The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc. Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010 and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing. The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students’ academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing. Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?

Demographic profile and perceived INSET needs of secondary mathematics teachers in Limpopo province

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Angeline Rakumako

2010-01-01

Full Text Available The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP. Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.

Teacher Impact on EFL Students’ Motivation

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Haroun BOURAS

2016-12-01

Full Text Available This study probes teachers and students’ perceptions of some teacher characteristics impact on students’ motivation. The investigation explores eight elements to elicit the views of students and teachers and find out which teacher characteristics both groups believe foster learners’ motivation in the EFL classroom. A total number of 200participants was surveyed in the academic year 2014-2015. The same questionnaire was administered to 21teachers. The findings disclosed that teachers differed from students in the ranking of their characteristics. This therefore implies that motivating learners requires a teacher to strike a good balance between the teaching methodology and the preferences of the students in terms of his or her motivating characteristics.

So You Want to Be a Teacher Educator? The Job Advertisement as a Construction of Teacher Education in Canada

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Hales, Anne; Clarke, Anthony

2016-01-01

This article contributes a Canadian perspective to a growing body of international research investigating teacher education, specifically as a category of academic work exemplified in employment advertisements. By investigating how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship…

How pupils percieve the teacher's motivational techniques?

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Bodroža Bojana

2015-01-01

Full Text Available Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender. The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation.

Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

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Woolf, Sara B.

2015-01-01

Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to…

THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT

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T. P. Rasskazova

2017-01-01

Full Text Available Introduction. In the conditions of the modern globalization, one of the most significant indicators of competitiveness of the universities is the academic mobility of students, graduate students, teachers and research associates that implies their free and competent enough foreign language skills, first of all English. Yet, until recently, comparatively little attention has been paid to foreign language skills of the Russian academic teaching staff. However, in recent years, with regard to the process acceleration of internationalization of the higher education to provide own effective functioning and remain a demanded one in education and training market, domestic higher education institutions are forced to quickly fill in the gaps of foreign language knowledge among academic teaching staff. The aim of this article is to analyse and describe the tuition outcomes for academic teaching staff based on the official exam results from Cambridge English Language Assessment for three years (2015–2017. Methodology and research methods. The research, which is grounded in interdisciplinary approach and lies at the intersection of psychology, linguistics and pedagogics, was conducted on the basis of the statistical analysis and generalization of mean scores of English language testing results, taking into account qualitative and quantitative standards of speech skills: reading, writing, listening, speaking and use of English (for levels B2, C1. Results and scientific novelty. The essential strengthening and development of the Cambridge English system for level increase of proficiency in English among the Russian academic teaching staff is proved. The data of external peer evaluation provided by exam centre Cambridge English Language Assessment including the foreign language training results of academic teaching staff are analysed. The results obtained show that contrary to the wide-spread opinion that productive skills (speaking and writing take longer

The Validity of Teacher Ratings of Adolescents' Social Skills.

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Ogden, Terje

2003-01-01

Examined the validity of teacher ratings of adolescents' social skills in a followup of a cohort sample of 395 students from seventh to ninth grades. Findings show multi-informant consistency in ratings; teacher ratings consistently covaried with teacher ratings of problem behavior and academic competence, nominations by peer students, and grade…

Defining the "Good Mother" and the "Professional Teacher": Parent-Teacher Relationships in an Affluent School District

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Landeros, Mary

2011-01-01

This article examines the challenges of parent-teacher relationships in an affluent school district, drawing on 30 in-depth interviews of mothers and elementary school teachers in the USA. Professional women who have put their careers on hold to care for their children are apt to define being a good mother in terms of the academic achievement of…

Children’s Sleep and Academic Achievement: The Moderating Role of Effortful Control

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Diaz, Anjolii; Berger, Rebecca; Valiente, Carlos; Eisenberg, Nancy; VanSchyndel, Sarah; Tao, Chun; Spinrad, Tracy L.; Doane, Leah D.; Thompson, Marilyn S.; Silva, Kassondra M.; Southworth, Jody

2016-01-01

Poor sleep is thought to interfere with children’s learning and academic achievement (AA). However, existing research and theory indicate there are factors that may mitigate the academic risk associated with poor sleep. The purpose of this study was to examine the moderating role of children’s effortful control (EC) on the relation between sleep and AA in young children. One hundred and three 4.5- to 7-year-olds (M = 5.98 years, SD = 0.61) wore a wrist-based actigraph for five continuous weekday nights. Teachers and coders reported on children’s EC. EC was also assessed with a computer-based task at school. Additionally, we obtained a standardized measure of children’s AA. There was a positive main effect of sleep efficiency to AA. Several relations between sleep and AA were moderated by EC and examination of the simple slopes indicated that the negative relation between sleep and AA was only significant at low levels of EC. PMID:28255190

Who's doing the talking? Teacher and parent experiences of parent-teacher conferences

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E M Lemmer

2012-01-01

Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.

Queer Youth as Teachers: Dismantling Silence of Queer Issues in a Teacher Preparation Program Committed to Social Justice

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Stiegler, Sam

2008-01-01

This interview-based essay explores how a teacher-training program, while ostensibly dedicated to the idea of teaching for social justice, completely neglected issues of homophobia and heterosexism. How did silence around queer issues leave a dedicated group of young, queer teachers-in-training without the academic, intellectual, or psychological…

My teacher, my peers, or myself? A collective case study in regards to classroom comfort and academic success concerning the taxonomy of motivations within self-determination theory.

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Saliga, H.

2017-07-01

Full Text Available This case study intends to research the correlation between the learning climate - including teachers, peers, and students - and student academic achievement in regards to the Taxonomy of Human Motivations created within the Self-Determination Theory (SDT created by Richard M. Ryan and Edward L. Deci. This study is a triangulation of data collected through tested SDT questionnaires (for teacher and student, additional questioning, and interviewing. The purpose of this study is to help readers understand the effects of different aspects of the learning climate on a student’s motivation and to determine which aspects are the most dominant in influence - success and hindrance wise. An understanding of this can allow teachers, students, and peers to alter their interactions with the environment to enable positivity and achievement.

Collective student characteristics alter the effects of teaching practices on academic outcomes

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Kikas, Eve; Peets, Kätlin; Hodges, Ernest V E

2014-01-01

The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task

Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative

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Lindo, Natalya A.; Taylor, Dalena Dillman; Meany-Walen, Kristin K.; Purswell, Katherine; Jayne, Kimberly; Gonzales, Terri; Jones, Leslie

2014-01-01

Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom…

Students' motivation and academic success in inclusive classes

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Ilić-Stošović Danijela D.

2016-01-01

Full Text Available The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties. The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment.

Challenges for Curriculum Leadership in Contemporary Teacher Education

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Parkes, Robert J.

2013-01-01

This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical ("hierarchical" or "academic rationalist") and horizontal…