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Sample records for beginning teacher program

  1. Systemic Perspectives on Beginning Teacher Programs.

    Science.gov (United States)

    Schlechty, Phillip C.; Whitford, Betty Lou

    1989-01-01

    Discusses the importance of basing beginning teacher programs in schools where roles are structured to support induction and provide exemplary education for students. Addresses structural and political issues, human resource development, and symbolism. (RJC)

  2. One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.

    Science.gov (United States)

    Housego, Billie E.; Badali, Salvador J.

    1996-01-01

    Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…

  3. Chilean Teachers Begin Exchange Program Visit in Magdalena

    Science.gov (United States)

    2007-01-01

    Two teachers from the town of San Pedro de Atacama, in the northern desert of the South American nation of Chile, arrive in Magdalena, New Mexico, Sunday, January 28, for a two-week visit that is part of a Sister Cities program sponsored by Associated Universities, Inc. (AUI), the nonprofit research corporation that operates the National Radio Astronomy Observatory (NRAO). They will be accompanied by their town's mayor. Myriam Nancy Rivera Mercado, Head of the high school in San Pedro, Gabriela Fernanda Rodriguez Moraleda, a tourism teacher there, and San Pedro Mayor Sandra Berna Martinez will begin a visit that includes classroom observations in the Magdalena schools, a reception hosted by the Magdalena Village Council, and a Mayor's Breakfast with Magdalena Mayor Jim Wolfe. They also will meet local residents, tour the Bosque del Apache National Wildlife Refuge with a second-grade class, visit an area ranch, tour the Very Large Array (VLA) radio telescope, and see Socorro's Community Arts Party. "These teachers will learn much about New Mexico, the United States, and our educational system, and will take this new knowledge back to their students and their community," said NRAO Education Officer Robyn Harrison. The visit is part of a Sister Cities program initiated and funded by AUI, which operates the NRAO for the U.S. National Science Foundation. Radio astronomy is a common link between San Pedro de Atacama and Magdalena. San Pedro is near the site of the Atacama Large Millimeter/submillimeter Array (ALMA), an international telescope project now under construction with funding by major partners in North America, Europe, and Japan. Magdalena is near the site of NRAO's VLA radio telescope. In Magdalena, the Village Council and Mayor Wolfe formalized their participation in the Sister Cities program last September, and San Pedro ratified the program in December. In San Pedro, the ceremony ratifying the agreement was attended by U.S. Ambassador to Chile Craig K

  4. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    Science.gov (United States)

    Bang, EunJin

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…

  5. The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

    Science.gov (United States)

    Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

    2013-03-01

    This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

  6. Challenge Beginning Teacher Beliefs

    Science.gov (United States)

    Lannin, John K.; Chval, Kathryn B.

    2013-01-01

    As beginning teachers start to recognize the complexity of teaching mathematics in elementary school classrooms and how their new vision for teaching mathematics creates new challenges, they experience discomfort--a healthy awareness that much is to be learned. Brousseau (1997) notes that changes in the roles that are implicitly assigned to the…

  7. Beginning Teacher Induction: A Report on Beginning Teacher Effectiveness and Retention.

    Science.gov (United States)

    Serpell, Zewelanji; Bozeman, Leslie A.

    National statistics show a rise in the number of beginning teachers undergoing formal induction in their first year of teaching. This report discusses the effectiveness of induction programs and resulting outcomes for beginning teacher retention, beginning teacher effectiveness, and mentor participation. The various components of induction…

  8. Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

    Science.gov (United States)

    Chigeza, Philemon; Jackson, Cliff; Neilson, Aaron

    2017-01-01

    This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a…

  9. Reflective Methodology: The Beginning Teacher

    Science.gov (United States)

    Templeton, Ronald K.; Siefert, Thomas E.

    1970-01-01

    Offers a variety of specific techniques which will help the beginning teacher to implement reflective methodology and create an inquiry-centered classroom atmosphere, at the same time meeting the many more pressing demands of first-year teaching. (JES)

  10. Mindfulness and the Beginning Teacher

    Science.gov (United States)

    Bernay, Ross S.

    2014-01-01

    This article reviews a hermeneutic phenomenological study of five beginning teachers who were introduced to mindfulness during their initial teacher education programme. The participants kept fortnightly journals and engaged in three interviews with the researcher to assess the benefits of using mindfulness during the first year of teaching. The…

  11. Sense of Efficacy among Beginning Teachers in Sarawak

    Science.gov (United States)

    Murshidi, Rahmah; Konting, Mohd Majid; Elias, Habibah; Fooi, Foo Say

    2006-01-01

    This study examined the level of teachers' sense of efficacy among beginning teachers in Sarawak, Malaysia. It also sought to investigate whether there is any difference in beginning teachers' sense of efficacy in relation to gender, race and types of teacher preparation program. The study was conducted by using the teacher sense of efficacy…

  12. Beginning Swift programming

    CERN Document Server

    Lee, Wei-Meng

    2014-01-01

    Enter the Swift future of iOS and OS X programming Beginning Swift Programming is your ideal starting point for creating Mac, iPhone, and iPad apps using Apple's new Swift programming language. Written by an experienced Apple developer and trainer, this comprehensive guide explains everything you need to know to jumpstart the creation of your app idea. Coverage includes data types, strings and characters, operators and functions, arrays and dictionaries, control flow, and looping, with expert guidance on classes, objects, class inheritance, closures, protocols, and generics. This succinct - ye

  13. Antecedents of Norwegian Beginning Teachers' Turnover Intentions

    Science.gov (United States)

    Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind

    2015-01-01

    This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers' turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers'…

  14. The Development and Assessment of an Experimental Teacher Training Program for Beginning Graduate Assistants in Chemistry.

    Science.gov (United States)

    Murphy, Michael D.

    In this study a training program for new teaching assistants in freshman chemistry was developed and assessed. All new assistants in the Freshman Division were assigned by a stratified random technique to either the control or treatment group, with the latter receiving inservice training in the skills of teaching recitation classes. This training…

  15. Attaining Success for Beginning Special Education Teachers.

    Science.gov (United States)

    McCabe, Marjorie; And Others

    1993-01-01

    Three case studies are presented that highlight problem scenarios relating to beginning special education intern teachers and explain how the teachers attained success. The cases focus on classroom management, adaptation of the core curriculum, and knowledge of instructional practices. (JDD)

  16. Answering the Questions of Beginning Teachers

    OpenAIRE

    Harrington, Ingrid

    2011-01-01

    Research reports that despite new or beginning teachers being well received by the education profession, their first year experience is often traumatic and difficult nature. This is not a new phenomenon and is a problem shared by many new teachers nationwide and in the western world. Consequently, the retention rate for new teachers is decreasing at an alarming rate and is currently reported that 33% of beginning teachers in New South Wales do not expect to be teaching in public schools withi...

  17. Changing concerns of beginning Dutch university teachers

    NARCIS (Netherlands)

    van den Bos, Paul

    2017-01-01

    Purpose: The purpose of this paper is to address the concerns of beginning university teachers about learning to teach in the context of an induction programme. Design/methodology/approach: The author asked 162 beginning teachers at Dutch universities of applied sciences to express their concerns

  18. Six Beginning Music Teachers' Music Teacher Role Identities

    Science.gov (United States)

    Paise, Michele Paynter

    2010-01-01

    In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers…

  19. Memories of a Fledgling Teacher: A Beginning Teacher's Autobiography

    Science.gov (United States)

    Fottland, Helg

    2004-01-01

    By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…

  20. Examining Beginning Teachers' Perceptions of Workplace Support

    Science.gov (United States)

    Fox, Alison; Deaney, Rosemary; Wilson, Elaine

    2010-01-01

    Purpose: This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach: The study presents an analysis of 37 interviews from 17…

  1. Using Blackboard and Skype for Mentoring Beginning Teachers

    Science.gov (United States)

    Suk Hwang, Young; Vrongistinos, Konstantinos

    2012-01-01

    The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

  2. Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives

    Science.gov (United States)

    Szeto, Elson; Cheng, Annie Yan-Ni

    2018-01-01

    Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…

  3. Exploring Beginning Teachers' Attrition in the Netherlands

    Science.gov (United States)

    den Brok, Perry; Wubbels, Theo; van Tartwijk, Jan

    2017-01-01

    Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a…

  4. Beginning science teachers' strategies for communicating with families

    Science.gov (United States)

    Bloom, Nena E.

    Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for

  5. Beginning Programming with Java For Dummies

    CERN Document Server

    Burd, Barry

    2012-01-01

    One of the most popular beginning programming books, now fully updated Java is a popular language for beginning programmers, and earlier editions of this fun and friendly guide have helped thousands get started. Now fully revised to cover recent updates for Java 7.0, Beginning Programming with Java For Dummies, 3rd Edition is certain to put more first-time programmers and Java beginners on the road to Java mastery.Explores what goes into creating a program, putting the pieces together, dealing with standard programming challenges, debugging, and making the program work Offers new options for

  6. Educate at Penn State: Preparing Beginning Teachers with Powerful Digital Tools

    Science.gov (United States)

    Murray, Orrin T.; Zembal-Saul, Carla

    2008-01-01

    University based teacher education programs are slowly beginning to catch up to other professional programs that use modern digital tools to prepare students to enter professional fields. This discussion looks at how one teacher education program reached the conclusion that students and faculty would use notebook computers. Frequently referred to…

  7. Beginning Teachers' Perception of Their Induction into the Teaching Profession

    Science.gov (United States)

    Kidd, Lynda; Brown, Natalie; Fitzallen, Noleine

    2015-01-01

    Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they…

  8. Beginning programming with Python for dummies

    CERN Document Server

    Mueller, John Paul

    2014-01-01

    Learn Python-the fun and easy way-and get in the programming game today! Python is one of the fastest growing programming languages, and no wonder. It requires three to five times less time than developing in Java, is a great building block for learning both procedural and object-oriented programming concepts, and is an ideal language for data analysis. Beginning Programming with Python For Dummies is the perfect guide to this dynamic and powerful programming language-even if you''ve never coded before! Author John Paul Mueller draws on his vast programming knowledge and experience to guide yo

  9. Beginning programming with Java for dummies

    CERN Document Server

    Burd, Barry

    2014-01-01

    A practical introduction to programming with Java Beginning Programming with Java For Dummies, 4th Edition is a comprehensive guide to learning one of the most popular programming languages worldwide. This book covers basic development concepts and techniques through a Java lens. You'll learn what goes into a program, how to put the pieces together, how to deal with challenges, and how to make it work. The new Fourth Edition has been updated to align with Java 8, and includes new options for the latest tools and techniques. Java is the predominant language used to program Android and cloud app

  10. Beginning C# Object-Oriented Programming

    CERN Document Server

    Clark, Dan

    2011-01-01

    Beginning C# Object-Oriented Programming brings you into the modern world of development as you master the fundamentals of programming with C# and learn to develop efficient, reusable, elegant code through the object-oriented programming (OOP) methodology. Take your skills out of the 20th century and into this one with Dan Clark's accessible, quick-paced guide to C# and object-oriented programming, completely updated for .NET 4.0 and C# 4.0. As you develop techniques and best practices for coding in C#, one of the world's most popular contemporary languages, you'll experience modeling a "real

  11. Induction and mentoring – counselling to sustain beginning teacher in a lifelong professional career

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Mølgaard, Dorthe Busk; Andersen, Bente Kjeldbjerg

    2016-01-01

    We present a review-study. Our aim is to analyse the literature pertaining to induction programs and mentoring for beginning teachers. Research question: What are the documented influences of induction programs and mentoring in sustaining beginning teachers in a lifelong professional career...... development? The review is part of a Danish research project named ”Induction programs and mentoring” carried out by Research Centre VIA Profession and Education in collaboration with The Danish Union Of Teachers. The results of the project will provide part of the basis which a Danish model of induction can...

  12. Beginning Microsoft SQL Server 2012 Programming

    CERN Document Server

    Atkinson, Paul

    2012-01-01

    Get up to speed on the extensive changes to the newest release of Microsoft SQL Server The 2012 release of Microsoft SQL Server changes how you develop applications for SQL Server. With this comprehensive resource, SQL Server authority Robert Vieira presents the fundamentals of database design and SQL concepts, and then shows you how to apply these concepts using the updated SQL Server. Publishing time and date with the 2012 release, Beginning Microsoft SQL Server 2012 Programming begins with a quick overview of database design basics and the SQL query language and then quickly proceeds to sho

  13. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  14. Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers

    Science.gov (United States)

    Bauml, Michelle

    2014-01-01

    This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore,…

  15. Trabajamos! (We Work!) A Bilingual/Multicultural Career Awareness Language Enrichment Program for Beginning Primary Hispanic Students - K-1. Teachers Program Guide.

    Science.gov (United States)

    Education Development Center, Inc., Newton, MA.

    The Spanish and English versions of a 3-part, 3-week program designed to help portray non-sex-stereotyped, non-traditional occupational roles for Hispanic females introduce 12 community and school workers employed in non-traditional positions (bus driver, nurse, secretary, principal, fire fighter, letter carrier, police officer, sanitation worker,…

  16. School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

    Science.gov (United States)

    Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

    2017-01-01

    This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

  17. Early Career Teacher Attrition: Intentions of Teachers Beginning

    Science.gov (United States)

    Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri

    2015-01-01

    Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

  18. A Collaborative Approach to Planning the Induction Process for Beginning Vocational Teachers.

    Science.gov (United States)

    Camp, William G.; Heath, Betty

    An effective induction assistance program is necessary to prepare beginning vocational education teachers. A structured approach should be based on research, educational theory, experience, and the best thinking that can be found. To be successful, an induction assistance program must be a collaborative effort, accepted and supported by local…

  19. Mentoring Beginning Teachers in Primary Schools: Research Review

    Science.gov (United States)

    Spooner-Lane, Rebecca

    2017-01-01

    While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature…

  20. Working Downstream: A Beginning EL Teacher Negotiating Policy and Practice

    Science.gov (United States)

    Malsbary, Christine Brigid; Appelgate, Mollie H.

    2016-01-01

    This case study describes how a beginning teacher struggled to meet her students' needs in an ESL classroom. Her struggle demonstrated the interrelated nature of policy and practice: Policy effects in her school isolated her and made her feel solely responsible for the achievement of her newly arrived English-learning (EL) students. Her case…

  1. Beginning science teachers' performances: Assessment in times of reform

    Science.gov (United States)

    Budzinsky, Fie K.

    2000-10-01

    The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

  2. The Development of Teacher Perspectives: Social Strategies and Institutional Control in the Socialization of Beginning Teachers.

    Science.gov (United States)

    Zeichner, Kenneth M.; Tabachnick, B. Robert

    1985-01-01

    The findings from a two-year longitudinal study of the development of teaching perspectives by four beginning teachers are reviewed. Individual responses of these teachers to the environment in which they worked and the extent to which these teachers abandoned or maintained perspectives they began with are examined. (Author/DF)

  3. Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

    NARCIS (Netherlands)

    dr Rita Schildwacht; MEd Marly Gootzen; dr.ir. Quinta Kools; MEd Marije Veraa

    2012-01-01

    Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher

  4. Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Barrick, R. Kirby

    2013-01-01

    The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

  5. Does one size fit all? A study of beginning science and mathematics teacher induction

    Science.gov (United States)

    Kralik, Jeffrey M.

    Over the past few years, many induction programs have been implemented across the country, primarily designed to limit the amount beginning teacher attrition. Few of these programs have focused on improving teacher quality or identifying the specific needs of individual teachers. Research suggests that beginning science and mathematics teachers have specific needs that are not being met by current induction models, possibly resulting in higher rates of attrition. Harry and Janet Knowles created the Knowles Science Teaching Foundation (KSTF) to identify and support young scientists and mathematicians as they dedicate their lives to teaching young people. Through financial, curricular, and emotional support, KSTF encourages new teachers to remain in teaching and become leaders in their schools and districts. This dissertation is a sequential explanatory study, which first establishes national estimates for beginning teacher attrition rates and the reasons for the migration based on subject area taught, with an emphasis on mathematics and science teachers. This study then evaluates the KSTF model through multiple methods---analysis of KSTF survey data and interviews with KSTF participants and stakeholders.

  6. Advice and Reflections for a University Teacher Beginning an Academic Career

    Science.gov (United States)

    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.…

  7. First year effects of induction arrangements on beginning teachers' psychological processes

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; Slof, Bert; van de Grift, Wim

    2013-01-01

    This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly

  8. School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers

    Science.gov (United States)

    Bebas, Christina

    2016-01-01

    The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and…

  9. AN INVESTIGATION OF SUPPORT MEASURES FOR BEGINNING TEACHERS IN EU COUNTRIES AND TURKEY

    Directory of Open Access Journals (Sweden)

    Hilal Büyükgöze

    2015-10-01

    Full Text Available This paper investigates the support measures for beginning teachers, and elaborates on mentoring practices in European primary and secondary education institutions, and finally discusses induction practices in Turkey comparatively. The main findings of the research as follows: the common qualification for entry to teaching profession across Europe is a bachelor’s degree which generally last between four and five years, however initial teacher education is usually not sufficient for new teachers as they may experience and encounter problems about teaching, assessing and managing the students. Therefore, in almost more than the half of the European countries a structured induction program is carried out or other support measures are provided for new teachers. Few countries do not organize these programs at national level but at the local level or in schools. The structured induction programs are considered as a compulsory phase ending with a kind of overall assessment in most countries, whereas in some of them it is optional. These induction programs last from several months to 2 years, but the widespread length is about one year. The types of support measures for beginning teachers have been found to be differed across Europe, and mentoring is the most common form among these measures. The implications for educational organizations and teaching is discussed further

  10. Beginnings

    DEFF Research Database (Denmark)

    Rehfeld, Jens F

    2012-01-01

    in the history of gastrointestinal endocrinology from classic studies of digestive juice secretion over peptide chemistry, immunochemistry, and molecular genetics to modern receptor pharmacology and drug development. From shadowy beginnings, gastrointestinal endocrinology has emerged as a central discipline...

  11. Multi-Language Programs. Beginnings Workshop.

    Science.gov (United States)

    D'Onofrio-Papadaki, Evienia; Matsalia, Joan; Bowie, Paula; Wardle, Francis; Bruno, Holly Elissa

    2003-01-01

    Presents five articles on multi-language programs in early childhood education: "Bilingualism/Multilingualism and Language Acquisition Theories" (Evienia Papadaki-D'Onofrio); "Training and Supporting Caregivers Who Speak a Language Different from Those in Their Community" (Joan Matsalia and Paula Bowie); "Language Immersion Programs for Young…

  12. A program for teachers

    International Nuclear Information System (INIS)

    Alvarez Miranda, A.

    1994-01-01

    The program developed by the Spanish Atomic Forum aimed at high school teachers' training to nuclear science information in schools and universities, is presented. The rationale of its development and its implementation is discussed: among various observations, it was found out that seminars where teachers from science and teachers from other disciplines were mixed, are of a better efficiency towards nuclear energy acceptance

  13. Beginning programming with C for dummies

    CERN Document Server

    Gookin, Dan

    2013-01-01

    Learn the basics of programming with C with this fun and friendly guide! C offers a reliable, strong foundation for programming and serves as a stepping stone upon which to expand your knowledge and learn additional programming languages. Written by veteran For Dummies author Dan Gookin, this straightforward-but-fun beginner's guide covers the fundamentals of using C and gradually walks you through more advanced topics including pointers, linked lists, file I/O, and debugging. With a special focus on the subject of an Integrated Development Environment, it gives you a solid understanding of

  14. Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

    Science.gov (United States)

    Tant-Tierce, Tabatha

    2013-01-01

    Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

  15. Beginning Teachers' Job Satisfaction: The Impact of School-Based Factors

    Science.gov (United States)

    Lam, Bick-har; Yan, Hoi-fai

    2011-01-01

    Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the…

  16. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    Science.gov (United States)

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  17. The Influence of Time Management Practices on Job Stress Level among Beginning Secondary Agriculture Teachers

    Science.gov (United States)

    Lambert, Misty D.; Torres, Robert M.; Tummons, John D.

    2012-01-01

    Monitoring the stress of teachers continues to be important--particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers' perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure…

  18. Preparing Beginning Teachers for Technology Integration in Education: Ready for Take-Off?

    Science.gov (United States)

    Tondeur, Jo; Pareja Roblin, Natalie; van Braak, Johan; Voogt, Joke; Prestridge, Sarah

    2017-01-01

    The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers' technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning…

  19. Entering the Field: Beginning Teachers' Positioning Experiences of the Staffroom

    Science.gov (United States)

    Christensen, Erin; Rossi, Tony; lisahunter; Tinning, Richard

    2018-01-01

    Little is known about beginning teachers' political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers' positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their…

  20. Bonding Ideas About Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers

    Science.gov (United States)

    Rivero Arias, Ana Margarita

    Metacognition, identified generally as "thinking about thinking", plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students' life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students' agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to find ways to prepare and support them in incorporating metacognitive practices into their science teaching. The purpose of this multimethod study was to describe the metacognitive knowledge and experiences of beginning science teachers. For the quantitative research strand, I surveyed 36 secondary science teachers about their awareness of metacognition and used classroom observations coded from a larger research study to identify how often teachers were using metacognition to teach science. For the qualitative strand, I interviewed 15 participants about their knowledge and experiences of metacognition (including reflective practices) and spent two weeks observing two of the teachers who described exemplary metacognitive teaching practices. I found that participants had a solid awareness of metacognition, but considered the term complicated to enact, difficult for students, and less important to focus on during their first years of teaching than other elements such as content. Additionally, teaching experience seemed to have an effect on teachers' knowledge and experiences of metacognition. However, participants who were using metacognitive practices had recognized their importance since the beginning of their teaching. Reflective practices can help improve

  1. The sustainability of a teacher professional development programme for beginning urban teachers

    NARCIS (Netherlands)

    Gaikhorst, L.; Beishuizen, J.J.J.; Zijlstra, B.J.H.; Volman, M.L.L.

    2017-01-01

    This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether

  2. Knowledge foundations for beginning reading teachers in EFL.

    Science.gov (United States)

    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.

  3. The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice

    Science.gov (United States)

    Hallman, Heidi; Adam, Amy Rousselo

    2013-01-01

    In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…

  4. Family Background of Beginning Education Students: Implications for Teacher Educators

    Science.gov (United States)

    Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

    2013-01-01

    Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

  5. Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

    Science.gov (United States)

    Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

    2012-01-01

    Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

  6. The Importance of the Beginning Teachers' Psychological Contract: A Pathway toward Flourishing in Schools

    Science.gov (United States)

    Dollansky, Tracy D.

    2014-01-01

    Beginning teachers enter the profession with notions about what their school organization will provide for them and what they will give their organization, in exchange. Psychological contracts, as defined by Schein exist between beginning teachers and their organization. I contend, with the use of a conceptual framework, that if the implicit terms…

  7. The Learning Needs of Beginning Teachers in the United Arab Emirates

    Science.gov (United States)

    Ibrahim, Ali S.

    2012-01-01

    Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through…

  8. A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

    Science.gov (United States)

    Baker, Credence; Gentry, James; Larmer, William

    2016-01-01

    Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

  9. Stories from the Classroom: The Developing Beliefs and Practices of Beginning Primary Mathematics Teachers

    Science.gov (United States)

    Brady, Kathy

    2012-01-01

    This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching…

  10. Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

  11. Beginning teachers' self-efficacy and stress and the supposed effects of induction arrangements

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther. T.

    2012-01-01

    Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher,

  12. Beginning Teachers as Policy Workers in Malaysia and New Zealand

    Science.gov (United States)

    Anderson, Vivienne Ruth; Young, Sharon; Blanch, Keely; Smith, Lee

    2015-01-01

    In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning…

  13. Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

    Science.gov (United States)

    Webb, Linda

    2016-01-01

    This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

  14. Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

    Science.gov (United States)

    Ellett, Chad D.

    An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

  15. Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

    Science.gov (United States)

    Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

    2018-01-01

    This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

  16. Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

    Science.gov (United States)

    Watters, James J.; Diezmann, Carmel M.

    2015-03-01

    Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

  17. Beginning Teachers' Professional Identity Formation in Early Science and Mathematics Teaching : What Develops?

    OpenAIRE

    Botha, Marie; Onwu, Gilbert

    2013-01-01

    This article is about teacher identity formation of two foundation phase level (Grade R-9) level beginning teachers in their first year of teaching early mathematics science and technology (MST) in two different schools and grade levels. The study used a phenomenological approach and the case study method to try to illuminate what factors infl uence how teacher identities can be narratively constructed on the basis of the lived experiences of the two teachers in different school contexts. Dat...

  18. Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

    Science.gov (United States)

    Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

    2018-02-01

    This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

  19. Beginning Java programming the object-oriented approach

    CERN Document Server

    Baesens, Bart; vanden Broucke, Seppe

    2015-01-01

    A comprehensive Java guide, with samples, exercises, case studies, and step-by-step instruction Beginning Java Programming: The Object Oriented Approach is a straightforward resource for getting started with one of the world's most enduringly popular programming languages. Based on classes taught by the authors, the book starts with the basics and gradually builds into more advanced concepts. The approach utilizes an integrated development environment that allows readers to immediately apply what they learn, and includes step-by-step instruction with plenty of sample programs. Each chapter c

  20. Reasoning and Sense Making Begins with the Teacher

    Science.gov (United States)

    Keazer, Lindsay M.; Menon, Rahul S.

    2015-01-01

    This article argues that the practices of reasoning and sense making are critical for developing students' mathematical literacy. Seven mathematics teachers collaborated throughout a school year to discuss the ideas proposed in Reasoning and Sense Making (NCTM 2009) and put them into practice through action research. Conducting action research,…

  1. Beginning Teachers and Inclusive Education: Frustrations, Dilemmas and Growth

    Science.gov (United States)

    McKay, Loraine

    2016-01-01

    Scholars report desirable outcomes for all participants in classrooms where diverse learners are welcomed members. Data suggest teachers leave the profession early because of the demands of their work made increasingly difficult by the diverse range of students, lack of assistance to support the diverse range of student needs and the resulting…

  2. A Pilot Study of Problems and Practices in the Induction of Beginning Teachers.

    Science.gov (United States)

    Bouchard, John B.; Hull, Ronald E.

    A pilot study was designed to test the practicality of gathering data through interviews and to provide tentative information on induction problems and practices encountered by beginning teachers in the Cattaraugus-Chautauqua County area of New York. Fifty-three elementary self-contained classroom teachers and secondary academic subject-matter…

  3. Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers' Experiences of the Staffroom

    Science.gov (United States)

    Christensen, Erin

    2013-01-01

    Within the burgeoning literature concerning beginning teacher transition, professional development and learning several studies have unpacked the micropolitical context of the school. However, little is known about the micropolitical context of the staffroom, the place in which teachers spend the majority of their non-teaching school time. This…

  4. Integrating the teaching role into one’s identity : A qualitative study of beginning undergraduate medical teachers

    NARCIS (Netherlands)

    van Lankveld, T.; Schoonenboom, J.; Kusurkar, R.A.; Volman, M.; Beishuizen, J.; Croiset, G.

    Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A

  5. Problems Faced by Beginning Teachers in Private Elementary Schools: A Comparative Study between Spain and Mexico

    Directory of Open Access Journals (Sweden)

    Magda Yolanda Cantú Tijerina

    2006-11-01

    Full Text Available In order to explore the problems faced by beginning teachers in private elementary schools in the Spanish city of Madrid and in the Mexican city of Monterrey, questionnaires were applied to private school teachers just starting out in both cities. The results indicate that in both contexts, as beginners, teachers face problems of an academic, organizational, social, and material and technological nature. However, it stresses the fact that Mexican teachers perceive more problems in all the categories than do their Spanish colleagues. Similarity in the results was found in the category of social problems, which was the one mentioned least by the teachers in both cities. This suggests that the cultural nature of these two countries may be a factor to be considered in connection with fostering beginning teachers’ adaptation process.

  6. Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

    Science.gov (United States)

    Kademian, Sylvie M.

    Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

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

    Science.gov (United States)

    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…

  8. Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

    OpenAIRE

    Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

    2018-01-01

    The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

  9. Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.

    OpenAIRE

    Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas; van Veldhoven, M.J.P.M.

    2018-01-01

    The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

  10. From Stories of Staying to Stories of Leaving: A US Beginning Teacher's Experience

    Science.gov (United States)

    Craig, Cheryl J.

    2014-01-01

    This narrative inquiry traces a beginning teacher's unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: "stories to live by" and "stories to leave by." How these identity-related phenomena surface and play out in an…

  11. Beginning Teachers' Perceptions of In-School and In-Profession Mentoring Relationships

    Science.gov (United States)

    Greiman, Bradley C.; Torres, Robert M.; Burris, Scott; Kitchel, Tracy

    2007-01-01

    The purpose of this study was to compare two different formal mentoring relationships based on the perceptions of beginning teachers regarding their dyadic interactions. Kram's mentor role theory and Byrne's similarity-attraction paradigm served as the theoretical foundation for the study. The specific variables of interest included psychosocial…

  12. Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District

    Science.gov (United States)

    Hobbs, Kari S.; Putnam, Jennifer

    2016-01-01

    This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning…

  13. Does the Social Working Environment Predict Beginning Teachers' Self-Efficacy and Feelings of Depression?

    Science.gov (United States)

    Devos, Christelle; Dupriez, Vincent; Paquay, Leopold

    2012-01-01

    We investigate how the social working environment predicts beginning teachers' self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal structure of the school culture (mastery or performance orientation) predicts both outcomes. Frequent collaborative interactions with colleagues are related…

  14. Like a Chameleon: A Beginning Teacher's Journey to Implement Active Learning

    Science.gov (United States)

    Edwards, Susan

    2017-01-01

    The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the…

  15. Longitudinal effects of induction on teaching skills and attrition rates of beginning teacher

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

    The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group.

  16. Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

    Science.gov (United States)

    Dickson, Beth

    2011-01-01

    In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an…

  17. The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom

    Science.gov (United States)

    Firestone, Jonah B.

    An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides a framework in which to situate science knowledge. Secondary science teachers play a critical role in providing students with an introduction to understanding NOS. Unfortunately, due to the high turnover rates of secondary science teachers in the United States, this critical role is often filled by relatively novice teachers. These beginning secondary science teachers make instructional decisions regarding science that are drawn from their emerging knowledge base, including a tentative understanding of NOS. This tentative knowledge can be affected by environment and culture of the classroom, school, and district in which beginning teachers find themselves. When examining NOS among preservice and beginning teachers the background and demographics of the teachers are often ignored. These teachers are treated as a homogenous block in terms of their initial understanding of NOS. This oversight potentially ignores interactions that may happen over time as teachers cross the border from college students, preservice teachers, and scientists into the classroom environment. Through Symbolic Interactionism we can explain how teachers change in order to adapt to their new surroundings and how this adaptation may be detrimental to their understanding of NOS and ultimately to their practice. 63 teachers drawn from a larger National Science Foundation (NSF) funded study were interviewed about their understanding of NOS over three years. Several demographic factors including college major, preservice program, number of History and Philosophy of Science classes, and highest academic degree achieve were shown to have an affect on the understanding of NOS over time. In addition, over time, the teachers tended to 'converge' in their understanding of NOS regardless of preservice experiences or induction support. Both the affect

  18. Supporting the Development of Science Teacher Leaders--Where Do We Begin?

    Science.gov (United States)

    Hanuscin, Deborah L.; Rebello, Carina M.; Sinha, Somnath

    2012-01-01

    Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the "Leadership in Freshman Physics" program is to support a cadre of teachers-leaders who will become advocates for…

  19. Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity

    Directory of Open Access Journals (Sweden)

    Naomi Norquay

    2011-05-01

    Full Text Available This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of equity issues, the visible minority participants were often summoned by others to advocate. The paper concludes with a discussion about how teacher education might better address advocacy issues, alongside the focus on equity issues.

  20. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

    OpenAIRE

    Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed ...

  1. Spanish language teacher program

    CERN Multimedia

    Caraban Gonzalez, Noemi

    2017-01-01

    These one-week programmes are held in one of the national languages of CERN Member States. National teacher programmes are also open for teachers from other countries speaking the same language. To follow up after each teacher programme, the lecture material and video recordings of selected lectures are archived to act as unique resources for all physics teachers when introducing particle physics into the classroom. CERN provides all scientific, administrative and technical support for the programme free of charge. This includes the scientific content and provision of national language facilitators, lecturers, and guides. However, costs for travel, accommodation and meals have to be covered individually by the teachers or by official sources, e.g. educational foundations or national authorities.

  2. BEGINNING TEACHERS IN THE LAST YEARS OF ELEMENTARY SCHOOL: TRAINING NEEDS

    Directory of Open Access Journals (Sweden)

    Miriane Zanetti Giordan

    2017-11-01

    Full Text Available This research aims to present the training needs of beginning teachers in the 6th to 9th grade of elementary public schools in Joinville. The participants are beginning teachers (started to teaching between 2010 and 2013. It is a qualitative study that used semi-structured interviews as a tool for data collection. Studies from Romanowski (2007, 2012, Romanowski and Martins (2013, Marcelo Garcia (1999, 2009 and Marcelo Garcia and Vaillant (2013 contributed to support the reading and interpretation of the data. The results showed that teachers reported that continuing education should provide the exchange of ideas / experiences through dialogue with colleagues, and they requested more training promoting their professional development. Two issues due their professional needs were identified as priority to their work: orientation how to use the technology and how to deal with the inclusion of students with disabilities. Teachers reported the importance of two issues as well as teacher education failed to provide them the knowledge about that. Continuing education could be an opportunity to promote discussions related to these important issues.

  3. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    NARCIS (Netherlands)

    Avraamidou, Lucy

    2017-01-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related

  4. Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

    Science.gov (United States)

    Dreon, Oliver; McDonald, Scott

    2012-01-01

    This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…

  5. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  6. Meeting the Demand for Accountability: Case Study of a Teacher Education Program in China

    Directory of Open Access Journals (Sweden)

    Tak Cheung CHAN

    2009-02-01

    Full Text Available To meet the demand for accountability, a teacher education program in a university located in South China has established processes at the college, the program, and the faculty levels to assure its program quality. Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness. Although much has been done to help program candidates succeed, more effort is needed in the areas of program assessment and continuous improvement to assure program quality. An accountability implementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacher performance were recommended to further enforce its strategies toward program accountability.

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

    Directory of Open Access Journals (Sweden)

    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.

  8. Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)

    Science.gov (United States)

    Campbell, Conni; Ayala, Carlos Cuauhtémoc; Railsback, Gary; Freking, Frederick W.; McKenna, Corey; Lausch, David

    2016-01-01

    The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple…

  9. Relations among student attention behaviors, teacher practices, and beginning word reading skill.

    Science.gov (United States)

    Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

    2012-01-01

    The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

  10. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences.

    Science.gov (United States)

    Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

  11. La expresión corporal en la formación de maestros The Body Expression in Teachers Forming: Beginning Programs Study at Universities in Bogotá

    Directory of Open Access Journals (Sweden)

    Blanco Vega María De Jesús

    2011-01-01

    Full Text Available Esta investigación tuvo como propósito indagar las orientaciones, enfoques y perspectivas de la expresión corporal en los programas de Educación Inicial en universidades de Bogotá. El método desarrollado fue el cualitativo y el tipo de estudio documental. Se diseñó y aplicó una matriz como instrumento de análisis y descripción basado en la categorización de la información teniendo en cuenta los documentos fuente: Proyecto Educativo Institucional (PEI, Proyecto Educativo del Programa (PEP y Planes de Estudio. A manera de conclusiones se puede decir que las orientaciones teórico-conceptuales están fundamentadas en el eje pedagógico, las perspectivas de formación se centran en el campo disciplinar, profesionalización específica y complementaria; y los enfoques pedagógicos y metodológicos están basados en el cuerpo y la expresión. This investigation inquires guidance, approaches and perspectives about corporal expression in beginning education at universities of Bogota. The qualitative method and documentary study type was put into practice. Information setting up from source documents: PEI, PEP and Study Plans provided a Matrix designed and applied to analyze and describe the pedagogical line. Forming perspectives are placed in the discipline field and in the specific and complementary professional activity. The pedagogic and method approaches are based on body and expression.

  12. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  13. A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

    Directory of Open Access Journals (Sweden)

    Kevin C. Bastian

    2017-01-01

    Full Text Available The “greening” (i.e., inexperience of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type, we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.

  14. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  15. Changes in teacher efficacy and beliefs during a one-year teacher preparation program

    Science.gov (United States)

    Lockman, Alison Schirmer

    This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

  16. Beginning Teachers' Conceptual Understandings of Effective History Teaching: Examining the Change from "Subject Knowers" to "Subject Teachers"

    Science.gov (United States)

    Reitano, Paul; Green, Nicole C.

    2013-01-01

    This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history…

  17. Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

  18. Some Competition Programming Problems as the Beginning of Artificial Intelligence

    OpenAIRE

    Boris MELNIKOV; Elena MELNIKOVA

    2007-01-01

    We consider in this paper some programming competition problems (which are near to some problems of ACM competitions) of the following subjects: we can make their solution using both Prolog and a classical procedure-oriented language. Moreover, the considered problems are selected that their solution in Prolog and in a classical procedure-oriented language are similar - i.e., in other words, they use the same working mechanism, the same approach to constructing recursive functions etc. Howeve...

  19. The beginning teacher of the deaf in the United States. A view from the field.

    Science.gov (United States)

    Rittenhouse, B; Kenyon-Rittenhouse, P

    1997-03-01

    This study explored the strengths and weaknesses of first year teachers of the deaf through 2 randomly-distributed national surveys and interviews with randomly-selected respondents. The data were gathered over a 2-year period. Interviews were carried out on location in day and residential schools for the deaf and at university sites. Results indicate that there is much clearly focused dissatisfaction, but also some real satisfaction in the deaf education community. From the college-bound deaf students and those presently attending college, to the teachers in schools for deaf students and in the universities that prepare them, there are consistent concerns, a real desire to work together, and a commitment to the deaf students. Deaf students, schools, and their alumni sense that they are all part of the whole but too often at odds with each other. Students want to be involved in school decision making and school supervisors agree that this should happen. Teachers want to work with university programs and program directors value the teachers' work. Alumni retrospectively see ways to improve high school education and their high school contemporaries articulated similar suggestions.

  20. Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies

    Science.gov (United States)

    McTavish, Marianne; Filipenko, Margot

    2016-01-01

    This article examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and…

  1. Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program

    Science.gov (United States)

    Paris, Lisa F.; Boston, Julie; Morris, Julia

    2015-01-01

    Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media…

  2. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

    Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

  3. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

  4. The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas

    Science.gov (United States)

    Ritz, Rudy; Burris, Scott; Brashears, Todd; Fraze, Steve

    2013-01-01

    The purpose of this study was to determine the effects of a time management seminar on stress and job satisfaction of beginning agriscience teachers. The target population for this study consisted of agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers from a selected region of the state…

  5. Teachers' Reflective Practice in Lifelong Learning Programs

    DEFF Research Database (Denmark)

    Jensen, Annie Aarup; Thomassen, Anja Overgaard

    2018-01-01

    This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action......, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience...

  6. Beliefs, Practical Knowledge, and Context: A Longitudinal Study of a Beginning Biology Teacher's 5E Unit

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2015-01-01

    The purpose of this three-year case study was to understand how a beginning biology teacher (Alice) designed and taught a 5E unit on natural selection, how the unit changed when she took a position in a different school district, and why the changes occurred. We examined Alice's developing beliefs about science teaching and learning,…

  7. Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

    NARCIS (Netherlands)

    Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

    2018-01-01

    The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the

  8. 20 CFR 408.933 - When will we begin cross-program recovery from your current monthly benefits?

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When will we begin cross-program recovery... Title II Benefits § 408.933 When will we begin cross-program recovery from your current monthly benefits... notice, we will not begin cross-program recovery from your current monthly benefits. (b) If within that...

  9. 20 CFR 416.575 - When will we begin cross-program recovery from your current monthly benefits?

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When will we begin cross-program recovery... benefits? (a) We will begin collecting the overpayment balance by cross-program recovery from your current... monthly benefits than the amount stated in the notice, we will not begin cross-program recovery until we...

  10. BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

    Directory of Open Access Journals (Sweden)

    Marian F. Byrka

    2017-12-01

    Full Text Available The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

  11. Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher-student relationships

    NARCIS (Netherlands)

    Claessens, Luce|info:eu-repo/dai/nl/357401530; van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Pennings, Heleen|info:eu-repo/dai/nl/323242588; van der Want, Anna; Verloop, Nico; den Brok, Perry; Wubbels, Theo|info:eu-repo/dai/nl/070651361

    2016-01-01

    The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these

  12. 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…

  13. Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2018-02-01

    Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

  14. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-01-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

  15. Beginning Secondary Teachers in PNG: Family Background, Choice of Subject and the Curriculum Needs of Schools

    Science.gov (United States)

    Palmer, W. P.

    1985-01-01

    Some results from the 1982 New Teachers survey will be related to the teacher training programme at Goroka Teachers college. These will be put in the context of the subject courses run at G.T.C. and the subjects taught in secondary schools. Indications of who chooses to teach and why will be found by examining the sociological background of the…

  16. Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers

    Science.gov (United States)

    Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean

    2018-01-01

    This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated…

  17. Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

    Science.gov (United States)

    Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.

    2013-01-01

    Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

  18. 20 CFR 404.545 - When will we begin cross-program recovery from current monthly benefits?

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When will we begin cross-program recovery from current monthly benefits? 404.545 Section 404.545 Employees' Benefits SOCIAL SECURITY... we begin cross-program recovery from current monthly benefits? (a) We will begin collecting the...

  19. Teacher Research Programs = Increased Student Achievement

    Science.gov (United States)

    Dubner, J.

    2011-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

  20. Teacher induction

    NARCIS (Netherlands)

    Beijaard, D.; Buitink, J.; Kessels, C.; Peterson, P.; Baker, E.; McGraw, B.

    2010-01-01

    Teacher induction programs are intended to support the professional development of beginning teachers and thereby contribute to the reduction of teacher attrition during the early teaching years. Teacher induction programs are often based upon a deficit model with a focus on the better organization

  1. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    Science.gov (United States)

    Avraamidou, Lucy

    2017-06-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

  2. Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices

    Science.gov (United States)

    Pham, Ly Ngoc Khanh; Hamid, M. Obaidul

    2013-01-01

    Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

  3. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

    Science.gov (United States)

    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  4. Supporting One Another as Beginning Teacher Educators: Forging an Online Community of Critical Inquiry into Practice

    Science.gov (United States)

    Ramirez, Laurie A.; Allison-Roan, Valerie A.; Peterson, Sandra; Elliott-Johns, Susan E.

    2012-01-01

    Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle…

  5. Concept Maps as Expressions of Teachers' Meaning-Making While Beginning to Teach Semiconductors

    Science.gov (United States)

    Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

    2013-01-01

    The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…

  6. Stuttering at school: the effect of a teacher training program on stuttering.

    Science.gov (United States)

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  7. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  8. The Solitude of Rural Teachers: Hebrew Teachers in Galilee Moshavot at the Beginning of the Twentieth Century

    Science.gov (United States)

    Seltenreich, Yair

    2015-01-01

    This article examines the need rural teachers felt for solitude and the place it took in their emotional world. Solitude was not seen by the teachers as a substitute for social life but, rather, considered as enriching it. Unlike loneliness, solitude was sought after and craved as it represented voluntary self-fulfilment in an environment that was…

  9. Breaking the mould: profiles of six pioneer trainee or beginning teachers

    Directory of Open Access Journals (Sweden)

    McLay, Margaret

    2010-06-01

    Full Text Available There has been much recent attention on increasing the diversity of teachers in the Lifelong Learning Sector (LLS in order to provide a more representative workforce. This is seen as vital not only in engaging learners from minorities but also in increasing the experience of others in working with underrepresented groups. There has been less attention on how to support and sustain teachers from minorities once in post. This study profiles six pioneering teachers/trainees, looking at how they came into their chosen profession and subsequently into teaching, and what processes and attitudes help or hinder them in their work.

  10. The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition

    NARCIS (Netherlands)

    Harmsen, Ruth; Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas

    2018-01-01

    In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation

  11. Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-Long Program for Kindergarten through 3rd Grade Teachers and Their Students

    Science.gov (United States)

    Ehri, Linnea C.; Flugman, Bert

    2018-01-01

    Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers' knowledge and effectiveness in teaching phonics and the extent that it improved students' achievement in reading…

  12. Community-Based Native Teacher Education Programs.

    Science.gov (United States)

    Heimbecker, Connie; Minner, Sam; Prater, Greg

    This paper describes two exemplary school-based Native teacher education programs offered by Northern Arizona University (NAU) to serve Navajo students and by Lakehead University (Ontario) to serve members of the Nishnabe Nation of northern Ontario. The Reaching American Indian Special/Elementary Educators (RAISE) program is located in Kayenta,…

  13. Massachusetts Signing Bonus Program for New Teachers

    Directory of Open Access Journals (Sweden)

    R. Clarke Fowler

    2003-04-01

    Full Text Available This article examines the Massachusetts Signing Bonus Program for New Teachers, a nationally prominent program that has recruited and prepared $20,000 bonus recipients to teach after seven weeks' training at the Massachusetts Institute for New Teachers (MINT. Although state officials have trumpeted this initiative as a national model that other states are copying, they announced in November 2002 that they were radically changing it. The changes included halting the state's national recruitment efforts and replacing the seven-week, fast-track training program designed by the New Teacher Project with year-long programs to be designed by three of the state's education schools. Even though the state spent more than $50,000 recruiting individuals from states outside the Northeast over the first four program years, it garnered just seven bonus recipients from the non-Northeast states its recruiters visited, only four of whom were still teaching in Fall 2002. The state did, however, generate a substantial number of applicants in each program year (ranging from 783 to nearly 950, most of whom came from Massachusetts or nearby states. Contrary to state officials' claims, though, it appears that many of these individuals had substantial prior educational experience. Although officials stated that all bonus teachers would go to 13 designated high-need urban districts, the state has never met this commitment, sending fewer bonus teachers to these districts in each of the first three years of the program. The state has lost a high percentage of its bonus teachers to attrition particularly in state-designated, high-need districts. These attrition rates are substantially higher than comparable national rates. Although the state has portrayed the Bonus and MINT programs, combined, as highly successful, officials exaggerated many of the purported positive outcomes. On the positive side, independent survey data (Churchill et al., 2002 indicated that principals

  14. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  15. Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

    Science.gov (United States)

    Sparrow, Len; Frid, Sandra

    2003-01-01

    This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations,…

  16. Beginning a Journey with Music Education: Voices from Pre-Service Primary Teachers

    Science.gov (United States)

    Kenny, Ailbhe

    2017-01-01

    This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student…

  17. The Impact of a Research-Based Teacher Training Program on Indonesian Teachers, Classrooms, and Students.

    Science.gov (United States)

    Djalil, Aria; Anderson, Lorin W.

    1989-01-01

    Results of a study of 30 Indonesian fifth-grade teachers support the value of intensive, research-based teacher training programs in changing teacher behavior and increasing teacher effectiveness. The effect of such programs appears limited to those behaviors and outcomes which reflect the primary focus or emphasis of the program. (IAH)

  18. Multimedia Teacher Research

    Science.gov (United States)

    Leaman, Heather; DiLucchio, Connie

    2015-01-01

    In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…

  19. Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2018-01-01

    Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection…

  20. Teacher Leadership Program Readiness Surveys. Toolkit/Guide

    Science.gov (United States)

    Finster, Matthew

    2016-01-01

    Federal initiatives, such as the Teacher Incentive Fund (TIF), encourage school districts to develop teacher leadership (TL) roles and use funds to provide incentives for teachers to fill them. Before starting a teacher leader program, school districts should assess whether their current conditions are favorable to implementing teacher leader…

  1. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-12-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

  2. Free teacher education in China : a study on free teacher program

    OpenAIRE

    Gao, Wen

    2009-01-01

    The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

  3. Parents are Teachers: A Child Management Program.

    Science.gov (United States)

    Becker, Wesley C.

    This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…

  4. Beginning F#

    CERN Document Server

    Pickering, Robert

    2010-01-01

    Functional programming is perhaps the next big wave in application development. As experienced developers know, functional programming makes its mark by allowing application builders to develop solutions to complicated programming situations cleanly and efficiently. A rich history of functional languages, including Erlang and OCaml, leads the way to F#, Microsoft's effort to bring the elegance and focus of functional programming into the world of managed code and .NET. With Beginning F#, you have a companion that that will help you explore F# and functional programming in a .NET environment. T

  5. Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

    Science.gov (United States)

    Weitman, Catheryn J.; Colbert, Ronald P.

    This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

  6. Beginning C

    CERN Document Server

    Horton, Ivor

    2013-01-01

    Beginning C, 5th Edition teaches you how to program using the widely-available C language. You'll begin from first-principles and progress through step-by-step examples to become a competent, C-language programmer. All you need are this book and any of the widely available free or commercial C or C++ compilers, and you'll soon be writing real C programs. C is a foundational language that every programmer ought to know. C is the basis for C# used in Microsoft .NET programming. It is the basis for Objective-C used in programming for the iPhone, the iPad, and other Apple devices. It is the basis

  7. The attitudes and perceptions of beginning teachers in relation to teaching controversial issues in the history classroom

    Directory of Open Access Journals (Sweden)

    Mary Woolley

    2017-01-01

    Full Text Available Este artículo es una investigación de las actitudes y percepciones de los profesores de historia en relación con la enseñanza de temas polémicos. En 2007, el Department for Education and Skills del Reino Unido, junto con la Historical Association, publicó un informe sobre la enseñanza de temas controvertidos en la clase de historia en el que sugirieron que algunos profesores evitaban algunos de estos temas. La investigación inicial se llevó a cabo con 32 profesores de historia principiantes para explorar sus actitudes hacia la enseñanza de temas polémicos en el aula de historia. Diez años más tarde, la investigación se repitió con una cohorte de 37 profesores de historia principiantes para comprobar si las actitudes habían cambiado. Los resultados mostraron un entusiasta, casi moralista grupo de profesores principiantes, comprometidos a compartir una amplia gama de puntos de vista con su alumnado. Los maestros principiantes estaban notablemente seguros de enseñar temas polémicos. El área donde los maestros principiantes carecían de confianza era en el trato con los padres que no estaban de acuerdo con su acercamiento a enseñar ciertos temas. Casi todos los profesores principiantes pensaron que era apropiado que los maestros de historia enseñaran temas Keywords Controversial history; teacher attitudes; beginning teachers; history teacher education de una manera que pudiera entrar en conflicto con los valores familiares o culturales. Nuevas preocupaciones han surgido para algunos maestros principiantes sobre cómo enseñar la historia de la migración de una manera sensible y apropiada.

  8. Teachers' voices: A comparison of two secondary science teacher preparation programs

    Science.gov (United States)

    Kohlhaas Labuda, Kathryn

    This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers

  9. Program for educating nuclear engineers in Japan. Partnership with industry, government and academe begins

    International Nuclear Information System (INIS)

    Meshii, Toshiyuki

    2007-01-01

    Since the beginning of the 21st century, educating the next generation of nuclear engineers has been of interest to groups who are concerned with the recent decline in the number of nuclear engineers in universities and industries. Discussions and proposals have been summarized in independent reports by industry (JAIF; Japan Atomic Industrial Forum), government (Science Council of Japan) and the academe (AESJ; Atomic Energy Society of Japan). In June 2005 a Committee on Education (CE) was established within AESJ with the intention of coordinating the groups interested in nuclear education in Japan. The birth of CE was timely, because the importance of nuclear education was emphasized in 'Framework for Nuclear Energy Policy (Oct., 2005)' which was adopted by the Atomic Energy Commission. The Nuclear Energy Subcommittee of the METI (Ministry of Economy, Trade and Industry) Advisory Committee deliberated concrete actions for achieving the basic goals of the Framework for Nuclear Energy Policy and their recommendations were drawn up as a 'Nuclear Energy National Plan'. This was the MEXT (Ministry of Education, Culture, Sports, Science and Technology) and METI action plan to create nuclear energy training programs for universities, etc. A task group, consisting of members from industry, government and academe was organized within JAIF to give advice to these training programs. The author of this paper (and chairman of CE) participated in and made proposals to the task group as a representative of the academe. In this paper, the proposal made by CE and the outline of the final program will be reported. Furthermore, the importance of the partnership between industry, government and academe will be emphasized. (author)

  10. Beginning Perl

    CERN Document Server

    Poe, Curtis 'Ovid'

    2012-01-01

    Everything beginners need to start programming with Perl Perl is the ever-popular, flexible, open source programming language that has been called the programmers’ Swiss army knife. This book introduces Perl to both new programmers and experienced ones who are looking to learn a new language. In the tradition of the popular Wrox Beginning guides, it presents step-by-step guidance in getting started, a host of try-it-out exercises, real-world examples, and everything necessary for a Perl novice to start programming with confidence. Introduces Perl to both new programmers and experienced o

  11. Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics

    Science.gov (United States)

    Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

    2014-01-01

    This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

  12. Quality of secondary preservice mathematics teacher education programs

    OpenAIRE

    Gómez, Pedro

    2005-01-01

    Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

  13. Beginning Scala

    CERN Document Server

    Pollak, David

    2009-01-01

    The open source Scala language is a Java--based dynamic scripting, functional programming language. Moreover, this highly scalable scripting language lends itself well to building Cloud--based/deliverable Software as a Service (SaaS) online applications. Written by Lift Scala web framework founder and lead Dave Pollak, Beginning Scala takes a down--to--earth approach to teaching Scala that leads you through simple examples that can be combined to build complex, scalable systems and applications. This book introduces you to the Scala programming language and then guides you through Scala constr

  14. Mathematics Student Teachers' Epistemological Beliefs about the Nature of Mathematics and the Goals of Mathematics Teaching and Learning in the Beginning of Their Studies

    Science.gov (United States)

    Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.

    2014-01-01

    This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…

  15. Performance of Men and Women on Multiple-Choice and Constructed-Response Tests for Beginning Teachers. Research Report. ETS RR-04-48

    Science.gov (United States)

    Livingston, Samuel A.; Rupp, Stacie L.

    2004-01-01

    Some previous research results imply that women tend to perform better, relative to men, on constructed-response (CR) tests than on multiple-choice (MC) tests in the same subjects. An analysis of data from several tests used in the licensing of beginning teachers supported this hypothesis, to varying degrees, in most of the tests investigated. The…

  16. Influencing the psychological well-being of beginning teachers across three years of teaching : Self-efficacy, stress causes, job tension and job discontent

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; Maulana, Ridwan

    2016-01-01

    In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships

  17. Teachers Training Teachers: Four Perspectives on an Innovative Mentoring Program for Intern Science Teachers.

    Science.gov (United States)

    Diehl, Christine L.; Harris, Jerilyn; Barrios, David; O'Connor, Heather; Fong, Jennifer

    The Graduate School of Education (GSE) at the University of California at Berkeley (UCB), the San Francisco Unified School District (SFUSD), and the Lawrence Berkeley National Laboratory (LBNL) have collaborated to pilot an on-site training and mentoring program for intern science teachers. Exit interviews suggest that its innovative mentoring…

  18. It Takes a Toll on Pre-Service Teachers and Programs: Case Studies of Teacher Candidates Who Withdrew from a Teacher Education Program

    Science.gov (United States)

    Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun

    2016-01-01

    Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…

  19. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    Science.gov (United States)

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  20. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  1. Teacher Beliefs regarding Bilingualism in an English Medium Reading Program

    Science.gov (United States)

    Vaish, Viniti

    2012-01-01

    Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

  2. The Development of an Individualized Instructional Program in Beginning College Mathematics Utilizing Computer Based Resource Units. Final Report.

    Science.gov (United States)

    Rockhill, Theron D.

    Reported is an attempt to develop and evaluate an individualized instructional program in pre-calculus college mathematics. Four computer based resource units were developed in the areas of set theory, relations and function, algebra, trigonometry, and analytic geometry. Objectives were determined by experienced calculus teachers, and…

  3. Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

    Science.gov (United States)

    Yeh, Cathery

    2017-01-01

    In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

  4. Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program

    Science.gov (United States)

    Evans, Brian R.

    2011-01-01

    Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

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

    Science.gov (United States)

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

    2014-11-01

    This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

  6. Documentation Panels Enhance Teacher Education Programs

    Science.gov (United States)

    Warash, Bobbie Gibson

    2005-01-01

    Documentation of children's projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn…

  7. Teacher Research Experience Programs = Increase in Student Achievement

    Science.gov (United States)

    Dubner, J.

    2010-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

  8. Comparison of University-Based Teacher Certification Programs and Alternative Certification Programs

    Science.gov (United States)

    Roberts, Keonna

    2016-01-01

    The purpose of this qualitative study was to understand further similarities and differences between traditionally certified teachers and alternatively certified teachers specifically in the areas of teacher self-efficacy, classroom management, and teacher perceptions of their preparation program. The following research questions guided this…

  9. Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school

    Directory of Open Access Journals (Sweden)

    Alison Hramiak

    2015-12-01

    Full Text Available Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK over the course of an academic year. The framework for culturally responsive teaching (CRT was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils.

  10. Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?

    Science.gov (United States)

    Boon, Helen J.; Maxwell, Bruce

    2016-01-01

    This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of…

  11. Issues Surrounding the Evaluation of Teacher Internship Programs

    Science.gov (United States)

    Barrett, D.

    2006-12-01

    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 math, science and technology teachers in over 1100 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 has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.

  12. The Galileo Teacher Training Program Global Efforts

    Science.gov (United States)

    Doran, R.; Pennypacker, C.; Ferlet, R.

    2012-08-01

    The Galileo Teacher Training Program (GTTP) successfully named representatives in nearly 100 nations in 2009, the International Year of Astronomy (IYA2009). The challenge had just begun. The steps ahead are how to reach educators that might benefit from our program and how to help build a more fair and science literate society, a society in which good tools and resources for science education are not the privilege of a few. From 2010 on our efforts have been to strengthen the newly formed network and learn how to equally help educators and students around the globe. New partnerships with other strong programs and institutions are being formed, sponsorship schemes being outlined, new tools and resources being publicized, and on-site and video conference training conducted all over the world. Efforts to officially accredit a GTTP curriculum are on the march and a stronger certification process being outlined. New science topics are being integrated in our effort and we now seek to discuss the path ahead with experts in this field and the community of users, opening the network to all corners of our beautiful blue dot. The main aim of this article is to open the discussion regarding the urgent issue of how to reawaken student interest in science, how to solve the gender inequality in science careers, and how to reach the underprivileged students and open to them the same possibilities. Efforts are in strengthening the newly formed network and learning how to equally help educators and students around the globe.

  13. Teachers' Perceptions of a Multiple High-Risk Behavior Prevention Program and Delivery of Universal Programming

    Science.gov (United States)

    Collier, Crystal; Henriksen, Richard C., Jr.

    2012-01-01

    Much of the success of high-risk behavior prevention programs rests with teachers who deliver the curriculum however; few studies have investigated teachers' perceptions of program implementation. The objective of this phenomenological study was to answer the question, "What are the experiences of teachers who are asked to be involved in the…

  14. The Impact of a New Teacher Mentoring Program on Teacher Effectiveness

    Science.gov (United States)

    Harris, Carol Lynne Hill

    2009-01-01

    There is a direct correlation between the quality of a mentoring program and new teachers' professional development and classroom performance. Research has shown that when schools introduce and support mentoring programs for their new teachers, there are benefits not only for the mentee, but also for the mentor, the school, and the school system.…

  15. Innovative Noyce Program for Preparing High School Physics Teachers.

    Science.gov (United States)

    Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

    2011-10-01

    The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

  16. Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2009-01-01

    The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

  17. The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher

    Science.gov (United States)

    Diezmann, Carmel M.; Watters, James J.

    2015-01-01

    One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that as discipline experts these career changers can relate the subject matter knowledge to various contexts and applications in teaching. In this paper, through interviews and…

  18. KNOWLEDGE BASE AND EFL TEACHER EDUCATION PROGRAMS: A COLOMBIAN PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Yamith Fandiño

    2013-04-01

    Full Text Available In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paperoffers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

  19. Developmental cascade effects of the New Beginnings Program on adolescent adaptation outcomes.

    Science.gov (United States)

    McClain, Darya Bonds; Wolchik, Sharlene A; Winslow, Emily; Tein, Jenn-Yun; Sandler, Irwin N; Millsap, Roger E

    2010-11-01

    Using data from a 6-year longitudinal follow-up sample of 240 youth who participated in a randomized experimental trial of a preventive intervention for divorced families with children ages 9-12, the current study tested alternative cascading pathways by which the intervention decreased symptoms of internalizing disorders, symptoms of externalizing disorders, substance use, and risky sexual behavior and increased self-esteem and academic performance in mid- to late adolescence (15-19 years old). It was hypothesized that the impact of the program on adolescent adaptation outcomes would be explained by progressive associations between program-induced changes in parenting and youth adaptation outcomes. The results supported a cascading model of program effects in which the program was related to increased mother-child relationship quality that was related to subsequent decreases in child internalizing problems, which then was related to subsequent increases in self-esteem and decreases in symptoms of internalizing disorders in adolescence. The results were also consistent with a model in which the program increased maternal effective discipline that was related to decreased child externalizing problems, which was related to subsequent decreases in symptoms of externalizing disorders, less substance use, and better academic performance in adolescence. There were no significant differences in the model based on level of baseline risk or adolescent gender. These results provide support for a cascading pathways model of child and adolescent development.

  20. New approach to high-risk pregnancy begins far earlier than traditional programs.

    Science.gov (United States)

    2002-10-01

    Why? Because traditional programs that focus on women as soon as they become pregnant are not making any headway against the incidence of low and very low birth weight (LBW) babies. As a result, while more of these babies are surviving, a significant number have disabilities that will impact them for life while costing the health care system dearly. Experts at Emory University in Atlanta believe there must be a better way to curb the incidence of poor birth outcomes, and they are putting their theories to work in a new program focused on "interpregnancy" care.

  1. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    Science.gov (United States)

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  2. Independent Teacher Education Programs: Apocryphal Claims, Illusory Evidence

    Science.gov (United States)

    Zeichner, Ken

    2016-01-01

    Teacher education provided in U.S. colleges and universities has been routinely criticized since its inception in the early nineteenth century. These programs are uneven in quality and can be improved. Advocacy groups and self-proclaimed social entrepreneurs are working aggressively to deregulate the preparation of teachers and to expand…

  3. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  4. Alternative Teacher Preparation Programs. Title II News You Can Use

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2015

    2015-01-01

    Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can…

  5. Program Management Educational Needs of Idaho Business and Marketing Teachers

    Science.gov (United States)

    Kitchel, Allen; Cannon, John; Duncan, Dennis

    2009-01-01

    The purpose of this study was to determine the perceived program management professional development needs of Idaho secondary business/marketing teachers (N = 233) in order to guide pre-service curriculum development and in-service training activities. Sixty-two percent (n = 146) of the 233 teachers completed a modified version of Joerger's (2002)…

  6. Teacher Leader Programs: Structure and Staffing in Four TIF Districts

    Science.gov (United States)

    Pyatigorsky, Mikhail; Heneman, Herb; Steele, Clarissa; Finster, Matthew; Milanowski, Tony

    2015-01-01

    Some Teacher Incentive Fund (TIF) grantees are experimenting with the design and operation of teacher leader (TL) programs as part of their performance-based compensation systems (PBCS). Much of the impetus for this is the U.S Department of Education TIF 4 requirement that grantees' PBCS should provide for "additional responsibilities and…

  7. Adventures in supercomputing: An innovative program for high school teachers

    Energy Technology Data Exchange (ETDEWEB)

    Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

    1994-12-31

    Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

  8. 75 FR 8854 - Teacher Incentive Fund Program

    Science.gov (United States)

    2010-02-26

    ..., evaluation, retention, and advancement into instructional leadership roles. When the PBCS's implementation... responsibilities and leadership roles; and (4) Include helping teachers and principals to better understand and use... high-need schools by creating incentives for effective teachers and principals in these schools. DATES...

  9. The neurosciences research program at MIT and the beginning of the modern field of neuroscience.

    Science.gov (United States)

    Adelman, George

    2010-01-15

    The interdisciplinary field, "neuroscience," began at MIT in 1962 with the founding of the Neurosciences Research Program (NRP) by Francis O. Schmitt and a group of US and international scientists - physical, biological, medical, and behavioral - interested in understanding the brain basis of behavior and mind. They organized and held specialist meetings of basic topics in neuroscience, and the journal and book publications over the next 20 years, based on these meetings, helped establish the new field.

  10. Accelerated Reader Program: What Do Teachers Really Think?

    Science.gov (United States)

    Smith, Amy Frances; Westberg, Karen; Hejny, Anne

    2017-01-01

    What do teachers really think about the Accelerated Reader program, a widely used supplemental, independent reading program in which their students read fiction and non-fiction books of their choice and take brief online comprehension quizzes about the books? The Accelerated Reader (AR) program was designed by Renaissance Learning Company to…

  11. Middle East Studies Teacher Training Program. Final Report.

    Science.gov (United States)

    Sefein, Naim A.

    This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…

  12. Variables Associated with First Year Teacher Morale Which Can Be Identified in a Teacher Education Program.

    Science.gov (United States)

    Thomson, James R., Jr.; Schuck, Robert F.

    This paper presents a study of the personal variables associated with first-year teacher morale that can be identified early in the training programs of novice teachers. This study is based on data derived from 96 (76.6 percent) of the graduates teaching in Mississippi. Data were collected through the use of five special instruments: (1)…

  13. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  14. Effectiveness of a Voice Training Program for Student Teachers on Vocal Health.

    Science.gov (United States)

    Richter, Bernhard; Nusseck, Manfred; Spahn, Claudia; Echternach, Matthias

    2016-07-01

    The effectiveness of a preventive training program on vocal health for German student teachers was investigated on specific vocal parameters. The voice quality as described by the Dysphonia Severity Index of 204 student teachers (training group: n = 123; control group: n = 81) was measured at the beginning and at the end of the student teachers training period (duration 1.5 years). Additionally, for investigating the voice-carrying capacity, a vocal loading test (VLT) was performed. Finally, participants had to provide a subjective judgment of a possible Voice Handicap Index. The training program improved the voice quality of the trained group compared with that of the control group, whose voice quality declined. The trained group was also able to better sustain their voice quality across the VLT than the control group. Both groups, however, reported a similar increase in subjective vocal strain. The presented training program clearly showed a positive impact on the voice quality and the vocal capacity. The results maintain the importance of such a training program to be integrated in the education and occupational routine of teachers. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  15. "One Equal Music": An Exploration of Gender Perceptions and the Fair Assessment by Beginning Music Teachers of Musical Compositions

    Science.gov (United States)

    Legg, Robert

    2010-01-01

    Previous research in education has investigated the relationship between gender and perceptions of musicality, suggesting that teachers' assessments of boys' and girls' achievements in music are different and unequal. This empirical study attempts to explore that relationship in more detail, building on research from the late 1990s, by asking…

  16. "From the Beginning, I Felt Empowered": Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

    Science.gov (United States)

    Birmingham, Daniel; Smetana, Lara; Coleman, Elizabeth

    2017-09-01

    While a renewed national dialog promotes the importance of science education for future technological and economic viability, students must find science personally relevant to themselves and their communities if the goals set forth in recent reform movements are to be achieved. In this paper, we investigate how incorporating an ecological perspective to learning in teacher education, including opportunities to participate with science in connection to their everyday lives, influenced the ways in which elementary teacher candidates (TCs) envisioned learning and doing science and its potential role in their future classroom. We draw from data collected across three sections of a field-based elementary methods course focused on learning to teach science and social studies through inquiry. We argue that participating in an authentic interdisciplinary inquiry project impacted the ways in which TCs conceived of science, their identities as science learners and teachers and their commitments to bringing inquiry-based science instruction to their future classrooms. This paper addresses issues regarding access to quality science learning experiences in elementary classrooms through empowering TCs to build identities as science learners and teachers in order to impact conditions in their future classrooms.

  17. Beginning Teachers Reflect on Inclusive Practices--"I Didn't Realize That He Only Had Half a Hand"

    Science.gov (United States)

    Hamilton, Carol; Kecskemeti, Maria

    2015-01-01

    Learning to value difference and diversity is a central goal of Initial Teacher Education (ITE) professional practice programmes in New Zealand. Yet the authors have continued to struggle to work with their ITE students to move them as a group towards such valuing in both theory and practice. In this article events that lead up to the changes…

  18. Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

    Science.gov (United States)

    Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

    2018-01-01

    The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

  19. Exploring the Mathematical Confidence of Indigenous Preservice Teachers in a Remote Teacher Education Program

    Science.gov (United States)

    Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David

    2011-01-01

    This paper reports on the efficacy of an accelerated teacher education program ("Growing Our Own") focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to…

  20. 1997 NASA/MSFC Summer Teacher Enrichment Program

    Science.gov (United States)

    1999-01-01

    This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

  1. Common Core Preparation in Special Education Teacher Education Programs: Beginning the Conversation

    Science.gov (United States)

    Murphy, Michelle R.; Marshall, Kathleen J.

    2015-01-01

    The Common Core State Standards (CCSS) were developed to encourage a common focus of instruction and evaluation in the areas of mathematics, reading/language arts, writing, speaking, and listening. As of 2011, all but five states have adopted CCSS for math and English Language Arts (ELA), with another adopting only the standards for ELA. With…

  2. GSA's Teacher Advocate Program - getting teachers to be advocates for Earth Science

    Science.gov (United States)

    Lewis, G. B.

    2011-12-01

    After parents, teachers are they most influential people when it comes to students leaning about their world. However, when it comes to Earth science, the vast majority of our teachers have little to no Earth science training and lack the resources to run exciting and challenging classes on Earth science topics for their students. The Geological Society of America (GSA) is committed to reversing that trend by developing easy to use resources and training teachers on how to use them in their classrooms. Through a program called the Teacher Advocate Program (TAP), GSA has already had teachers using Earth science materials with over 6 million students (1.3 million a year). Formally established in 2003, TAP aims to raise the number of teachers who are advocates for geoscience in their classrooms, schools and school districts by providing those teachers with: Low cost teaching resources that provide them with teaching notes, teaching materials (images, models etc) and usable class room activities. Low cost training opportunities for teachers on how to use TAP materials. In-field experiences for teachers to provide them with teaching materials and insights.

  3. Understanding the inheritors: The perception of beginning-level students toward their Spanish as a Heritage Language program

    Directory of Open Access Journals (Sweden)

    Damián Vergara Wilson

    2015-12-01

    Full Text Available How do students perceive their Spanish as a Heritage Language (SHL program at a large southwestern university? Student perceptions of their language classes may be linked to affective needs and motivation (Tse, 2000 and a resolution of the potential mismatch between the perceptions of educators and students can lead to greater engagement and student satisfaction (Beaudrie, 2015. This study reports on the perspective of beginning-level students in 35 interviews conducted by the authors in order to gain insight into how participants conceive of the SHL program. The findings show that the participants respond positively to and comprehend the value of a pedagogical approach that values students’ home varieties. They also recognize both the social importance and pedagogical potential of exploring bilingual community practices, such as code-switching. The findings support an approach that fosters engagement with the participants’ speech communities as a valuable source of linguistic and cultural input.

  4. Authentic Astronomy Research Experiences for Teachers: The NASA/IPAC Teacher Archive Research Program (NITARP)

    OpenAIRE

    Rebull, L. M.; Gorjian, V.; Squires, G.

    2012-01-01

    How many times have you gotten a question from the general public, or read a news story, and concluded that “they just don’t understand how real science works?” One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Stu...

  5. Authentic Astronomy Research Experiences for Teachers: The NASA/IPAC Teacher Archive Research Program (NITARP)

    Science.gov (United States)

    Rebull, L. M.; Gorjian, V.; Squires, G.; Nitarp Team

    2012-08-01

    How many times have you gotten a question from the general public, or read a news story, and concluded that "they just don't understand how real science works?" One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Students, which in 2009 was rechristened the NASA/IPAC Teacher Archive Research Program, or NITARP). We partner small groups of teachers with a mentor astronomer, they do research as a team, write up a poster, and present it at an American Astronomical Society (AAS) meeting. The teachers incorporate this experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other similar programs in several important ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters at the AAS, in science sessions (not outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. Finally, the "product" of this project is the scientific result, not any sort of curriculum packet. The teachers adapt their project to their classroom environment, and we change the way they think about science and scientists.

  6. Tomorrow's engineers through teacher/student programs at Penn State

    International Nuclear Information System (INIS)

    Davidson, C.

    1992-01-01

    Interest in math and science increases when the problems and topics are current and socially relevant. A course that integrates various sciences requires a solid foundation in mathematics and an understanding that real life consists of an interaction of the basic sciences. One topical area that requires the understanding of math and science and affects our society is radiation. Although nuclear issues are prevalent in the news, very few secondary science educators receive much formal training in radiation and nuclear science. A strong push for educational programs on this topic by the U.S. Atomic Energy Commission and state departments of education began in the late 1960s and early 1970s. Through this effort, Pennsylvania State University (Penn State) developed the Nuclear Concepts Institute for secondary science teachers and has continued its involvement with educational programs in nuclear science for teachers and students. From discussions with teachers and students along with formal and informal surveys, the programs have had a positive impact on teachers' interest in learning more about nuclear science and on students' choices to enter nuclear engineering or a related field. The paper discusses the Nuclear Concepts Program; formation of the American Nuclear Science Teachers Association (ANSTA); ANSTA projects; other Penn State educational programs; and impact of education programs

  7. Utilizing Secondary Agricultural Education Programs to Deliver Evidence-Based Grain Safety Training for Young and Beginning Workers.

    Science.gov (United States)

    Cheng, Yuan-Hsin; Field, William E; Tormoehlen, Roger L; French, Brian F

    2017-01-01

    Purdue University's Agricultural Safety and Health Program (PUASHP) has collaborated with secondary agricultural education programs, including FFA Chapters, for over 70 years to deliver and promote agricultural safety and health programming. With support from a U.S. Department of Labor Susan Harwood Program grant, PUASHP utilized a Developing a Curriculum (DACUM) process to develop, implement, and evaluate an evidence-based curriculum for use with young and beginning workers, ages 16-20, exposed to hazards associated with grain storage and handling. The primary audience was students enrolled in secondary agricultural education programs. A review of the literature identified a gap in educational resources that specifically addresses this target population. The curriculum developed was based on fatality and injury incident data mined from Purdue's Agricultural Confined Space Incident Database and input from a panel of experts. The process identified 27 learning outcomes and finalized a pool of test questions, supported by empirical evidence and confirmed by a panel of experts. An alignment process was then completed with the current national standards for secondary agricultural education programs. Seventy-two youth, ages 16-20, enrolled in secondary-school agricultural education programs, and a smaller group of post-secondary students under the age of 21 interested in working in the grain industry pilot tested the curriculum. Based on student and instructor feedback, the curriculum was refined and submitted to OSHA for approval as part of OSHA's online training resources. The curriculum was delivered to 3,665 students, ages 16-20. A total of 346 pre- and post-tests were analyzed, and the results used to confirm content validity and assess knowledge gain. Findings led to additional modifications to curriculum content, affirmed knowledge gain, and confirmed appropriateness for use with secondary agricultural education programs. The curriculum has been promoted

  8. Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

    Science.gov (United States)

    Carlson, Sarah E.

    2011-01-01

    The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…

  9. Kentucky Career and Technical Teacher Education Programs/Ongoing Issues

    Science.gov (United States)

    Workman, Ed; Stubbs, Joyce

    2012-01-01

    What is Career and Technical Education (CTE)? How does one identify and recognized strong CTE educational programs? And after one has answers to the first two questions, how does one successfully align CTE teacher education (CTTE) programs across large institutions such as colleges within universities, or in Kentucky's endeavor within universities…

  10. The Charlotte-Mecklenburg Teacher Career Development Program.

    Science.gov (United States)

    Schlechty, Phillip C.; And Others

    1985-01-01

    Effective training, evaluation, and incentives are key aspects of this school system's six-level career ladder program for teacher development. The three-pronged committee structure for planning and communication and the program's ownership by everyone involved have been vital to its successful planning and development. (DCS)

  11. Attitudes and Motivations of Vocational Teachers Regarding Program Improvement.

    Science.gov (United States)

    Greenan, James P.; Wu, Mingchang; Mustapha, Ramlee B.; Ncube, Lisa B.

    1998-01-01

    Secondary vocational teachers in Indiana (n=186) indicated they were motivated to improve programs by concern for students, professional growth, and desire to keep current. They believed that program improvement enhances professional development, but lacked time to plan for improvement and were skeptical about administrators' ability to reduce…

  12. A Rural Special Education Teacher Training Program: Successful Adaptations.

    Science.gov (United States)

    Prater, Greg; And Others

    The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

  13. Creating Leaders through the Teacher Learning and Leadership Program

    Science.gov (United States)

    Pearce, Kyle

    2015-01-01

    Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

  14. Teacher Candidates' Opinions on Erasmus Student Exchange Program

    Science.gov (United States)

    Unlu, Ihsan

    2015-01-01

    This study contains teacher candidates' opinions who spent a portion of their educational career abroad as participants in the Erasmus Program regarding the academic, cultural, and personal gains of the program. Using the Quantitative Research Method, this study focuses on phenomena that researchers are aware of, but on which they do not have…

  15. Exploring the mathematical confidence of Indigenous preservice teachers in a remote teacher education program

    Science.gov (United States)

    Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David

    2011-06-01

    This paper reports on the efficacy of an accelerated teacher education program ( Growing Our Own) focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to educate Indigenous Teacher Assistants to full teacher status. We describe the growth in knowledge and confidence that has occurred through the program using the story of one of the students in the project, Philomena, as an evocative representation of the experiences of the participants in the program. This growth is particularly evident in one lesson that Philomena taught towards the end of the program in which she was able to challenge her previously accepted role as subservient to the non-Indigenous teacher. Our discussion highlights some key issues for improving outcomes for Indigenous children, including the potential mismatch between Western and Aboriginal ways of thinking in mathematics and developing the mathematical capacity of Indigenous teacher assistants in remote settings. We suggest that the mutual respect of the participants at various levels of Growing Our Own, the situated and purposeful nature of the learning, and the capacity of students to engage in that learning without abandoning their community responsibilities have been pivotal in enhancing educational outcomes in remote communities and in providing opportunities for Indigenous people.

  16. A Technological Teacher Education Program Planning Model.

    Science.gov (United States)

    Hansen, Ronald E.

    1993-01-01

    A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

  17. DESAIN TERAS PLTN JENIS PEBBLE BED MODULAR REACTOR (PBMR MENGGUNAKAN PAKET PROGRAM MCNP-5 PADA KONDISI BEGINNING OF LIFE

    Directory of Open Access Journals (Sweden)

    Ralind Re Marla

    2015-03-01

    Full Text Available Telah dilakukan desain teras Pembangkit Listrik Tenaga Nuklir (PLTN untuk jenis Pebble Bed Modular Reactor (PBMR dengan daya 70 MWe untuk keperluan proses smelter pada keadaan beginning of life (BOL. Analisis ini bertujuan untuk mengetahui persen pengkayaan, distribusi suhu dan nilai keselamatan dengan koefisien reaktivitas teras yang negatif pada reaktor jenis PBMR apabila daya reaktor 70 MWe. Analisis menggunakan program Monte Carlo N-Particle-5 (MCNP5 dan dari hasil analisis ini diharapkan dapat memenuhi syarat dalam mendukung program percepatan pembangunan kelistrikan batubara 10.000 MWe khususnya untuk proses smelter, yang tersebar merata di wilayah Indonesia. Hasil penelitian menunjukkan bahwa, faktor perlipatan efektif (k-eff Reaktor jenis PBMR daya 70 MWe mengalami kondisi kritis pada pengkayaan 5,626 % dengan nilai faktor perlipatan efektif 1,00031±0,00087 dan nilai koefisien reaktivitas suhu pada -10,0006 pcm/K. Dari hasil analisis daat disimpulkan bahwa reaktor jenis PBMR daya 70 MWe adalah aman.   ABSTRACT The core design of Nuclear Power Plant for Pebble Bed Modular Reactor (PBMR type with 70 MWe capacity power in Beginning of Life (BOL has been performed. The aim of this analysis, to know percent enrichment, temperature distribution and safety value by negative temperature coefficient at type PBMR if reactor power become lower equal to 70 MWe. This analysis was expected become one part of overview project development the power plant with 10.000 MWe of total capacity, spread evenly in territory of Indonesia especially to support of smelter industries. The results showed that, effective multiplication factor (keff with power 70 MWe critical condition at enrichment 5,626 %is 1,00031±0,00087, based on enrichment result, a value of the temperature coefficient reactivity is - 10,0006 pcm/K. Based on the results of these studies, it can beconcluded that the PBMR 70 MWe design is theoritically safe.

  18. Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

    Directory of Open Access Journals (Sweden)

    Akhtarieva R.F.

    2015-11-01

    Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

  19. Binational Teacher Development: Teacher Ambassador Exchange Program, New Mexico, USA and Nuevo Leon, Mexico.

    Science.gov (United States)

    Habermann, Mary Jean

    The report describes the rationale for and history of an exchange program for Nuevo Leon (Mexico) and New Mexico bilingual education teachers. The program evolved from the need to help Spanish-speaking students maintain their own language and culture while in the United States. New Mexico's state policy concerning language-minority children and…

  20. A Comparison of Centralized and Decentralized Inservice Education Programs: Teacher Involvement, Program Characteristics, and Job Satisfaction.

    Science.gov (United States)

    Perez, Roberto

    Inservice programs that are likely to accomplish their objectives are characterized by: (1) differentiated training experiences; (2) teachers in active roles; (3) an emphasis on demonstration, supervised trials, and feedback; (4) sharing and mutual assistance; (5) activities linked to a general effort of the school; (6) teachers who choose goals…

  1. Understanding science teacher enhancement programs: Essential components and a model

    Science.gov (United States)

    Spiegel, Samuel Albert

    Researchers and practioners alike recognize that "the national goal that every child in the United States has access to high-quality school education in science and mathematics cannot be realized without the availability of effective professional development of teachers" (Hewson, 1997, p. 16). Further, there is a plethora of reports calling for the improvement of professional development efforts (Guskey & Huberman, 1995; Kyle, 1995; Loucks-Horsley, Hewson, Love, & Stiles, 1997). In this study I analyze a successful 3-year teacher enhancement program, one form of professional development, to: (1) identify essential components of an effective teacher enhancement program; and (2) create a model to identify and articulate the critical issues in designing, implementing, and evaluating teacher enhancement programs. Five primary sources of information were converted into data: (1) exit questionnaires, (2) exit surveys, (3) exit interview transcripts, (4) focus group transcripts, and (5) other artifacts. Additionally, a focus group was used to conduct member checks. Data were analyzed in an iterative process which led to the development of the list of essential components. The Components are categorized by three organizers: Structure (e.g., science research experience, a mediator throughout the program), Context (e.g., intensity, collaboration), and Participant Interpretation (e.g., perceived to be "safe" to examine personal beliefs and practices, actively engaged). The model is based on: (1) a 4-year study of a successful teacher enhancement program; (2) an analysis of professional development efforts reported in the literature; and (3) reflective discussions with implementors, evaluators, and participants of professional development programs. The model consists of three perspectives, cognitive, symbolic interaction, and organizational, representing different viewpoints from which to consider issues relevant to the success of a teacher enhancement program. These

  2. Learning to Teach a Blended Course in a Teacher Preparation Program

    Science.gov (United States)

    Kang, Jung Jin

    2014-01-01

    Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

  3. Effectiveness of an Alternative Certification Program for the Preparation of Elementary Teachers

    Science.gov (United States)

    Follo, Eric J.; Rivard, James J.

    2009-01-01

    This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for…

  4. A Study Examining the Dimensionality of Core Competencies Measure in Teacher Preparation Programs: Challenges and Lessons

    Science.gov (United States)

    Kizil, Ruhan Circi; Briggs, Derek; Seidel, Kent; Green, Kathy

    2014-01-01

    The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on…

  5. Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

    Science.gov (United States)

    Srivastava, Nitin

    This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

  6. Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.

    2003-12-01

    Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the

  7. Enhancing Youth Outcomes Following Parental Divorce: A Longitudinal Study of the Effects of the New Beginnings Program on Educational and Occupational Goals

    Science.gov (United States)

    Sigal, Amanda B.; Wolchik, Sharlene A.; Tein, Jenn-Yun; Sandler, Irwin N.

    2012-01-01

    This study examined whether the New Beginnings Program for divorced families led to improvements in youth's educational goals and job aspirations 6 years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9 to 12 years at the initial assessment, and data…

  8. Mother-Child Relationship Quality and Effective Discipline as Mediators of the 6-Year Effects of the New Beginnings Program for Children from Divorced Families

    Science.gov (United States)

    Zhou, Qing; Sandler, Irwin N.; Millsap, Roger E.; Wolchik, Sharlene A.; Dawson-McClure, Spring R.

    2008-01-01

    This study examines whether program effects on mother-child relationship quality and effective discipline mediated the 6-year longitudinal effects of the New Beginnings Program (NBP) to improve mental health and competence outcomes in 218 adolescents from divorced families in a randomized experimental trial. The NBP is a theory-based and…

  9. Advancing Teacher Education and Curriculum Development through Study Abroad Programs

    Science.gov (United States)

    Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.

    2016-01-01

    The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…

  10. 78 FR 25669 - Exchange Visitor Program-Teachers

    Science.gov (United States)

    2013-05-02

    ... education programs in U.S. schools through the delivery of an international perspective to students; to...''). These proposed changes will enhance the integrity and programmatic effectiveness of the teacher category... schools rather than to further a cultural exchange. The Department has identified issues regarding job...

  11. Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

    Science.gov (United States)

    Liu, Tze-Chang

    2015-01-01

    This paper focuses on the influences and changes of recent Taiwan teacher preparation program evaluation (TTPPE) as one of the national evaluation projects conducted by the Higher Education Evaluation and Accreditation Council of Taiwan. The main concerns are what kind of ideology is transformed through the policy by means of evaluation, and what…

  12. Moderators influencing the effectiveness of a behavioral teacher program

    NARCIS (Netherlands)

    Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

    2018-01-01

    Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Primary school children (N = 114) with ADHD symptoms in the classroom were randomly

  13. Appendix W. Cost Analysis in Teacher Education Programs.

    Science.gov (United States)

    Sell, G. Roger; And Others

    This paper is an introduction to the basic cost-related tools available to management for planning, evaluating, and organizing resources for the purpose of achieving objectives within a teacher education preparation program. Three tools are presented in separate sections. Part I on the cost accounting tool for identifying, categorizing, and…

  14. Programming : teachers and pedagogical content knowledge in the Netherlands

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2012-01-01

    In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The

  15. U.S. Teachers' Perceptions of School Violence Prevention Programs

    Science.gov (United States)

    Chestnut, Natakie

    2016-01-01

    In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

  16. Program of Teacher Education for Environmental Technology (POTEET).

    Science.gov (United States)

    National Sanitation Foundation, Ann Arbor, MI.

    The environmental technician, a new but necessary subordinate of a professional environmentalist, might be employed by a health department, natural resources commission, state agriculture department, municipal water plant, or by business or industry in self-inspection and corrective activities. The Program of Teacher Education for Environmental…

  17. Neuro-Linguistic Programming: Enhancing Teacher-Student Communications.

    Science.gov (United States)

    Childers, John H., Jr.

    1985-01-01

    Defines Neurolinguistic Programming (NCP) and discusses specific dimensions of the model that have applications for classroom teaching. Describes five representational systems individuals use to process information and gives examples of effective and ineffective teacher-student communication for each system. (MCF)

  18. Authentic Astronomy Research Experiences for Teachers: the NASA/IPAC Teacher Archive Research Program (NITARP)

    Science.gov (United States)

    Rebull, L.; NITARP Team

    2011-12-01

    Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come

  19. Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

    The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

  20. The Partnership in Teacher Excellence Program: A District-University Collaboration to Create Teacher Leaders

    Science.gov (United States)

    Bond, Nathan; Goodwin, Marilyn; Summers, Emily

    2013-01-01

    This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University-San Marcos. These administrators collaborated to design…

  1. Moving from Traditional Teacher Education to a Field-Based Urban Teacher Education Program: One Program's Story of Reform

    Science.gov (United States)

    Waddell, Jennifer; Vartuli, Sue

    2015-01-01

    In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…

  2. Beginning topology

    CERN Document Server

    Goodman, Sue E

    2009-01-01

    Beginning Topology is designed to give undergraduate students a broad notion of the scope of topology in areas of point-set, geometric, combinatorial, differential, and algebraic topology, including an introduction to knot theory. A primary goal is to expose students to some recent research and to get them actively involved in learning. Exercises and open-ended projects are placed throughout the text, making it adaptable to seminar-style classes. The book starts with a chapter introducing the basic concepts of point-set topology, with examples chosen to captivate students' imaginations while i

  3. Beginning Hibernate

    CERN Document Server

    Linwood, Jeff

    2010-01-01

    Beginning Hibernate, Second Edition is ideal if you're experienced in Java with databases (the traditional, or "connected," approach), but new to open source, lightweight Hibernate-the de facto object-relational mapping and database-oriented application development framework. This book packs in brand-new information about the latest release of the Hibernate 3.5 persistence layer and provides a clear introduction to the current standard for object-relational persistence in Java. And since the book keeps its focus on Hibernate without wasting time on nonessential third-party tools, you

  4. Beginning Hibernate

    CERN Document Server

    Minter, Dave; Ottinger, Joseph

    2014-01-01

    Beginning Hibernate, Third Edition is ideal if you're experienced in Java with databases (the traditional, or "connected," approach), but new to open-source, lightweight Hibernate, a leading object-relational mapping and database-oriented application development framework.This book packs in information about the release of the Hibernate 4.x persistence layer and provides a clear introduction to the current standard for object-relational persistence in Java. And since the book keeps its focus on Hibernate without wasting time on nonessential third-party tools, you'll be able to immediately star

  5. Beginning Spring

    CERN Document Server

    Caliskan, Mert

    2015-01-01

    Get up to speed quickly with this comprehensive guide toSpring Beginning Spring is the complete beginner's guide toJava's most popular framework. Written with an eye towardreal-world enterprises, the book covers all aspects of applicationdevelopment within the Spring Framework. Extensive samples withineach chapter allow developers to get up to speed quickly byproviding concrete references for experimentation, building askillset that drives successful application development byexploiting the full capabilities of Java's latest advances. Spring provides the exact toolset required to build anent

  6. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  7. Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education

    Science.gov (United States)

    Henning, John E.; Gut, Dianne; Beam, Pamela

    2015-01-01

    This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

  8. French Phonology for Teachers: A Programmed Introduction.

    Science.gov (United States)

    Green, Jerald R.; Poulin, Norman A.

    This programed, self-instructional course has the following terminal objectives: (1) to present some notions of the science of linguistics and the major branches of linguistics, (2) to teach the segmental and suprasegmental phonemes of French, (3) to identify the major articulatory problems of French for the native speaker of English, (4) to…

  9. Programs for Students and Teachers | NREL

    Science.gov (United States)

    competition that tests the brainpower of middle and high school teams on science and math topics. Model Car and Education Programs promote science, technology, engineering, and mathematics (STEM) using Science educators provide hands-on experiences for students in grades 4-12 to learn about renewable energy

  10. Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators.

    Science.gov (United States)

    Holyfield, Christine; Caron, Jessica Gosnell; Drager, Kathryn; Light, Janice

    2018-03-05

    Visual scene displays (VSDs) and just-in-time programming supports are augmentative and alternative communication (AAC) technology features with theoretical benefits for beginning communicators of all ages. The goal of the current study was to evaluate the effects of a communication application (app) on mobile technology that supported the just-in-time programming of VSDs on the communication of preadolescents and adolescents who were beginning communicators. A single-subject multiple-baseline across participant design was employed to evaluate the effect of the AAC app with VSDs programmed just-in-time by the researcher on the communication turns expressed by five preadolescents and adolescents (9-18 years old) who were beginning communicators. All five participants demonstrated marked increases in the frequency of their communication turns after the onset intervention. Just-in-time programming support and VSDs are two features that may positively impact communication for beginning communicators in preadolescence and adolescence. Apps with these features allow partners to quickly and easily capture photos of meaningful and motivating events and provide them immediately as VSDs with relevant vocabulary to support communication in response to beginning communicators' interests.

  11. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  12. Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

    Science.gov (United States)

    Hemler, Debra A.

    1997-11-01

    The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green

  13. The Workshop Program on Authentic Assessment for Science Teachers

    Science.gov (United States)

    Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

    2017-02-01

    A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

  14. Faculty development programs for medical teachers in India

    Directory of Open Access Journals (Sweden)

    SANJAY ZODPEY

    2016-04-01

    Full Text Available Introduction: India has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. There is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st Century. This manuscript provides a landscape of faculty development programs in India, identifying gaps and opportunities for reforms in faculty development. Methods: Conventionally, FDPs are organized by medical colleges and universities through Basic Courses and Advanced Courses focusing on pedagogy. Medical Council of India is facilitating FDPs through 18 selected regional centers to enable medical teachers to avail modern education technology for teaching from July 2009. Foundation for Advancement of International Medical Education and Research has three Regional Institutes in India. Results: Recommendations include the need for formulating a national strategy for faculty development to not only enhance the quantity of medical teachers but also the quality of medical education; providing support for Departments of Medical Education/Regional Centers in terms of finance and staffing and incorporation of teaching skills in postgraduate training. Conclusion: Distance learning courses focusing on educational leadership and pedagogy for medical teachers can be an option to reach a wider audience. FDPs can be an asset in recruiting and retaining teachers as they offer valued professional development opportunities.

  15. Teachers' participation in research programs improves their students' achievement in science.

    Science.gov (United States)

    Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

    2009-10-16

    Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

  16. Case Studies of Successful Assistance in Urban School Improvement Programs. I. The Teacher Growth Program.

    Science.gov (United States)

    Piety-Jacobs, Sharon R.

    As part of a research project on "Patterns of Successful Assistance in Urban School Programs," this paper presents a case study of an assister's work in a Teacher Growth Program (TGP) at an elementary school in Staten Island, New York. The school has an experienced teaching staff, a supportive principal, a cross-sectional student…

  17. Using Facebook to Support Novice Teachers

    Science.gov (United States)

    Staudt, Denise; St. Clair, Norman; Martinez, Elda E.

    2013-01-01

    Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We…

  18. Attitudes Toward Integration as Perceived by Preservice Teachers Enrolled in an Integrated Mathematics, Science, and Technology Teacher Education Program.

    Science.gov (United States)

    Berlin, Donna F.; White, Arthur L.

    2002-01-01

    Describes the purpose of the Master of Education (M. Ed.) Program in Integrated Mathematics, Science, and Technology Education (MSAT Program) at The Ohio State University and discusses preservice teachers' attitudes and perceptions toward integrated curriculum. (Contains 35 references.) (YDS)

  19. The Significance of Ongoing Teacher Support in Earth Science Education Programs: Evidence from the GLOBE Program

    Science.gov (United States)

    Penuel, B.; Korbak, C.; Shear, L.

    2003-12-01

    The GLOBE program provides a rich context for examining issues concerning implementation of inquiry-oriented, scientist-driven educational programs, because the program has both a history of collecting evaluation data on implementation and mechanisms for capturing program activity as it occurs. In this paper, researchers from SRI International's evaluation team explore the different roles that regional partners play in preparing and supporting teachers to implement the GLOBE Program, an international inquiry-based Earth science education initiative that has trained over 14,000 teachers worldwide. GLOBE program evaluation results show the program can be effective in increasing students' inquiry skills, but that the program is also hard for teachers to implement (Means et al., 2001; Penuel et al., 2002). An analysis of GLOBE's regional partner organizations, which are tasked with preparing teachers to implement its data collection and reporting protocols with students, shows that some partners are more successful than others. This paper reports findings from a quantitative analysis of the relationship between data reporting and partner support activities and from case studies of two such regional partners focused on analyzing what makes them successful. The first analysis examined associations between partner training and support activities and data reporting. For this analysis, we used data from the GLOBE Student Data Archive matched with survey data collected from a large sample of GLOBE teachers as part of SRI's Year 5 evaluation of GLOBE. Our analyses point to the central importance of mentoring and material support to teachers. We found that incentives, mentoring, and other on-site support to teachers have a statistically significant association with higher data reporting levels. We also found that at present, teachers access these supports less often than they access listservs and e-mail communication with teachers after GLOBE training. As a follow-up to this

  20. A Fresh Look at Graduate Programs in Teacher Leadership in the United States

    Science.gov (United States)

    Leonard, Jack; Petta, Katherine; Porter, Christina

    2012-01-01

    Teacher leadership has been studied in the United States for 30 years, but less is known about American graduate programs that purport to prepare teacher leaders. Furthermore, the federal No Child Left Behind Act of 2001 prompted a closer look at teacher effectiveness, which then shifted the definition of teacher leadership and caused some…

  1. Mindfulness programming for parents and teachers of children with ADHD.

    Science.gov (United States)

    Miller, Carlin J; Brooker, Brianne

    2017-08-01

    Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Vocal problems among teachers: evaluation of a preventive voice program.

    Science.gov (United States)

    Bovo, Roberto; Galceran, Marta; Petruccelli, Joseph; Hatzopoulos, Stavros

    2007-11-01

    Vocal education programs for teachers may prevent the emergence of vocal disorders; however, only a few studies have tried to evaluate the effectiveness of these preventive programs, particularly in the long term. Two hundred and sixty-four subjects, mostly kindergarten and primary school female teachers, participated in a course on voice care, including a theoretical seminar (120 minutes) and a short voice group therapy (180 minutes, small groups of 20 subjects). For 3 months, they had to either attend the vocal ergonomics norms and, as psychological reinforcement, they had to make out a daily report of vocal abuse, or to follow the given exercises for a more efficient vocal technique, reporting on whether the time scheduled was respected or not. The effectiveness of the course was assessed in a group of 21 female teachers through a randomized controlled study. Evaluation comprehended stroboscopy, perceptual and electro-acoustical voice analysis, Voice Handicap Index, and a course benefit questionnaire. A group of 20 teachers matched for age, working years, hoarseness grade, and vocal demand served as a control group. At 3 months evaluation, participants demonstrated amelioration in the global dysphonia rates (P=0.0003), jitter (P=0.0001), shimmer (P=0.0001), MPT (P=0.0001), and VHI (P=0.0001). Twelve months after the course, the positive effects remained, although they were slightly reduced. In conclusion, a course inclusive of two lectures, a short group voice therapy, home-controlled voice exercises, and hygiene, represents a feasible and cost-effective primary prevention of voice disorders in a homogeneous and well-motivated population of teachers.

  3. Know How? Show How: Experienced Teachers Share Best Practices through Ontario Program

    Science.gov (United States)

    Amato, Lindy; Anthony, Paul; Strachan, Jim

    2014-01-01

    Launched in 2007, the Teacher Learning and Leadership Program, out of Ontario, Canada, operates on the belief that classroom teachers know their learning needs and the needs of their students best. Additionally, the program assumes teachers have the greatest knowledge of how to build and foster multiple learning networks in order to share their…

  4. An Engineering Research Program for High School Science Teachers: Year Two Changes and Results

    Science.gov (United States)

    DeJong, Brian P.; Yelamarthi, Kumar; Kaya, Tolga

    2016-01-01

    The research experiences for teachers program at Central Michigan University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material…

  5. The Industrial Vocational High School Teacher Training Program Cooperating with the Enterprises.

    Science.gov (United States)

    Chi, Cheng-Feng

    Training of vocational education teachers should be closely linked to the industries in which the teachers are preparing to instruct students. A teacher training program in Taiwan has been designed with the cooperation of the metals manufacturing industry. In this four-year program, students are assigned to the industry to learn the product…

  6. Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program with a Comprehensive Philosophy

    Science.gov (United States)

    Engler, Karen S.; MacGregor, Cynthia J.

    2018-01-01

    At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri…

  7. Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya?

    Science.gov (United States)

    Katitia, David Melita Ole

    2015-01-01

    Teacher quality is always cited as the most significant efficiency of teacher preparation programs. This paper discusses the aspects of Teacher education factor that influences student achievement. There has always been an increased interest in examining the preparation program for the 21st century in Kenya and recommending the way forward for our…

  8. Challenges in the First Year of Teaching: Lessons Learned in an Elementary Education Resident Teacher Program

    Science.gov (United States)

    Gourneau, Bonni

    2014-01-01

    It is well known that the first years of teaching are a challenge for all beginning teachers. According to the National Commission on Teaching and America's Future's study (2010) first-year teacher attrition has been steadily increasing and many leave the profession even before they are proficient educators who know how to work with colleagues to…

  9. Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

    Science.gov (United States)

    Hong, Ji; Greene, Barbara

    2011-01-01

    Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers' views of themselves as a future teacher, in particular their hopes and fears for…

  10. Grounding Teacher Education in Practice around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

    Science.gov (United States)

    Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen

    2018-01-01

    Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university…

  11. Feared, Forgotten, or Forbidden: Sexual Orientation Topics in Secondary Teacher Preparation Programs in the USA

    Science.gov (United States)

    Sherwin, Gary; Jennings, Todd

    2006-01-01

    This study examined the coverage of sexual orientation topics within 77 public university secondary teacher preparation programs across seven US states, and represented programs preparing 8,300-11,500 teachers annually. Findings indicated that 40% of programs did not address sexual orientation as a diversity topic. Further, even programs that did…

  12. A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

    Science.gov (United States)

    Huang, Ju; Xu, Shijing

    2015-01-01

    This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

  13. Beginning Drupal

    CERN Document Server

    Redding, Jacob

    2010-01-01

    A thorough introduction that lessens the learning curve to Drupal development. Drupal is a free, open source modular framework and content management system written in the programming language PHP that carries with it a reputation of a steep learning curve. This guide to Drupal methodically demystifies Drupal and even aims shorten the learning curve. Author Jacob Redding is deeply embedded in the Drupal community, and walks first-time Drupal developers through the installation and configuration of a Drupal system. In-depth information on key areas of Drupal explore the Drupal hook system, Drup

  14. An Alternative Avenue to Teacher Certification: A Cost Analysis of the Pathways to Teaching Careers Program.

    Science.gov (United States)

    Rice, Jennifer King; Brent, Brian O.

    2002-01-01

    Analyzes cost effectiveness of the Pathways to Teaching Careers, a program that supports an alternative route to university-based teacher certification primarily for noncertified teachers, paraprofessionals, and Peace Corps volunteers. (PKP)

  15. Beginning analog electronics through projects

    CERN Document Server

    Singmin, Andrew

    2001-01-01

    Analog electronics is the simplest way to start a fun, informative, learning program. Beginning Analog Electronics Through Projects, Second Edition was written with the needs of beginning hobbyists and students in mind. This revision of Andrew Singmin's popular Beginning Electronics Through Projects provides practical exercises, building techniques, and ideas for useful electronics projects. Additionally, it features new material on analog and digital electronics, and new projects for troubleshooting test equipment.Published in the tradition of Beginning Electronics Through Projects an

  16. Teacher training program for medical students: improvements needed

    Directory of Open Access Journals (Sweden)

    van Diggele C

    2015-04-01

    Full Text Available Christie van Diggele,1 Annette Burgess,2 Craig Mellis21The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School – Central, The University of Sydney, Sydney, NSW, AustraliaIntroduction: Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception.Methods: The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61% of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91% of students, and 6/23 (26% of students participated in a focus group.Results: Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools.Conclusion: The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.Keywords: teacher training, medical students, peer teaching, peer

  17. Beginning Objective-C

    CERN Document Server

    Dovey, James

    2012-01-01

    Objective-C is today's fastest growing programming language, at least in part due to the popularity of Apple's Mac, iPhone and iPad. Beginning Objective-C is for you if you have some programming experience, but you're new to the Objective-C programming language and you want a modern-and fast-way forwards to your own coding projects. Beginning Objective-C offers you a modern programmer's perspective on Objective-C courtesy of two of the best iOS and Mac developers in the field today, and gets you programming to the best of your ability in this important language.  It gets you rolling fast into

  18. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-01-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…

  19. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses…

  20. Queer Youth as Teachers: Dismantling Silence of Queer Issues in a Teacher Preparation Program Committed to Social Justice

    Science.gov (United States)

    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…

  1. The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

    Science.gov (United States)

    Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

    2011-01-01

    This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

  2. Multilingual Pedagogies and Pre-Service Teachers: Implementing "Language as a Resource" Orientations in Teacher Education Programs

    Science.gov (United States)

    Catalano, Theresa; Hamann, Edmund T.

    2016-01-01

    While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…

  3. The Hemingway Project: A Collaborative School-based Program for Teacher Certification.

    Science.gov (United States)

    Butler, Shannon K.; And Others

    At Weber State University (Utah), teacher educators have collaborated with English faculty to design a pilot program (Hemingway Project) which serves as an initial effort to restructure the teacher education program. The program, funded by the Hemingway Foundation, is intended to provide greater integration of the university experience with actual…

  4. Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia

    OpenAIRE

    Chandra Ertikanto; Herpratiwi; Tina Yunarti; Post-graduate School of Mathematics Education, Faculty of Teacher Training and Education, University of Lampung, Indonesia,

    2017-01-01

    A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP) has been successfully developed to improve the inquiry skills of Indonesian elementary teachers. The skills enhanced by MSSITP are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the results. This teacher training program was evaluated by 48 teachers selected by stratified random sampling technique from 48 element...

  5. Education program at the Massachusetts Institute of Technology research reactor for pre-college science teachers

    International Nuclear Information System (INIS)

    Hopkins, G.R.; Fecych, W.; Harling, O.K.

    1989-01-01

    A Pre-College Science Teacher (PCST) Seminar program has been in place at the Massachusetts Institute of Technology (MIT) Nuclear Reactor Laboratory for 4 yr. The purpose of the PCST program is to educate teachers in nuclear technology and to show teachers, and through them the community, the types of activities performed at research reactors. This paper describes the background, content, and results of the MIT PCST program

  6. The effects of two secondary science teacher education program structures on teachers' habits of mind and action

    Science.gov (United States)

    Bergman, Daniel Jay

    2007-12-01

    This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

  7. Beginning software engineering

    CERN Document Server

    Stephens, Rod

    2015-01-01

    Beginning Software Engineering demystifies the software engineering methodologies and techniques that professional developers use to design and build robust, efficient, and consistently reliable software. Free of jargon and assuming no previous programming, development, or management experience, this accessible guide explains important concepts and techniques that can be applied to any programming language. Each chapter ends with exercises that let you test your understanding and help you elaborate on the chapter's main concepts. Everything you need to understand waterfall, Sashimi, agile, RAD, Scrum, Kanban, Extreme Programming, and many other development models is inside!

  8. The Needs of Primary English Teachers for an In-Service Teacher Training Program

    Directory of Open Access Journals (Sweden)

    Enisa Mede

    2016-04-01

    Full Text Available The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4 were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.Keywords: In-service teacher education, primary English language teachers, teacher needs, program design. İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçlarıÖzBu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme

  9. Developing a Survey to Determine Student Perceptions of Readiness at the Beginning of an Educational Leadership Program

    Science.gov (United States)

    Kelly, Michael D.; Gratto, John

    2015-01-01

    In this study, researchers developed a survey to determine student perceptions of readiness prior to entering an educational leadership program. The researchers analyzed and established the reliability and validity of the survey created to understand student readiness as they enter the program. The information garnered from this survey will help…

  10. Moderators Influencing the Effectiveness of a Behavioral Teacher Program

    Directory of Open Access Journals (Sweden)

    Betty Veenman

    2018-03-01

    Full Text Available Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD.Methods: Primary school children (N = 114 with ADHD symptoms in the classroom were randomly assigned to the intervention program (n = 58; 91% male or control group (n = 56; 77% male. Multilevel regression analyses assessed differential treatment gains of the intervention program in terms of ADHD symptoms and social skills. Moderators included demographic characteristics (gender, age, parental educational level, severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems, social functioning, and classroom variables (teaching experience, class size.Results: Results revealed larger program effects for older children and children from highly educated families and smaller beneficial effects for children with comorbid conduct or anxiety problems.Conclusion: The intervention program seems more beneficial for highly educated families and children without comorbid problem behavior, but more intensive treatments appear necessary for children facing additional challenges.ClinicalTrials.gov registration number: NCT02518711

  11. Teachers' Perceptions of the Effectiveness of the Art Education Preparation Program in Kuwait

    Science.gov (United States)

    AlHaddad, Ghadeer

    2014-01-01

    This study was designed to investigate how pre-service, beginners, and advanced art teachers in Kuwait viewed their teacher preparation program by describing and evaluating its effectiveness. To examine the issues of art teacher training and current teaching, this study used quantitative and qualitative research approaches. The study included a…

  12. Preservice Teachers' Knowledge of Information Literacy and Their Perceptions of the School Library Program

    Science.gov (United States)

    Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne

    2012-01-01

    Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a…

  13. Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

    Science.gov (United States)

    Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

    2018-01-01

    University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

  14. The Effects of a Model Developmental Mathematics Program on Elementary and Middle School Preservice Teachers

    Science.gov (United States)

    Gerber, Lindsey N.

    2012-01-01

    Teacher quality is instrumental in improving student performance. Unfortunately, discrepancies between teacher preparation programs and national and state K-12 student standards have contributed to the difficult task of producing quality teachers. The contemporary mathematics education paradigm used at most colleges and universities relies on…

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

    Science.gov (United States)

    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…

  16. The Effects of a Site-Based Mentoring Program on Teacher Confidence and Effectiveness

    Science.gov (United States)

    Dos Santos, Kimberley G.

    2012-01-01

    This dissertation was designed to examine the effects of a site-based teacher mentoring program on teacher confidence and effectiveness in an elementary school in Florida. Based on preliminary data, there was a need for system organizational change to improve teacher confidence and performance with the district's Document Based Question (DBQ)…

  17. Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession

    Science.gov (United States)

    Ulusoy, Mustafa

    2015-01-01

    This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews, focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is…

  18. Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

    Directory of Open Access Journals (Sweden)

    Rodrigo Polanco-Bueno

    2013-02-01

    Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

  19. The Impact of Professional Development on Beginning Teachers’ Practices in One Secondary School

    Directory of Open Access Journals (Sweden)

    Marjorie Hinds

    2010-01-01

    Full Text Available A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience in an Ontario, Canada secondary school (Grades 7-12 and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers.   Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture

  20. Lax Vox as a Voice Training Program for Teachers: A Pilot Study.

    Science.gov (United States)

    Mailänder, Eva; Mühre, Lea; Barsties, Ben

    2017-03-01

    The objective of this study was to explore the effectiveness of a 3-week training program with the voice therapy "Lax Vox" for teachers. Four healthy female teachers participated as volunteers for the study. Several voice measurements of perception, acoustics, aerodynamics, and self-evaluation were investigated. Furthermore, a survey to rate the applicability of Lax Vox was also part of the study. To assess the treatment effects of the Lax Vox training, an effect size analysis (d unb ) was conducted. After 3 weeks of training, medium and large improvements were found in some parameters of perceptual and acoustic voice quality assessments (d unb >0.50 and d unb >0.80, respectively). Furthermore, medium improvements were revealed in some parameters of self-evaluation (ie, physical and total scale of the Voice Handicap Index) and aerodynamic (ie, maximum phonation time) assessments (all d unb >0.50). Additionally, acoustic measures of vocal function showed an expansion in the upper contour of voice range profiles after training. Particularly, the main improvements in the voice range profile was found in the modal and the beginning of the falsetto voice registers. There was an increase of the intensity levels of about 4.6 dB. No changes were revealed in some acoustic measures of the voice range profile, self-evaluation measurements, and the perception of breathy voice quality (all d unb teachers appears to improve select measures of voice quality, maximum phonation time, vocal function, self-evaluation, and perceived applicability. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  1. Teacher Reform in Indonesia: Can Offshore Programs Create Lasting Pedagogical Shift?

    Science.gov (United States)

    Allen, William; Hyde, Mervyn; Whannel, Robert; O'Neill, Maureen

    2018-01-01

    Regional and national interest in reforming teaching in Indonesia has seen governments, NGOs and education specialists combine to drive pedagogical changes among school teachers there. Results of these programs have been indifferent at best. This paper reports on teacher reform programs in Provinsi Papua, one of the most marginal societies in…

  2. Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

    Science.gov (United States)

    Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

    2015-01-01

    Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

  3. Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

    Science.gov (United States)

    Isman, Aytekin; Altinay, Fahriye

    2005-01-01

    This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

  4. Science Teacher Leadership: Learning from a Three-Year Leadership Program

    Science.gov (United States)

    Luft, Julie A.; Dubois, Shannon L.; Kaufmann, Janey; Plank, Larry

    2016-01-01

    Teachers are professional learners and leaders. They seek to understand how their students learn, and they participate in programs that provide new instructional skills, curricular materials, and ways to become involved in their community. This study follows a science teacher leadership program over a three-year period of time. There were…

  5. Parent Involvement in Head Start Programs: The Role of Parent, Teacher and Classroom Characteristics

    Science.gov (United States)

    Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

    2004-01-01

    The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

  6. Sexual Orientation Topics in Elementary Teacher Preparation Programs in the USA

    Science.gov (United States)

    Jennings, Todd; Sherwin, Gary

    2008-01-01

    This investigation is a descriptive study documenting the inclusion of sexual orientation (gay and lesbian) topics in a sample of 65 public university elementary teacher preparation programs across the USA (representing the preparation of 14,000-19,000 new teachers annually). Findings indicate that only 55.6% of programs address sexual orientation…

  7. Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

    Science.gov (United States)

    Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

    2009-01-01

    Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

  8. Bring Your Own Device (BYOD) Programs in the Classroom: Teacher Use, Equity, and Learning Tools

    Science.gov (United States)

    Fincher, Derrel

    2016-01-01

    This study explores teacher perceptions of Bring Your Own Device (BYOD) programs in the classroom, with a focus on teacher use, student equity of access, and student ability to use their devices as learning tools. While one-to-one laptop programs (students assigned identical school-owned laptop or tablet) has an extensive body of literature behind…

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

    Science.gov (United States)

    Abril, Carlos R.; Bannerman, Julie K.

    2015-01-01

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

  10. "Doing Geography": Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2016-01-01

    The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that…

  11. A Collaborative Program To Prepare Mainstream Teachers: Using Peer Supervision by General and Special Educators.

    Science.gov (United States)

    Ludlow, Barbara L.; Wienke, Wilfred D.; Henderson, Joan; Klein, Holly

    As increasing numbers of students with disabilities are placed in regular classrooms, the shortage of rural special educators means that many rural classroom teachers are the primary providers of individualized programming to meet special needs. Since 1994, West Virginia University has been expanding its existing teacher education programs to…

  12. Secondary Content Area Reading: Challenging Sell for Professors in Teacher Education Programs

    Science.gov (United States)

    Almerico, Gina M.

    2011-01-01

    Candidates in teacher education programs who are training to become secondary education content area teachers are required in most programs to enroll in a class dealing with teaching reading in the content areas. A number of these candidates reluctantly attend these courses and question the appropriateness of the content they are required to…

  13. Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

    Science.gov (United States)

    Kiliç, Deniz Beste Çevik

    2017-01-01

    This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

  14. The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

    Science.gov (United States)

    Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

    2013-01-01

    This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

  15. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    Science.gov (United States)

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  16. "Spanish as a Foreign Language" Teachers' Profiles: Inclusive Beliefs, Teachers' Perceptions of Student Outcomes in the TCLA Program, Burnout, and Experience

    Science.gov (United States)

    Rojas Tejada, Antonio J.; Cruz Del Pino, Raquel M.; Tatar, Moshe; Jimenez Sayans, Pablo

    2012-01-01

    The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive…

  17. Educational Equality or Social Mobility: The Value Conflict between Preservice Teachers and the Free Teacher Education Program in China

    Science.gov (United States)

    Wang, Dan; Gao, Manman

    2013-01-01

    In 2007, the Chinese government piloted the Free Teacher Education (FTE) program in the top normal universities with the aim to enlist high-quality young graduates to join the teaching profession and to improve education in underdeveloped rural regions. However, a conflict has arisen as FTE students enrolled in the program are reluctant to work in…

  18. Enhancing youth outcomes following parental divorce: A longitudinal study of the effects of the New Beginnings Program on educational and occupational goals

    Science.gov (United States)

    Sigal, Amanda B.; Wolchik, Sharlene A.; Tein, Jenn-Yun; Sandler, Irwin N.

    2011-01-01

    This study examined whether the New Beginnings Program for divorced families led to improvements in youth’s educational goals and job aspirations six years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9–12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children’s post-divorce adjustment. The results revealed positive effects of the program on youth’s educational goals and job aspirations six years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the six-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the six-year follow-up mediated the effects of the program on the job aspirations of high-risk youth. Implications of the present findings for research with youth from divorced families and for the public health burden of divorce are discussed. PMID:22417189

  19. Enhancing youth outcomes following parental divorce: a longitudinal study of the effects of the new beginnings program on educational and occupational goals.

    Science.gov (United States)

    Sigal, Amanda B; Wolchik, Sharlene A; Tein, Jenn-Yun; Sandler, Irwin N

    2012-01-01

    This study examined whether the New Beginnings Program for divorced families led to improvements in youth's educational goals and job aspirations 6 years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9 to 12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children's postdivorce adjustment. The results revealed positive effects of the program on youth's educational goals and job aspirations 6 years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the 6-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the 6-year follow-up mediated the effects of the program on the job aspirations of high-risk youth.

  20. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  1. Developing a pedagogical problem solving view for mathematics teachers with two reflection programs

    Directory of Open Access Journals (Sweden)

    Bracha KRAMARSKI

    2009-10-01

    Full Text Available The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q training and thirty two teachers were assigned to the reflection discourse (R_D training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D. No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

  2. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-01-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…

  3. A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms

    NARCIS (Netherlands)

    Veenman, B.Y.; Luman, M.; Oosterlaan, J.

    2016-01-01

    Objective: This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Method: Primary school children with ADHD symptoms (N = 114) were

  4. Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative "Senso-Math" Preschool Program

    Science.gov (United States)

    Hassidov, Dina; Ilany, Bat-Sheva

    2018-01-01

    This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

  5. Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

    Science.gov (United States)

    Rozenszajn, Ronit; Yarden, Anat

    2014-02-01

    Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

  6. Cinder begin creative coding

    CERN Document Server

    Rijnieks, Krisjanis

    2013-01-01

    Presented in an easy to follow, tutorial-style format, this book will lead you step-by-step through the multi-faceted uses of Cinder.""Cinder: Begin Creative Coding"" is for people who already have experience in programming. It can serve as a transition from a previous background in Processing, Java in general, JavaScript, openFrameworks, C++ in general or ActionScript to the framework covered in this book, namely Cinder. If you like quick and easy to follow tutorials that will let yousee progress in less than an hour - this book is for you. If you are searching for a book that will explain al

  7. A Study of the Relationship of Perceived Principal Supervision and Support to the Perceived Self-Efficacy of Beginning and Experienced K-12 Teachers

    Science.gov (United States)

    Spearing, Leonard M.

    2013-01-01

    In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential…

  8. Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

    Science.gov (United States)

    Subban, Pearl; Round, Penny

    2015-01-01

    Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

  9. The Case of Seymore: How Long Does It Take for a Beginning Teacher to Be So Shaped by the Pressures of a School That Best Practice Gets Lost?

    Science.gov (United States)

    Ambery, Mary Elizabeth

    1995-01-01

    Discusses the issues of best practice, guidance of young children, teacher supervision, power, and rewards in the context of developmentally appropriate practice. Examines a true story about a conflict-laden school situation as an opportunity to explore the dynamics of perspective taking, roles and relationships, turbulent and uncertain…

  10. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  11. Beginning German in Grade Three: MLA Teacher's Guide. A Course of Study Including Methods, Materials, and Aids for Teaching Conversational German to Third-Grade Children.

    Science.gov (United States)

    Wittman, Nora E.; And Others

    This guide is planned to help the FLES teacher develop pleasurable language learning experiences in spoken German for children at the third-grade level. Experiences included in this guide present German in life situations, as well as insight into German culture. The guide offers suggestions for classroom procedures, and detailed directions are…

  12. In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

    Directory of Open Access Journals (Sweden)

    Siti Nurul Azkiyah

    2017-12-01

    Full Text Available This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.

  13. Results of a Master's degree program for high-school teachers

    Science.gov (United States)

    Cocke, W. J.

    1993-05-01

    Starting in the summer of 1990, the Astronomy Department at the University of Arizona began a 3-year summer program for upgrading the skills of high-school and middle-school science teachers. The program granted Master's degrees in Astronomy to the 33 teachers that completed the program this past summer. The teachers received tuition waivers and stipends to cover living expenses. The funding came mostly from the National Science Foundation, but the University of Arizona cost-shared at the 15% level. About half of the teachers were from Arizona, and the rest came from out-of-state. Although minorities were encouraged to apply, we had few minority applicants, and there were no Afro-Americans and only one Hispanic in the program. The content of the courses was heavily slanted towards mathematics and the physical sciences. The math level went up to vector calculus and linear partial differential equations, and there was a heavy emphasis on physics and astrophysics. Astronomy turned out to be a good umbrella under which to strengthen the teachers' knowledge of the physical sciences. One of the weak points in the program was the pace at which we introduced new material to the teachers. The summer sessions were short and very intense, and the teachers often found themselves with insufficient time to digest the information. This was offset to some degree by the high rate of cooperative learning that the teachers exhibited. The program seems to have been a great success, and the teachers report that their higher level of understanding is very useful to them in the classroom, and the astronomy content provided an excellent source of new demonstrations and projects. We present the results of a final survey, in which we ask the teachers to summarize their thoughts about the program and its effectiveness.

  14. One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

    2002-12-01

    Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

  15. Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

    Directory of Open Access Journals (Sweden)

    W. James Jacob

    2010-12-01

    Full Text Available This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a substantive grounded theory and Patton’s (1997 Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.

  16. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-05-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

  17. MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.J.

    1996-01-01

    The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.

  18. Six teachers' experience with a video-based professional development program: Its implementation and development

    Science.gov (United States)

    Nelson, Marianne T.

    Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For

  19. Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

    Science.gov (United States)

    Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

    2018-04-01

    The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  20. 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…

  1. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  2. Dismantling the Context and Breaking Free from Contextual Oppositions: How Teacher Education Programs Can Combat Homophobia

    Science.gov (United States)

    Jones, Joseph R.

    2012-01-01

    In exploring homophobia in schools, the author discusses a qualitative research study conducted with a group of teachers from New York State. The article examines how the group of teachers (participating in professional development program) discusses their perceptions of homophobia in their classrooms and schools. Specifically, the teachers…

  3. Grade Level Effects of the Incredible Years Teacher Training Program on Emotion Regulation and Attention

    Science.gov (United States)

    Murray, Desiree W.; Rabiner, David L.; Carrig, Madeline M.

    2014-01-01

    Professional development for teachers has historically been fairly didactic in nature (Garet et al., 2001; Rose & Church, 1998), which is believed to limit effectiveness and translation to teacher practice change (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). One well-established program with a more active, collaborative training…

  4. Taking the Incredible Years Child and Teacher Programs to Scale in Wales

    Science.gov (United States)

    Hutchings, Judy; Williams, Margiad Elen

    2017-01-01

    Students who demonstrate conduct problems pose ongoing challenges for teachers. Therefore, prevention programs that all families and teachers of young children can use to promote social and emotional learning, emotion regulation, and problem solving are of great interest to researchers and practitioners alike. This article describes the Incredible…

  5. Merging Regular and Special Education Teacher Preparation Programs: The Integrated Special Education-English Project (ISEP).

    Science.gov (United States)

    Miller, Darcy E.

    1991-01-01

    Describes the Integrated Special Education-English Project (ISEP) which facilitated the gradual integration of special education and English teacher preparation programs. A description of the ISEP model and a case study are included. The case study indicated student teachers who participated in the ISEP improved special education and English…

  6. Effectiveness of Structured Teacher Adaptations to an Evidence-Based Summer Literacy Program

    Science.gov (United States)

    Kim, James S.; Burkhauser, Mary A.; Quinn, David M.; Guryan, Jonathan; Kingston, Helen Chen; Aleman, Kirsten

    2017-01-01

    The authors conducted a cluster-randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence-based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end-of-year comprehension…

  7. Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

    Science.gov (United States)

    Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

    2015-01-01

    School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

  8. Investigating the Relationship between Iranian EFL Teachers' Autonomy and Their Neuro-Linguistic Programming

    Science.gov (United States)

    Hosseinzadeh, Ehsan; Baradaran, Abdollah

    2015-01-01

    The present study was an attempt to investigate the relationship between English Language Teachers' autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching…

  9. Comparative and International Education in Teacher Training Programs: The Case of North Park University in Chicago

    Science.gov (United States)

    Balodimas-Bartolomei, Angelyn

    2016-01-01

    For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is…

  10. Exploring the Effectiveness of a Curricular Choice Majors Program on Teacher Motivation

    Science.gov (United States)

    VanDeusen Gaddis, Linda Marie

    2014-01-01

    The purpose of this qualitative case study was to explore how a curricular choice majors program influenced teacher motivation and student performance at a charter high school in Pennsylvania from the perception of the administration and teachers. The theoretical foundation for this study was the attribution motivation theory. This theory…

  11. A Theory of Secondary Teachers' Adaptations When Implementing a Reading Intervention Program

    Science.gov (United States)

    Leko, Melinda M.; Roberts, Carly A.; Pek, Yvonne

    2015-01-01

    This study examined the causes and consequences of secondary teachers' adaptations when implementing a research-based reading intervention program. Interview, observation, and artifact data were collected on five middle school intervention teachers, leading to a grounded theory composed of the core component, reconciliation through adaptation, and…

  12. Pre-Service Bilingual Teachers and Their Invisible Scars: Implications for Preparation Programs

    Science.gov (United States)

    Sarmiento-Arribalzaga, Matilde A.; Murillo, Luz A.

    2010-01-01

    In this paper, we describe how language "autobiographies" are used in a teacher preparation program (TEP) as a healing pedagogy to understand the impact longstanding traditions of symbolic violence in education have had on Latino students who are in the process of becoming teachers. Writing about themselves and their education experience…

  13. A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement

    Science.gov (United States)

    Dingman, Jacob Blackstone

    2010-01-01

    The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school…

  14. The Politics and Statistics of Value-Added Modeling for Accountability of Teacher Preparation Programs

    Science.gov (United States)

    Lincove, Jane Arnold; Osborne, Cynthia; Dillon, Amanda; Mills, Nicholas

    2014-01-01

    Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring…

  15. Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

    Science.gov (United States)

    Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

    2015-01-01

    The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

  16. Enhancing Understanding of Social Responsibility through Intentional Teacher Education Programming: A Profession's Imperative

    Science.gov (United States)

    Miels, Jill C.

    2011-01-01

    Universities are central to promoting the idea of civic engagement. As for teacher education programs, the author believes that civic engagement is the ultimate outcome for the profession. She argues that civic engagement should be the responsibility of every individual, but often it rests solely on the shoulders of classroom teachers. In offering…

  17. Situating ICT in the Teacher Education Program: Overcoming Challenges, Fulfilling Expectations

    Science.gov (United States)

    Martinovic, Dragana; Zhang, Zuochen

    2012-01-01

    This exploratory case study examined pre-service teachers' expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools. For two years in a row the researchers collected data through online…

  18. Measuring Pre-Kindergarten Teachers' Perceptions: Compliance with the High/Scope Program

    Science.gov (United States)

    Palenzuela, Silvia M.

    2004-01-01

    The research study examined the relationship between pre-kindergarten teachers' age and years of experience with their perceptions and their actual compliance with the norms of the High/Scope Pre-kindergarten Program. Teachers' perceptions of satisfaction with the supervisory relationship were measured by the Early Childhood Job Satisfaction…

  19. Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

    Science.gov (United States)

    Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

    2005-01-01

    Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

  20. Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative

    Science.gov (United States)

    Brady, Michael P.; Heiser, Lawrence A.; McCormick, Jazarae K.; Forgan, James

    2016-01-01

    High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P-12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who…

  1. In-Service Infant Teachers Re-Envision Their Practice through a Professional Development Program

    Science.gov (United States)

    Loizou, Eleni; Recchia, Susan L.

    2018-01-01

    Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data…

  2. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

  3. Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

    Science.gov (United States)

    Lichtinger, Einat; Leichtentritt, Judith

    2016-01-01

    This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

  4. The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

    Science.gov (United States)

    Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

    2018-01-01

    This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

  5. Teacher Educators' Evaluation of the English Language Teaching Program: A Turkish Case

    Science.gov (United States)

    Yavuz, Aysun; Zehir Topkaya, Ece

    2013-01-01

    This study explored the perceptions of teacher educators regarding the changes in the English Language Teacher Education Program introduced by the Turkish Higher Education Council (HEC) in 2006. Employing a qualitative design, open-ended questionnaires were administered to 18 lecturers working at five different state universities. The analysis of…

  6. Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

    Science.gov (United States)

    Hsu, Pei-Ling

    2016-01-01

    The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

  7. The Effect of Teacher-Support Programs on Teacher Attrition in a Rural Pre-Kindergarten through Twelfth Grade Public School System

    Science.gov (United States)

    Thomas, Carol R.

    2013-01-01

    Many new teachers are leaving the profession during their first 3 years in a rural pre-kindergarten through 12th grade public school classroom in the southeastern United States. This study reviewed the teacher-support programs typically used in this school that assisted new teachers and encouraged their retention. This work is important because…

  8. The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

    Science.gov (United States)

    Qian, Hong; Youngs, Peter

    2016-01-01

    This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

  9. Working Together in Urban Schools: How a University Teacher Education Program and Teach for America Partner to Support Alternatively Certified Teachers

    Science.gov (United States)

    Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna

    2010-01-01

    The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…

  10. Building an Online Community: Student Teachers' Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program

    Science.gov (United States)

    Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz

    2018-01-01

    This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the…

  11. State Approved Programs of Teacher Preparation Offered by Kentucky Colleges and Universities (as of July 1, 1981). Teacher Education Circular #352.

    Science.gov (United States)

    Kentucky State Dept. of Education, Frankfort. Div. of Teacher Education and Certification.

    Characteristics of 23 Kentucky teacher education programs, at institutions which qualify for consideration under the Interstate Certification Contract for classroom teachers, are provided in this report. The process that culminates in institutional accreditation and teacher certification in Kentucky is outlined and is followed by a listing of the…

  12. Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program

    Science.gov (United States)

    Hughes, Joan E.

    2013-01-01

    This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

  13. Providing Support for Rural Teachers of Students with Low Incidence Disabilities Who Are Completing the Kentucky Teacher Internship Program

    Science.gov (United States)

    Abell, Michael; Collins, Belva C.; Kleinert, Harold; Pennington, Robert

    2014-01-01

    The Education and Professional Standards Board (EPSB) is the governing organization for teacher certification in Kentucky. According to the EPSB (2013a), only three institutions of higher education in the state (i.e., Morehead State University, University of Kentucky, University of Louisville) offer an approved alternate certificate program in…

  14. Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

    Science.gov (United States)

    Johannes, Christine; Fendler, Jan; Seidel, Tina

    2013-01-01

    Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…

  15. Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

    Science.gov (United States)

    Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

  16. The Theory and Practice of Programmed Instruction; A Guide for Teachers.

    Science.gov (United States)

    Pocztar, Jerry

    A historical sketch which traces behavioral theory from Pavlov to Skinner and explains the application of Skinner's theory to teaching begins this introduction to programed instruction. Next, three models of programed courses, Skinner's, Crowder's, and skip-branching, are described. The third section, techniques for elaborating programed courses,…

  17. Preservice Teachers' Developing Conceptions of Teaching English Learners

    Science.gov (United States)

    Kelly, Laura Beth

    2018-01-01

    In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

  18. Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers

    Science.gov (United States)

    Evans, Brian R.

    2012-01-01

    It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…

  19. Bridging the Gap: The Halifax New Teacher Support Program

    Science.gov (United States)

    Power, Alayne

    2013-01-01

    New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have…

  20. 34 CFR 682.216 - Teacher loan forgiveness program.

    Science.gov (United States)

    2010-07-01

    ... secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science to secondary school students; or (ii) At... in reading, writing, mathematics, and other areas of the elementary school curriculum, as certified...

  1. 76 FR 4137 - Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program

    Science.gov (United States)

    2011-01-24

    ... NATIONAL SCIENCE FOUNDATION Comment Request: Innovative Technology Experiences for Students and... Friday. SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students... Technology Experiences for Students and Teachers (ITEST) is a National Science Foundation program that...

  2. Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

    Science.gov (United States)

    Heidorn, Brent; Jenkins, Deborah Bainer

    2015-01-01

    Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

  3. Current Conditions of Bilingual Teacher Preparation Programs in Public Universities in USA

    Science.gov (United States)

    Johannessen, B. Gloria Guzman; Thorsos, Nilsa; Dickinson, Gail

    2016-01-01

    This study addresses public universities' policies and practices in the USA (United States of America) with a focus on public bilingual teacher preparation in Spanish-English programs (initial credential licensure and Masters of Education programs with, or without, endorsements). We questioned: "What do bilingual programs look like in public…

  4. The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

    Science.gov (United States)

    Gol-Guven, Mine

    2016-01-01

    This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

  5. New Teacher Perceptions of a Structured, System-Wide Mentoring Program

    Science.gov (United States)

    Milledge, William Andrew, Jr.

    2011-01-01

    The purpose of this case study was to understand the perceptions of the mentoring program for the new teachers who work in South Central Alabama, according to the proteges who have gone through the program. This qualitative study, using the case study approach, focused on the effectiveness of the mentoring program in the South Central Alabama…

  6. Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program

    Directory of Open Access Journals (Sweden)

    Gilbert C. Magulod Jr.

    2017-02-01

    Full Text Available The study endeavoured to ascertain the educational philosophies adhered by Filipino preservice teachers. Descriptive survey research method was employed. The participants of the study were the 76 fourth year Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED of the College of Teacher Education in one state university in the Philippines. Data were gathered with the use of standardized research tool. Research findings showed that the Filipino preservice teachers espoused a very high adherence to progressivism educational philosophy and high orientation to existentialism and reconstructionism. They also showed a moderate adherence to perennialism and existentialism philosophies. These imply that they espoused a high student-centred teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on the educational philosophies of the Filipino preservice teachers. Findings of the study present initiatives for 21st century teacher education preparation program.

  7. Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

    Science.gov (United States)

    Kim, Dong-Joong; Choi, Sang-Ho

    2016-01-01

    A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

  8. Pre-Service and In-Service Teachers' Experiences of Learning to Program in an Object-Oriented Language

    Science.gov (United States)

    Govender, I.; Grayson, D. J.

    2008-01-01

    This paper presents the results of an investigation into the various ways in which pre-service and in-service teachers experience learning to program in an object-oriented language. Both groups of teachers were enrolled in university courses. In most cases, the pre-service teachers were learning to program for the first time, while the in-service…

  9. An Analysis of the Selection and Distribution of Knowledge in Massachusetts Music Teacher Preparation Programs: The Song Remains the Same

    Science.gov (United States)

    Borek, Matthew

    2012-01-01

    Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in…

  10. The High Costs and Doubtful Efficacy of Extended Teacher-Preparation Programs: An Invitation to More Basic Reforms.

    Science.gov (United States)

    Hawley, Willis D.

    1987-01-01

    Extended programs are likely to reduce the quality and quantity of teachers and probably will not improve teacher performance. Because the risks of extended programs are great and the benefits uncertain, other strategies for improving teacher education should be explored more aggressively. (Author/LHW)

  11. The Effects of a Voice Education Program on VHI Scores of Elementary School Teachers.

    Science.gov (United States)

    Faham, Maryam; Ahmadi, Akram; Drinnan, Michael; Saadatmand, Najme; Fatahi, Elahe; Jalalipour, Maryam

    2016-11-01

    Teachers seem to be vulnerable to voice disorders because of excessive use of their voice. The purpose of this study was to investigate the effects of a voice education program on the Vocal Handicap Index (VHI) scores of elementary school teachers in the Persian education system. This was a semi-experimental study, performed in Shiraz public schools. Ten schools were selected on their similarity in number of students and teachers, and allocated at random to training or control groups. Sixty-one teachers in the training group and 66 teachers in the control group completed the VHI in the first week. Teachers in the trained group received voice education for 4 weeks, and then continued to follow the program for a further 4 weeks. The control group received no training. After 8 weeks, all subjects completed the questionnaire again. Compliance was good for all practices except "breathing exercises" and "using amplifiers" where it was exceptionally poor. Teachers in the training group improved significantly in total VHI score (from 14.2 to 6.8), whereas the control group showed a significant worsening (from 10.1 to 13.7). These effects were significant (P teachers, even without dysphonia, in the middle of their teaching. Such a program may have a place in the Persian education system. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  12. To the Extremes! A Teacher Research Experience Program in the Polar Regions

    Science.gov (United States)

    Warburton, J.; Bartholow, S.

    2014-12-01

    PolarTREC-Teachers and Researchers Exploring and Collaborating, a teacher professional development program, began with the International Polar Year in 2004 and continues today in the United States. In 2007, the National Science Foundation designated PolarTREC as potentially transformative, meaning that the "research results often do not fit within established models or theories and may initially be unexpected or difficult to interpret; their transformative nature and utility might not be recognized until years later." PolarTREC brings U.S. K-12 educators and polar researchers together through an innovative teacher research experience model. Teachers spend three to six weeks in remote arctic and Antarctic field camps. Since 2007, over 100 teachers have been placed in field experiences throughout the Arctic and Antarctic and with half of them participating in field experiences in Antarctica. During their experience, teachers become research team members filling a variety of roles on the team. They also fulfil a unique role of public outreach officer, conducting live presentations about their field site and research as well as journaling, answering questions, and posting photos. Evaluation data collected over the past eight years on program participants shows that PolarTREC has clearly achieved it goals and strongly suggests programs that link teachers and researchers can have the potential to transform the nature of science education. By giving teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry, participating teachers are using authentic scientific research in their classrooms. Not surprisingly this has also led to increases in student interest and knowledge about the Polar Regions. In this presentation, we will highlight the best practices of teacher research experiences as well as discuss why it is vital to have teachers and researchers work together to communicate

  13. Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

    Science.gov (United States)

    Burns, Anne; Westmacott, Anne

    2018-01-01

    One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for…

  14. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Science.gov (United States)

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

    2011-01-01

    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  15. Singapore Chooses Teachers Carefully

    Science.gov (United States)

    Sclafani, Susan K.

    2015-01-01

    At the heart of the plans and programs that launched Singapore's rise to the top of international education comparisons are the tiny nation-state's commitments to its teaching force beginning with its highly competitive selection process and carrying through its teacher training, its career-long professional development, and even an enhanced…

  16. Las maestras parvularias a inicios del Siglo XX en Chile. Infant school teachers at the beginning of the 20th century in Chile

    Directory of Open Access Journals (Sweden)

    Estela Socías Muñoz

    2014-06-01

    Full Text Available (ES El artículo nos describe la evolución de la enseñanza parvularia en Chile. Podemos ver cómo ya en el periodo precolombino existía una atención en los primeros años del niño. A mediados del XIX existían los llamados “grupos de juego” y también algunos kindergarten. La influencia fröebeliana se hace cada vez más patente. A principios del siglo XX la necesidad de trabajar de las madres chilenas hace surgir la idea de una educación preescolar mantenida por el estado. Se forma la Asociación de Maestras de Kindergarten. A mediados de este siglo se funda la Escuela de Educadoras de Párvulos. Desde aquella década la educación de párvulo fue desarrollándose de manera más profesional y con una serie de cambios que fueron generando mejores condiciones para su implementación permanente. (EN The article describes the development of preschool education in Chile. We can see how as fas as in the pre-Columbian period there was a focus on the early years of the child. At the middle of the nineteenth century, we found what were called "play groups" and some kindergarten. The fröebeliana influence is increasingly apparent. In the early twentieth century, the need for work of Chilean mothers raises the idea of a preschool education maintained by the state. The Kindergarten Teachers Association is formed. At the middle of the twentieth century, a School for Infant Teachers is founded. From that decade, infant education was developed more professionally and with a number of changes that generated better conditions for a permanent deployment.

  17. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

  18. Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

    Science.gov (United States)

    Bayraktar, Sule

    2011-01-01

    The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

  19. "Context-Specific" Teacher Preparation for New York City: An Exploration of the Content of Context in Bard College's Urban Teacher Residency Program

    Science.gov (United States)

    Hammerness, Karen; Craig, Elizabeth

    2016-01-01

    In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools--the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of…

  20. Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

    Science.gov (United States)

    Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

    2013-03-01

    Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

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

    Science.gov (United States)

    Yakar, Zeha

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

  2. Characteristics and Activities of Teachers on Distance Learning Programs that Affect Their Ratings

    Directory of Open Access Journals (Sweden)

    Svetlana M. Stanišić Stojić

    2014-09-01

    Full Text Available This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Moodle platform and from the Singidunum University information system, and then analysed with SPSS statistical software. The parameters considered as potentially affecting teacher ratings are: number of teachers engaged in a particular course, total number of courses in which the teacher is engaged, teacher’s gender and age, total number of the available resources, and so forth. The results imply that scores assigned to individual teachers are consistent in both traditional and distance learning programs. The average rate was perceived to be lower when there were several teachers in a single course; such an effect was enhanced in cases where there was a significant age discrepancy among them. The other factors considered did not show a significant association with teacher ratings. Students’ main remarks about the work of the teachers have been summarised at the end of this paper. Possible explanations and implications of the results are discussed and recommendations are given.

  3. A Review of Standards of Practice for Beginning Teaching. ACER Policy Briefs. Issue 4

    Science.gov (United States)

    Ingvarson, Lawrence; Kleinhenz, Elizabeth

    2003-01-01

    This paper aims to provide a critical review and comparison of the following sets of standards of practice for teachers: (1) The Victorian Interim Teacher Class Standards (ITCS), especially Interim Teacher Class Standards for Beginning Teachers; (2) Professional Standards for Teachers; (3) The National Competencies for Beginning Teaching; (4) The…

  4. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

    Science.gov (United States)

    Wahl, Melanie S.; Adelson, Jill L.; Patak, Margarete A.; Pössel, Patrick; Hautzinger, Martin

    2014-01-01

    The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects. PMID:24837667

  5. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

    Directory of Open Access Journals (Sweden)

    Melanie S. Wahl

    2014-05-01

    Full Text Available The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207 or psychologists (n = 213, or a teaching-as-usual control condition (n = 226. The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention. The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.

  6. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

  7. From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

    Science.gov (United States)

    Spektor-Levy, Ornit; Abramovich, Anat

    2017-01-01

    This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

  8. The Journey Begins: First Year Activities of the MUSI Mathematics/Science Resource Teachers. A Report on the Milwaukee Urban Systemic Initiative.

    Science.gov (United States)

    Huinker, DeAnn; Pearson, Gretchen

    The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science.…

  9. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  10. Teaching Beginning Trombone Players.

    Science.gov (United States)

    Fallis, Todd L.

    2001-01-01

    Discusses the process of introducing the trombone to beginning students and addresses the issue of warming-up. Provides resources for beginning trombone methods, band methods, and daily warm-up studies. Includes resources for scale studies and etudes for beginning to intermediate trombone players. (CMK)

  11. Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

    Science.gov (United States)

    Passow, Michael J.

    2015-04-01

    By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators

  12. Preparing Secondary Stem Teachers for High-Need Schools: Challenges of an Urban Residency Program

    Science.gov (United States)

    Garza, Rubén; Duchaine, Ellen L.; Reynosa, Raymond

    2013-01-01

    Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining…

  13. Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

    Science.gov (United States)

    Marquis, Jenée Marie; Metzler, Mike

    2017-01-01

    This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

  14. Learning Critical Thinking in Saudi Arabia: Student Perceptions of Secondary Pre-Service Teacher Education Programs

    Science.gov (United States)

    Allamnakhrah, Alhasan

    2013-01-01

    Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs. This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University and examines students' perception of learning critical thinking in secondary pre-service teacher education programs in Saudi…

  15. Experiences of School Teachers on Participation in a Brief School Mental Health Program: A Qualitative Inquiry

    Science.gov (United States)

    Shrinivasa, Basavaraj; Reshma, B. K.; Virupaksha, H. G.; Chaithra, Chandrakanth; Vidya, Naik; Nithyananda, S.; Joseph Arthur, Julian Anthony; Amaresha, Anekal C.

    2016-01-01

    Background: School mental health programs (SMHPs) aim to strengthen school teachers' understanding about issues related to child and adolescent mental health and their management. Many studies have looked at outcomes of such programs quantitatively. However, there is a lack of studies on the qualitative effects of SMHPs. With this in mind, the aim…

  16. Pre-Service Teachers' Motivations toward Teaching Profession and Their Opinions about the Pedagogic Formation Program

    Science.gov (United States)

    Seker, Hasan; Deniz, Sabahattin; Görgen, Izzet

    2015-01-01

    The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students…

  17. Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

    Science.gov (United States)

    Minner, Sam; And Others

    The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

  18. Indigenous Worldviews in Intercultural Education: Teachers' Construction of Interculturalism in a Bilingual Quechua-Spanish Program

    Science.gov (United States)

    Valdiviezo, Laura Alicia

    2010-01-01

    This paper examines teachers' implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core…

  19. The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context

    Science.gov (United States)

    Nitecki, Elena

    2012-01-01

    This article examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. The Early Childhood Education Program in this case study is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for…

  20. Goals, data use, and instruction : the effect of a teacher professional development program on reading achievement

    NARCIS (Netherlands)

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a

  1. Formative Evaluation of the No-Fee Teacher Education Program from the Students' Standpoint

    Science.gov (United States)

    Han, Yumei; Hu, Meizhong; Li, Ling

    2013-01-01

    This exploratory case study applied a formative evaluation framework to evaluate the no-fee teacher education program at Southwest University. The study focused on the students' perspective and their perceptions of the program, both intrinsic and extrinsic. A self-evaluation checklist and a questionnaire were the instruments used to collect data.…

  2. Reflective Lesson Planning in Refresher Training Programs for Experienced Physics Teachers.

    Science.gov (United States)

    Chung, C. M.; And Others

    1995-01-01

    Reports on a refresher training program that introduces experienced physics teachers to a reflective lesson-planning model and a more constructivist approach to physics teaching. Three instructional strategies developed by participants in the program and the corresponding suggestions made by their peers are presented and analyzed. (29 references)…

  3. Effects of Mentoring Programs on New Teacher Retention: A Literature Review

    Science.gov (United States)

    Waterman, Sheryn; He, Ye

    2011-01-01

    Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program components, different research methods used, and major findings from these studies, we discuss the…

  4. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  5. An Exemplary Program in Higher Education for Chemists, Engineers, and Chemistry Teachers.

    Science.gov (United States)

    Ayers, Jerry B.; And Others

    This paper presents the rationale, structure, and specifications for a model program for the preparation of chemists, chemical engineers, and high school chemistry teachers. The model (an application of systems technology to program development in higher education) is based on the structure provided by the Georgia Educational Model Specifications…

  6. Using Appreciative Inquiry to Frame the Appraisal of an Australian Initial Teacher Education Program

    Science.gov (United States)

    Allen, Jeanne M.; Innes, Maureen

    2013-01-01

    This paper reports on a study that investigated the process and outcomes of using "Appreciative Inquiry" (AI) in an Australian initial teacher education (ITE) program review. The aim of the study, which drew on a sample of teaching staff involved in this Master of Teaching program, was to gain an understanding of the extent to which the…

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

    Directory of Open Access Journals (Sweden)

    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.

  8. Bureaucratic discretion and alternative teacher certification: understanding program variation in Missouri.

    Directory of Open Access Journals (Sweden)

    Ethan B. Heinen

    2007-06-01

    Full Text Available Alternative teacher certification literature has contributed significantly to our understanding of this approach to teacher preparation. However, this literature has more often than not treated alternative teacher certification programs (ATCPs as a black box, thus ignoring program heterogeneity. The present study examines how and why five ATCPs in Missouri have evolved in different ways. To understand this variation and its potential significance for researchers and practitioners, we use political science literature on bureaucratic discretion to understand programs' varied responses within the same state policy context. Using a multiple case study design, we present two key findings. First, external factors such as the state's regulatory approach, programs' relationships with school districts, and programs' relationship with external partners shape program coordinators' perceptions of their discretionary authority. Second, within an environment of limited regulation, programs responded to these external factors in ways that shaped programs in dramatically different ways. These approaches ranged from formal partnerships with large urban school districts and philanthropic funders to alternative certification programs that were at least partially blended with existing undergraduate and post baccalaureate teacher preparation programs. In our discussion, we explore how state attempts to widen the discretionary space between the rules may have allowed external interests (e.g., school districts, and external funders to backfill that space in ways that limit the potential for programs to provide high quality preparation experiences. This study explores these consequences and trade offs in order to inform policy makers and practitioners who are concerned with fostering innovative and creative ways to prepare high quality teachers.

  9. An evaluation of the 1997 JPL Summer Teacher Enhancement Program

    Energy Technology Data Exchange (ETDEWEB)

    Slovacek, Simeon P.; Doyle-Nichols, Adelaide R.

    1997-10-20

    There were two major components in the Jet Propulsion Laboratory (JPL) Summer Teacher Enhancement Project (STEP). First, the Summer Institute was structured as a four-week, 4-credit-unit University course for middle school science teachers, and consisted of workshops, lectures, labs, and tours as activities. The second component consists of follow-up activities related to the summer institute's contents, and again is structured as a University credit-bearing course for participants to reinforce their summer training. Considerable information from the comments and course ratings as given by the participants is included.

  10. Pre-Service Teachers' Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs

    Science.gov (United States)

    Samani, Ebrahim; Baki, Roselan; Razali, Abu Bakar

    2014-01-01

    Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14…

  11. 34 CFR 614.1 - What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What is the purpose of the Preparing Tomorrow's Teachers to Use Technology program? 614.1 Section 614.1 Education Regulations of the Offices of the... Use Technology program? (a) This program provides grants to help future teachers become proficient in...

  12. Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

    Science.gov (United States)

    Furman Shaharabani, Yael; Tal, Tali

    2017-10-01

    Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

  13. Building a Team of Teachers for Designing and Implementation of Modul Educational Programs

    Directory of Open Access Journals (Sweden)

    Kashtanova S.N.

    2015-11-01

    Full Text Available This article can be classified as thematic review, since it shows the actual experience of a human resources choice for the design and implementation of modular educational programs. It illustrates the main issues and initiative solutions to the team strategies modeling in a modernization of pedagogical education in Russia. We presents the basic ideological orientations of the modern university teacher from the point of view of reflective pedagogy and pedagogical management. We analyzed the experience of studying the teachers’ readiness to innovative activity and gave examples of dealing with the expectations and needs of potential employers and consumers of educational products using the foresight studies. A model of a graduate and the role of the teacher were analyzed based on expert panels method. Functional mechanisms, and technical aspects of teacher performance, designing and implementing modular educational programs were described with the projection of properties and qualities of the educational product on the professional and personal characteristics of the teacher.

  14. My Teacher got a Trip to Kitt Peak Observatory, but all I got was This Lousy Data CD: Lessons Learned in Optimizing a Teacher Professional Development Program for Solar Research

    Science.gov (United States)

    Walker, C. E.; Hill, F.; Plymate, C.

    2005-12-01

    The solar project in "Teacher Leaders in Research-Based Science Education" program provides the opportunity for teachers to study the Sun with the world's largest solar telescope. This exciting program is designed for middle and high school science teachers with more than 5 years experience teaching science. Funded by a National Science Foundation (NSF) Teacher Retention and Renewal grant, teachers learn how to acquire astronomy data and support their students in conducting authentic astronomy research projects. In addition, the program enhances their skills as leaders and mentors for those science teachers new to the profession. The TLRBSE program includes: 1) A 14-week online distance learning program with an emphasis on spectroscopy and data imaging; 2) A 2-week in-residence workshop at the National Optical Astronomy Observatory in Tucson, including several nights of research observing at a world-class observatory; 3) A program of ongoing mentoring support for beginning teachers; and 4) Partial funding to attend a national NSTA meeting with the mentees; 5) A journal to publish student and teacher research results and 6) Access to ongoing research, via further observing runs or archival data. Various factors have played a part in the evolution of the solar project. It began as an activity that used sunspots to measure the solar rotation rate. Then it progressed to a comparison of active regions (e.g., the areas of sunspots) at various wavelengths, to measuring the splitting of infrared spectral lines due to strong magnetic fields in active regions, and to measuring the amount of polarization due to weak magnetic fields. Challenges were presented as the project evolved from an activity to a hands-on observing experience fully reflecting the scientific research process. Some of the issues and trade-offs we will discuss are hands-on observing experience vs. remote observing, archival data retrieval vs. talking data, and more vs. less scientific assistance in the

  15. Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

    Science.gov (United States)

    Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

    2017-08-01

    One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

  16. 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.

  17. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  18. Assessing trainees' oral performance in a Chilean teacher training program: A corpus-based study

    OpenAIRE

    Maritza Fernanda Ortega

    2014-01-01

    The present paper reports the implementation of syllabus innovations in EFL teacher education in Chile after diagnosing a lack of language achievement standards common to all EFL teacher training programs offered in public and private universities alike. The aim of this study is to collect linguistic data in natural and artificial social contexts – EFL trainees’ intermediate status between their native language (Spanish) and the target language (English) – in order to create the first Chilean...

  19. The Effects of the First Step to Success Program on Teacher-Student Positive Interactions

    OpenAIRE

    Liao, Christy

    2012-01-01

    Positive student-teacher interactions have been linked to academic and social-success of all students. The present study examined the effects of the First Steps to Success program in improving the teacher-student interaction of three Latino English Language Learners (ELL) participants identified as at risk for behavioral and academic problems. A single subject multiple baseline research design was employed for this study. Data showed a functional relationship between the behavioral interventi...

  20. Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

    Science.gov (United States)

    Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

    2017-04-01

    Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Teacher Modeling: Its Impact on an Extensive Reading Program

    Science.gov (United States)

    Loh, Jason Kok Khiang

    2009-01-01

    This case study investigates whether teachers model reading in 1 Singapore primary school during an exercise called "uninterrupted sustained silent reading" (USSR) carried out in the classroom. Even though reading is an important determinant of a student's growth in language skills and ability, and modeling the act of reading is…

  2. UTeach Maker: A Micro-Credentialing Program for Preservice Teachers

    Science.gov (United States)

    Rodriguez, Shelly R.; Harron, Jason R.; DeGraff, Michael W.

    2018-01-01

    "Making" has been used to describe an internally motivated iterative design process that embodies notions of playful building and tinkering. Recently, interest in applying making to PK-12 education has increased. As schools add facilities dedicated to making, there is a need to support teachers in effectively utilizing these makerspaces.…

  3. Infusing Multicultural Literature into Teacher Education Programs: Three Instructional Approaches

    Science.gov (United States)

    Howlett, Kristina M.; Bowles, Freddie A.; Lincoln, Felicia

    2017-01-01

    Today's classrooms in the United States reflect the growing diversity of the changing world. In order to prepare high-quality multicultural educators, the authors of this article, three teacher educators at a large, mid-south, research-one university, collaborated to share successful strategies to infuse multicultural literature into the three…

  4. Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

    Science.gov (United States)

    Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason

    2018-06-01

    Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

  5. Bringing Space Scientists, Teachers, and Students Together With The CINDI E/PO Program

    Science.gov (United States)

    Urquhart, M.; Hairston, M.

    2007-12-01

    We will report on the activities, challenges, and successes of the ongoing collaboration between the William B. Hanson Center for Space Sciences (CSS) and the Department of Science/Mathematics Education (SME) at the University of Texas at Dallas. At the core of our partnership is the Education and Public Outreach program for the Coupled Ion / Neutral Dynamics Investigation (CINDI) instrument. CINDI is a NASA-funded program on the Air Force's Communication / Navigation Outage Forecast Satellite (C/NOFS) which will be launched in summer 2008. The CSS faculty and research scientists and the SME faculty and students have created a dynamic program that brings scientists and K-12 teachers together. Our activities include middle and high school curriculum development, teachers workshops, graduate course work for teachers, creation of the popular "Cindi in Space" educational comic book, and bringing K-12 teachers and students to work and/or visit with the CINDI scientists. We will present the outcomes of this collaborative effort as well as our recent experience of having a physics teacher from a local high school as our Teacher in Residence at CSS in summer 2007.

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

    Science.gov (United States)

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

    2003-12-01

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

  7. Teachers' conceptions of the nature of science: Analyzing the impact of a teacher enhancement program in changing attitudes and perceptions of science and scientific research

    Science.gov (United States)

    Govett, Aimee Lee

    The purpose of this study was to determine the efficacy of a residential science research experience in changing participants' attitudes and understanding of the nature of science and their view of themselves as science researchers. Data from interviews, journal writings, classroom observations and two pre-post instruments were used in the evaluation plan. As participants of this study, 16 inservice teachers (K--16) attended a two-week residential institute at the National Radio Astronomy Observatory (NRAO) in Green Bank, West Virginia. The format of the institute featured a scientific research experience designed to arm its participants with the skills needed to model their classroom teaching after scientific research. The program included lessons on the fundamentals of radio astronomy, science talks and interactions with practicing scientists, in-depth tours of the NRAO facilities, and pedagogical instruction for implementing research in the classroom. The WVU College of Education staff and the NRAO staff stressed the importance of the nature of the research experience offered to these teachers. In the Education Sessions the WVU science education staff guided participants through the steps required to turn their experience around, in order to develop student research projects for their classrooms. The results from the Research Self Assessment instrument show significant gains for all participants in being more comfortable doing research. For the Nature of Science and Science Teaching instrument there were only three items that showed significant gains for all participants both in understanding the nature of science and in their views on implementing the Green Bank constructivist learning philosophy. The women, especially the elementary teacher group, showed the greatest change in their understanding of the nature of science as reflected in the interviews as well as in their personal journals. The seven men, who were all in the secondary field, made no significant

  8. An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province

    Science.gov (United States)

    Christensen, Justin

    2013-01-01

    In recent decades, researchers have made considerable contributions to the field of new teacher induction. More specifically, they have demonstrated that an effective induction program can increase teacher effectiveness and decrease teacher attrition (Ingersoll & Smith 2004; Ingersoll & Strong 2011; Villar & Strong 2007). Yet, little…

  9. Exploring Inquiry in the Third Space: Case Studies of a Year in an Urban Teacher-Residency Program

    Science.gov (United States)

    Klein, Emily J.; Taylor, Monica; Onore, Cynthia; Strom, Kathryn; Abrams, Linda

    2016-01-01

    Using case studies, we describe what happens from novice to apprentice when preservice teachers learn to teach in an urban teacher-residency (UTR) program with a focus on inquiry. Our UTR operates within a "third space" in teacher education, seeking to realign traditional power relationships and to create an alternate arena where the…

  10. Breaking Ground: Analysis of the Assessment System and Impact of Mexico's Teacher Incentive Program "Carrera Magisterial." Technical Report

    Science.gov (United States)

    Santibanez, Lucrecia; Martinez, Jose Felipe; Datar, Ashlesha; McEwan, Patrick J.; Setodji, Claude Messan; Basurto-Davila, Ricardo

    2007-01-01

    Mexico's Carrera Magisterial (CM) is one of the pioneer teacher incentive programs in the world. It was instituted in 1992 and designed jointly by the federal education authorities, state authorities, and the teachers' union as a horizontal promotion system that rewards teachers with salary bonuses on the basis of their performance. Teacher…

  11. Preschool Teachers' Use of Music in the Classroom: A Survey of Park District Preschool Programs

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

    The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music…

  12. A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

    Science.gov (United States)

    Ustunisik, G. K.; Zirakparvar, N. A.

    2015-12-01

    Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

  13. The Impact of and Lessons Learned from NITARP, the NASA/IPAC Teacher Archive Research Program

    Science.gov (United States)

    Rebull, L. M.; Nitarp Team

    2014-07-01

    NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators' experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other programs we know of that get real astronomy data into the classroom in three ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters in science sessions at an American Astronomical Society meeting alongside other researchers' work (participants are not given a “free pass” because they are educators or students). Third, the “product” is the scientific result, not any sort of curriculum packet. The teachers adapt their project and their experiences to fit in their classroom environment. NITARP changes the way teachers think about science and scientists. More information is available online at http://nitarp.ipac.caltech.edu/.

  14. An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

    Science.gov (United States)

    Agustin, Ma. Lourdes S.; Montebon, Darryl Roy T.

    2018-01-01

    Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to…

  15. Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers

    Science.gov (United States)

    Polanco-Bueno, Rodrigo

    2013-01-01

    This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students' learning outcomes. Second, they applied strategies of significant learning in the design…

  16. Peer Evaluation of Teachers in Maricopa County's Teacher Incentive Fund Program

    Science.gov (United States)

    Milanowski, Anthony; Heneman, Herbert G., III; Finster, Matthew

    2015-01-01

    This case study describes the peer evaluation system the Maricopa County Educational Services Agency (MCESA) is using in the districts participating in its Teacher Incentive Fund (TIF) 3 and 4 grants. Maricopa County's TIF districts cover much of the Phoenix, Arizona, metropolitan area. Including both TIF 3 and 4 cohorts, 12 districts with a total…

  17. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

    Science.gov (United States)

    Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

  18. Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

    Science.gov (United States)

    Habowski, Thomas; Mouza, Chrystalla

    2014-01-01

    This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

  19. Social Studies Teacher Candidates' Opinions about Digital Citizenship and Its Place in Social Studies Teacher Training Program: A Comparison between the USA and Turkey

    Science.gov (United States)

    Karaduman, Hidir

    2017-01-01

    This research aims to determine and compare what social studies teacher candidates living in two different countries think about digital citizenship and its place within social studies and social studies teacher training program and to produce suggestions concerning digital citizenship education. Having a descriptive design, this research has…

  20. Concerns of early career agricultural science teachers and the perceived effectiveness of educator preparation programs in addressing those concerns

    Science.gov (United States)

    Pearson, Camilla E.

    Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.

  1. An "Evidence-Based" Professional Development Program for Physics Teachers Focusing on Knowledge Integration

    Science.gov (United States)

    Berger, Hana

    This dissertation is concerned with the design and study of an evidence-based approach to the professional development of high-school physics teachers responding to the need to develop effective continuing professional development programs (CPD) in domains that require genuine changes in teachers' views, knowledge, and practice. The goals of the thesis were to design an evidence-based model for the CPD program, to implement it with teachers, and to study its influence on teachers' knowledge, views, and practice, as well as its impact on students' learning. The program was developed in three consecutive versions: a pilot, first, and second versions. Based on the pilot version (that was not part of this study), we developed the first version of the program in which we studied difficulties in employing the evidence-based and blended-learning approaches. According to our findings, we modified the strategies for enacting these approaches in the second version of the program. The influence of the program on the teachers and students was studied during the enactment of the second version of the program. The model implemented in the second version of the program was characterized by four main design principles: 1. The KI and evidence aspects are acquired simultaneously in an integrated manner. 2. The guidance of the teachers follows the principles of cognitive apprenticeship both in the evidence and the KI aspects. 3. The teachers experience the innovative activities as learners. 4. The program promotes continuity of teachers' learning through a structured "blended learning" approach. The results of our study show that this version of the program achieved its goals; throughout the program the teachers progressed in their knowledge, views, and practice concerning the knowledge integration, and in the evidence and learner-centered aspects. The results also indicated that students improved their knowledge of physics and knowledge integration skills that were developed

  2. Effectiveness of Residents as Teachers, Researchers and Role Models: A Unique Program at SUMS

    Directory of Open Access Journals (Sweden)

    Leila Bazrafkan

    2015-07-01

    Full Text Available Background and purpose: Residents across the world spend several hours every week teaching medical students and junior residents. Workshops developed with the aim of improving resident teaching skills are becoming increasingly common in the various fields of medicine. The objectives of this study were to evaluate the effect of a resident-as-teacher educational intervention on the resident’s knowledge of medical education.Methods: The study was performed in SUMS, Iran, in 2010-2011 on all the junior residents from the different fields, including 104 men and 66 women. For data collection, a questionnaire (pre-test, post-test was used with 40 questions on medical education. The data were analyzed using descriptive statistics, tables and t test employing the SPSS software.Results: In total, 120 participants completed the questionnaires. According to the pre-test and post-test results, residents received extremely low scores in different subjects before the course implementation, whereas after it was implemented their scores had significantly increased fairly well. The comparison between the participants, average scores before and after the program indicates that the "resident-as-a-teacher, researcher and role model" course has been meaningful and significantly effective in improving their knowledge in this area.Conclusions: A few residency programs had instituted the resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills.Keywords: EFFECTIVENSS, RESIDENTS AS TEACHERS, NOVEL PROGRAM

  3. Head Start Teacher Well-Being: Implications for Policy and Practice

    Science.gov (United States)

    Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.; MacKay, Kathryn Lake

    2012-01-01

    Surprisingly little is known about Head Start teachers; who teaches, why they teach, and how they think and feel about their work. To begin to address these issues, a survey was developed and distributed to Head Start teachers, assistant teachers, and aides in one three-county program to examine their motivation and well-being. Follow-up…

  4. A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

    Science.gov (United States)

    Zirakparvar, N. Alex

    2015-01-01

    This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth…

  5. Quality Characteristics of a Graduate Teacher Education Program in Graphic Communications: Results from a Delphi Research Study.

    Science.gov (United States)

    Clark, Aaron C.; Scales, Alice Y.

    2000-01-01

    Investigates characteristics of a quality program in graphic communications teacher education with involvement of professionals in the field. Uses the Delphi technique to achieve consensus on the characteristics that they felt compromised a good educational program for future graphics teachers. (Contains 27 references.) (Author/YDS)

  6. Teacher Reactions to the Performance-Based Bonus Program: How the Expectancy Theory Works in the South Korean School Culture

    Science.gov (United States)

    Ha, Bong-Woon; Sung, Youl-Kwan

    2011-01-01

    This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers…

  7. Software Quality and Security in Teachers' and Students' Codes When Learning a New Programming Language

    Directory of Open Access Journals (Sweden)

    Arnon Hershkovitz

    2015-09-01

    Full Text Available In recent years, schools (as well as universities have added cyber security to their computer science curricula. This topic is still new for most of the current teachers, who would normally have a standard computer science background. Therefore the teachers are trained and then teaching their students what they have just learned. In order to explore differences in both populations’ learning, we compared measures of software quality and security between high-school teachers and students. We collected 109 source files, written in Python by 18 teachers and 31 students, and engineered 32 features, based on common standards for software quality (PEP 8 and security (derived from CERT Secure Coding Standards. We use a multi-view, data-driven approach, by (a using hierarchical clustering to bottom-up partition the population into groups based on their code-related features and (b building a decision tree model that predicts whether a student or a teacher wrote a given code (resulting with a LOOCV kappa of 0.751. Overall, our findings suggest that the teachers’ codes have a better quality than the students’ – with a sub-group of the teachers, mostly males, demonstrate better coding than their peers and the students – and that the students’ codes are slightly better secured than the teachers’ codes (although both populations show very low security levels. The findings imply that teachers might benefit from their prior knowledge and experience, but also emphasize the lack of continuous involvement of some of the teachers with code-writing. Therefore, findings shed light on computer science teachers as lifelong learners. Findings also highlight the difference between quality and security in today’s programming paradigms. Implications for these findings are discussed.

  8. A Leadership Model for University Geology Department Teacher Inservice Programs.

    Science.gov (United States)

    Sheldon, Daniel S.; And Others

    1983-01-01

    Provides geology departments and science educators with a leadership model for developing earth science inservice programs. Model emphasizes cooperation/coordination among departments, science educators, and curriculum specialists at local/intermediate/state levels. Includes rationale for inservice programs and geology department involvement in…

  9. Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

    Science.gov (United States)

    Akcay, Hakan; Yager, Robert

    2010-10-01

    The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

  10. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    Science.gov (United States)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  11. Multicultural and Popular Music Content in an American Music Teacher Education Program

    Science.gov (United States)

    Wang, Jui-Ching; Humphreys, Jere T.

    2009-01-01

    The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makers for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time music education majors in a university teacher education program spent on 13 styles of music in history,…

  12. Historians or History Teachers? A Qualitative Study in Pedagogical Formation Program in Turkey

    Science.gov (United States)

    Ünisen, Ali

    2016-01-01

    This study aims to determine how the history teaching career is perceived by prospective history teachers who attended the pedagogical formation program in Adiyaman University in 2014-2015 academic year. The study was conducted through content analysis of 5 sets of essays dealing with various aspects of history teaching. The essays topics were…

  13. Preparing LGBTQ-Allies and Combating Homophobia in a U. S. Teacher Education Program

    Science.gov (United States)

    Clark, Caroline T.

    2010-01-01

    Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of "cultural competence" around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11-18 year…

  14. Education of Music Teachers: A Study of the Brazilian Higher Education Programs

    Science.gov (United States)

    Mateiro, Teresa

    2011-01-01

    With reference to educational policies in the globalization process, the purpose of this article is to show the status of higher Music Teacher Education Programs in Brazil after the enactment of the "Directives and Bases Act No. 9.394", in 1996. This law emphasizes the evaluation process for higher education, including teaching quality…

  15. "¡Guiamos!": A University-Based Program for Pre-Service Bilingual and ESL Teachers

    Science.gov (United States)

    Riley, Jacqueline; Muñoz, Ava; Green, Laura Chris; Kim, JoHyun

    2017-01-01

    The researchers explored the benefits, challenges and preferred methods of communication of those who took part in the "¡Guiamos!" online and face-to-face mentoring program. Participants included 21 novice pre-service teachers who served as mentees and 32 experienced educators of English language learners who served as mentors. To…

  16. An Analysis of Preservice Teacher Responses to Participation in a Literacy Program for New Immigrant Children

    Science.gov (United States)

    Nichols, Joe D.; Soe, Kyaw

    2013-01-01

    This qualitative examination of preservice teachers' experiences as they volunteered for a literacy program for immigrant students was compiled over the 2010-2011 academic year. The data sources for this project consisted of 90 written journal reflections analyzed by both researchers to develop thematic categories of the participants' comments and…

  17. The Impact of a Teacher Professional Development Program on Student Engagement

    Science.gov (United States)

    Powers, Kristin; Shin, Seon-Hi; Hagans, Kristi S.; Cordova, Monica

    2015-01-01

    Student engagement is associated with many positive outcomes, including academic achievement, school persistence, and social-emotional well-being. The present study examined whether the Freedom Writers Institute, a professional development program designed to improve teachers' skills in creating personalized learning environments, can increase…

  18. Using a Multimedia-Based Program for Developing Student Teachers' EFL Speaking Fluency Skills

    Science.gov (United States)

    Diyyab, Eman Aly; Abdel-Haq, Eman Muhamad; Aly, Mahsoub Abdel-Sadeq

    2013-01-01

    The objective of the present study was to investigate the effectiveness of using a multimedia-based program for developing EFL speaking fluency skills among second year, English section student teachers. The sample of the present study consisted of thirty students at Sadat Faculty of Education, Minufiya University, Egypt. The study sample was…

  19. Uncovering changes in university teachers' professional networks during an instructional development program

    NARCIS (Netherlands)

    Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.|info:eu-repo/dai/nl/304352802; Stes, Ann; Van Petegem, Peter

    2015-01-01

    This study examined (1) the extent to which university teachers' networks changed while they participated in an instructional development program, (2) which mechanisms supported or constrained network change, and (3) the extent to which value was created through networks. Longitudinal social network

  20. Increase in Teachers' Knowledge about ADHD after a Week-Long Training Program: A Pilot Study

    Science.gov (United States)

    Syed, Ehsan Ullah; Hussein, Sajida Abdul

    2010-01-01

    Objectives: ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The…