The Influence of Achievement Goals on Online Help Seeking of Computer Science Students
Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe
2017-01-01
This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…
Kang, Ho Soo
2013-01-01
Teacher professional development has long been of interest since it may affect teachers' learning, the practice of teaching, and student learning. Although empirical research has mainly explored the effect of specific professional development interventions on student achievement, these inventions have been initiated outside the school, and little…
Tucker, Pamela
2001-01-01
About 5 to 15 percent of teachers in 2.7 million public-education classrooms are marginal or incompetent. Assistance plans offer structure, purpose, and remedial help. Plans have six components: definition of the problem, statement of objectives, intervention strategies, a timeline, data-collection procedures, and final judgment. (MLH)
Amemiya, Jamie; Wang, Ming-Te
2017-08-01
Adolescents often avoid seeking academic help when needed, making it important to understand the motivational processes that support help seeking behavior. Using expectancy-value theory as a framework, this study examined transactional relations between motivational beliefs (i.e., academic self-concept or academic importance) and seeking help from teachers and peers across adolescence (i.e., from approximately age 12 to 17 years). Data were collected from 1479 adolescents (49% female; 61.9% African American, 31.2% European American, 6.9% other race). Analyses were conducted with cross-lagged panel models using three waves of data from seventh, ninth, and eleventh grade. Results indicated that both academic self-concept and academic importance were associated with increases in teacher help seeking in earlier adolescence, but were associated only with increases in peer help seeking in later adolescence. Help-seeking behavior positively influenced motivational beliefs, with teacher help seeking increasing academic self-concept earlier in adolescence and peer help seeking increasing academic importance later in adolescence. These transactional relations differed by adolescents' prior achievement and racial background, but not by adolescents' gender.
The Power of Caring to Help Kids Adjust and Achieve Is Now Documented
Black, Susan
2006-01-01
Teacher warmth and support, say University of Virginia researchers Bridget Hamre and Robert Pianta, have unparalleled power to help children adjust and achieve. Their 2005 study of 910 first-grade students included 5- and 6-year-olds whose mothers had low-level education and children identified with "significant behavior, social, and/or…
Helping Elementary Teachers Understand Children and Divorce.
Hrymak, Marilyn J.; Smart, Laura S.
1984-01-01
Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)
Professional Learning Communities: Teachers' Perceptions and Student Achievement
Peters, Erica
2013-01-01
Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…
Helping Teachers Help Themselves: Professional Development That Makes a Difference
Patton, Kevin; Parker, Melissa; Tannehill, Deborah
2015-01-01
For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…
Saatweber, Margarete
2008-01-01
It has been shown that teachers are at high risk of developing occupational dysphonia, and it has been widely accepted that the vocal characteristics of a speaker play an important role in determining the reactions of listeners. The functions of breathing, breathing movement, breathing tonus, voice vibrations and articulation tonus are transmitted to the listener. So we may conclude that listening to the teacher's voice at school influences children's behavior and the perception of spoken language. This paper presents the concept of Schlaffhorst-Andersen including exercises to help teachers improve their voice, breathing, movement and their posture. Copyright 2008 S. Karger AG, Basel.
Teacher Quality and Student Achievement
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Linda Darling-Hammond
2000-01-01
Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.
Female teachers' math anxiety affects girls' math achievement.
Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C
2010-02-02
People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.
Perceptions of Helpfulness of Teachers in Didactic Courses
Moate, Randall M.; Cox, Jane A.; Brown, Steven R.; West, Erin M.
2017-01-01
Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.
Teacher Burnout: Will Talking about It Help?
Grossnickle, Donald R.
1980-01-01
Teachers are beginning to collectively voice their complaints about the stresses they face in school. While talking about the problems of low morale and poor school climate won't solve these problems, the public is being alerted that teachers need help, not further criticism. (SJL)
Perceptions around teacher's social support with student achievement motivation
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Maria Oktasari
2017-11-01
Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.
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Adewale Adegunju
2017-05-01
Full Text Available Cognitive and psychosocial development is crucial during the period of adolescence. This study was conducted to examine the cognitive and psychosocial predictors of academic achievement of Pre - service teachers in the University of Ilorin, Nigeria.The resea rch design used for this study was a descriptive survey using an expost - facto method. The population for this study consisted of all 200 level undergraduates at the Faculty of Education, University of Ilorin,Ilorin, Nigeria. Simple Random sampling techniqu es was used to select 400 students. Self - esteem scale developed by Rosenberg in 1965 was used to measure the respondents’ self - esteem while Proforma was used to collect their O’Level, UTME, Post UTME results and the respondents CPGA. The findings of this s tudy indicated that the level of self - esteem of pre - service teachers sampled was high;the level of academic achievement of Pre - service teachers in University of Ilorin, Nigeria sampled was average; there was a significant relationship among cognitive entry characteristics (O’LEVEL, UTME, and Post - UTME, self - esteem and Academic Achievement of pre - service teachers in University of Ilorin, Nigeria. The study recommended that educational psychologists, teachers and other stakeholders should be aware of stude nts’ cognitive ability in order to be effective in helping them learn and achieve.
How Teacher Turnover Harms Student Achievement
Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James
2013-01-01
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…
National Board Certified Teachers andTheir Students' Achievement
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Leslie G. Vandevoort
2004-09-01
Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the
Chan, Dawn
2016-01-01
This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...
Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
2014-01-01
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…
Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula
2016-01-01
This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…
Quality Science Teacher Professional Development and Student Achievement
Dubner, J.
2007-12-01
Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
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
Achievement motive of future physical education teachers
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Lazarević Dušanka
2007-01-01
Full Text Available This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Franceško et al., 2002a was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.
Impact of Teacher's Income on Student's Educational Achievements
Lukaš, Mirko; Samardžic, Darko
2014-01-01
The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in…
Teacher Research Experience Programs = Increase in Student Achievement
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.
The influence of professional teachers on Padang vocational school students' achievement
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Ramli Bakar
2018-01-01
Full Text Available This study determined: (1 the competency of professional teachers teaching in the classroom, (2 students' achievement in vocational schools in Padang, and (3 the influence of professional teachers on vocational school students' achievement in Padang. The population was 2,647 students in vocational schools. The sample, consisting of 160 students, was selected using a multistage, random sampling technique. Data were collected using questionnaires and documentation, and then analyzed and presented using the SPSS software. The results showed: (1 overall, the professional teachers of vocational schools in Padang had good qualifications in pedagogical competence, professional competence, social competence, and personal competence, (2 the learning process of vocational schools in Padang was going well and in general, student achievement was at a good level of performance, and (3 there was a significant influence of professional teachers on vocational school students' achievement in Padang. Keywords: professional teacher, student achievement, vocational school
Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin
2017-01-01
Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…
Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education
Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.
2018-01-01
Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…
Bruner, Justin L.
Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would
Perceived Helpfulness of Teachers in Clinical Courses
Moate, Randall M.; Holm, Jessica M.; West, Erin M.
2017-01-01
Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning…
Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia
2015-01-01
The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…
Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement
Scantlebury, Kathryn
2008-10-01
Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Assessing Student Achievement in Physical Education for Teacher Evaluation
Mercier, Kevin; Doolittle, Sarah
2013-01-01
While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…
Teacher Research Programs = Increased Student Achievement
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.
Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement
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Reza Rezvani
2015-11-01
Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement
Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics
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Adedeji TELLA
2008-10-01
Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.
Chao, Theodore; Murray, Eileen; Star, Jon R.
2016-01-01
Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…
Hornstra, T.; Denessen, E.J.P.G.; Bakker, J.T.A.; Bergh, L. van den; Voeten, M.J.M.
2010-01-01
The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were
Suicide and Homosexual Teens: What Can Biology Teachers Do to Help?
Smith, Mike U.; Drake, Mary Ann
2001-01-01
Discusses the teacher's role in helping students deal with homosexuality and suicide. Teachers can provide unbiased information about personal relevant biological issues; be good listeners and confidantes; and value each student without regard to race, gender, class, or sexual orientation. Provides useful information on addressing homosexuality in…
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Katja Košir
2011-12-01
Full Text Available The main aim of the present research was to examine how teachers report their liking of girls and boys in different periods of schooling and how students perceive the potential differences in their teachers' preferences. Also, the differences between girls and boys in the relationship between teacher's liking and perceived teacher's support on one side and students' academic achievement on the other side were examined. 1155 students (fifth and eighth grade of elementary school and second grade of secondary school and 50 teachers – their classteachers – participated in the study. The results show that teachers prefer girls to boys in all periods of schooling. This trend is especially evident in eight-graders. Compared to boys, girls have better academic achievement. However, there are no significant differences in the perceived teacher's support between girls and boys.
EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement
Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid
2016-01-01
This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…
Peer group reflection helps clinical teachers to critically reflect on their teaching.
Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter
2011-01-01
Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.
Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement
Hanners, Grace D.
Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.
The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement
Warren, Jeffrey M.
2010-01-01
This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…
National Board Certified Teachers andTheir Students' Achievement
Leslie G. Vandevoort; Audrey Amrein-Beardsley; David C. Berliner
2004-01-01
Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evid...
Bergh, van den L.; Denessen, E.; Hornstra, L.; Voeten, M.; Holland, R.W.
2010-01-01
Ethnic minority students are at risk for school failure and show a heightened susceptibility to negative teacher expectancy effects. In the present study, whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students is examined. The
Yim, Su Yon; Cho, Young Hoan
2016-01-01
Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers' intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey…
Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement
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Khurram Shahzad
2017-06-01
Full Text Available The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60 secondary school teachers and a hundred (100 secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.
Teacher Tweets Improve Achievement for Eighth Grade Science Students
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Carol Van Vooren
2013-02-01
Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.
Learning Goals Achievement of a Teacher in Professional Development
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Siti Marfu’ah
2017-04-01
Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.
Teacher qualification and the achievement gap in early primary grades.
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Donald Easton-Brooks
2009-08-01
Full Text Available Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002 holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.
Dewi, L. P.; Djohar, A.
2018-04-01
This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.
Teacher Commitment and Its Effects on Student Achievement in American High Schools
Park, Insim
2005-01-01
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational…
Klapproth, Florian
2015-01-01
Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These…
Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne
2015-01-01
This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…
Teacher Salary and National Achievement: A Cross-National Analysis of 30 Countries
Akiba, Motoko; Chiu, Yu-Lun; Shimizu, Kazuhiko; Liang, Guodong
2012-01-01
Using national teacher salary data from the Organisation for Economic Co-operation and Development (OECD) and student achievement data from the Programme for International Student Assessment (PISA), this study compared secondary school teacher salary in 30 countries and examined the relationship between average teacher salary and national…
Wolfe-Quintero, Kate; Brown, James Dean
1998-01-01
A portfolio of achievements, experiences, and reflections can help English-as-a-Second-Language teachers attain professional development goals and offer administrators greater insight for making informed hiring and job-performance decisions. This paper focuses on what teacher portfolios are, what their contents should be, and what their uses are…
Madike, Victor N.
Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.
How One Elementary School Uses Data to Help Raise Students' Reading Achievement
Mokhtari, Kouider; Thoma, Jennifer; Edwards, Patricia
2009-01-01
In this column, we share the collective reflections of a group of teachers and a school administrator in one Midwestern elementary school, which highlight the value of using data collaboratively to bring about instructional change and to improve student reading achievement.
THE IMPACT OF USING SOCIAL MEDIA ON ACADEMIC ACHIEVEMENT AND ATTITUDES OF PROSPECTIVE TEACHERS
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Murat Tezer
2017-12-01
Full Text Available The current study was conducted to investigate the impact of using social media and internet on the academic achievement of prospective teachers. Focus group of the research could be expressed as 204 prospective teachers that were studying in 2016-2017 fall semesters. To collect data, Attitudes Towards to Social Media Scale was employed. Result of the study revealed that, prospective teachers’ attitudes towards to social media had an influence on academic achievement. Furthermore, it could be stressed that prospective teachers with lower attitudes towards to social media were more likely to have lower academic success when compared with the prospective teachers with higher attitudes towards to social media. In addition to these, results of the current study also expressed that prospective teachers with social media accounts were achieved better grades when compared with the prospective teachers who did not have any social media account. Lastly, it could be indicated that prospective teachers’ attitudes towards to social media was at a moderate level.
McKenney, Susan
2005-01-01
This article describes research on the quality of a computer program designed to help secondary level science teachers in southern Africa create exemplary paper-based lesson materials. Results of this study show that the content, support, and interface of the program combine to form a tool that is
THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA
Bisera S. Jevtić
2017-01-01
Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings...
Lee, Hyunju; Longhurst, Max; Campbell, Todd
2017-07-01
This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.
Lessons from the Other Side of the Teacher's Desk: Discovering Insights to Help Language Learners
Westbrook, Frances
2011-01-01
Most language teachers become teachers because they are fascinated by language. They like the way languages work, they are intrigued by differences between their native tongues and other languages, and they enjoy the process of helping their students learn. Most language teachers have had positive experiences as language students themselves…
Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.
2017-01-01
This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…
Poor Results for High Achievers
Bui, Sa; Imberman, Scott; Craig, Steven
2012-01-01
Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced…
How Teacher Turnover Harms Student Achievement. NBER Working Paper No. 17176
Ronfeldt, Matthew; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James
2011-01-01
Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th…
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I Ketut Ngurah Ardiawan
2017-12-01
Full Text Available This present study aims at investigating the correlation between teachers’ professional competence and natural science learning achievement in elementary schools in Buleleng regency. The population in this study are all sixth grade teachers, which it is further narrowed down to 30 teachers as the sample. In order to gather the data, the researcher employs questionnaire regarding teacher professional competence and document study toward students’ achievement on national examination in academic year 2016/2017. Further, ex post facto is chosen as the design of the study. Meanwhile, the data are analysed through correlation analysis with assistance of SPSS 16 software. Based on the analysis, it was obtained that the correlation between teacher professional competence and the learning achievement on natural science subject is in the interval of 0.40-0.59 with correlation coefficient at rho=0.506. This means there is a significant correlation between teacher professional competence and students’ learning achievement on natural science in national examination in academic year 2016/2017 (tcount = 3.103 > ttable =2.048 with significance level at α = 0,05 and coefficient of determination at 0.2560 (25.60%
Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study
Reid, Johnnie M.
2010-01-01
The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…
Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning
Gnedko, Natalya S.
2013-01-01
In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research suggests that teacher certification is beneficial to student achievement, with findings particularly promising when content area of teacher certification is taken into account. Positive…
Jason, Hilliard
2007-12-01
Few medical faculty members are adequately prepared for their instructional responsibilities. Our educational traditions were established before we had research-based understandings of the teaching-learning process and before brain research began informing our understandings of how humans achieve lasting learning. Yet, there are several advantages you may have. If your expertise is at one of the frontiers of human biology, your teaching can be inherently fascinating to aspiring health professionals. If your work has implications for human health, you have another potential basis for engaging future clinicians. And, thanks to Claude Bernard's influence, you likely are "process oriented," a necessary mindset for being an effective teacher. There are also challenges you may face. Your medical students will mostly become clinicians. Unless you can help them see connections between your offerings and their future work, you may not capture and sustain their interest. To be effective, teachers, like clinicians, need to be interactive, make on-the-spot decisions, and be "emotional literate." If you aren't comfortable with these demands, you may have work to do toward becoming a truly helpful teacher. Program changes may be needed. Might your program need to change 1) from being adversarial and controlling to being supportive and trust based or 2) from mainly dispensing information to mainly asking and inviting questions? In conclusion, making changes toward becoming a truly helpful teacher can bring benefits to your students while increasing your sense of satisfaction and fulfillment as a teacher. If you choose to change, be gentle with yourself, as you should be when expecting your students to make important changes.
The Effects of Teacher Purpose on Achievement Gains.
Balajthy, Ernest
2000-01-01
Addresses the issue of teacher purpose in using technology for reading and literacy instruction. Notes that computers were used mostly for motivation and self-esteem and not for raising achievement. Argues that educators need to critically think through the multiple realities they face as they consider the use of technology with disabled readers.…
Lee, Hyunju; Longhurst, Max; Campbell, Todd
2017-01-01
This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…
The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement
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Helena Smrtnik Vitulić
2014-03-01
Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.
Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin
2014-04-01
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Young Children Help Others to Achieve Their Social Goals
Beier, Jonathan S.; Over, Harriet; Carpenter, Malinda
2014-01-01
From early in development, humans have strong prosocial tendencies. Much research has documented young children's propensity to help others achieve their unfulfilled goals toward physical objects. Yet many of our most common and important goals are social--directed toward other people. Here we demonstrate that children are also inclined, and able,…
Miller-Ricks, Karen A.
Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM
McCormick, Meghan P; O'Connor, Erin E; Parham Horn, E
2017-10-01
Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school. At the same time, children with less educated mothers who experienced increases in teacher-child closeness and decreases in teacher-child conflict exhibited improvements in reading achievement across elementary school. Finally, low teacher-child closeness elevated the risk for poor math achievement posed by low family income. Implications for intervention design and development are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Effects of the Teacher's Background on Teaching and Students' Achievement in Botany and Zoology
Tamir, P.
1976-01-01
The relationship of certain teacher background variables to their attitudes priorities, expectations, and instructional practices regarding botany and zoology was investigated. Teachers were grouped into three categories: botanists, zoologists, and neutrals; the academic achievement of the students of the teachers in the three categories was…
The Role of Academic Motivation in Predicting Preservice EFL Teachers' Achievement
Kirkagaç, Senay; Öz, Hüseyin
2017-01-01
This study sought to investigate the possible relationship between academic motivation and academic achievement among preservice English as a Foreign Language (EFL) teachers. A total of 200 university students enrolled in an EFL teacher education program at a major state university voluntarily participated in the study. Data were collected using…
Speed Math for Kids Helping Children Achieve Their Full Potential
Handley, Bill
2012-01-01
Popular Australian author and inspirational teacher, Bill Handley, has developed and, over the years, refined methods of teaching mathematics and learning strategies that have achieved amazing results. His best-selling book, Speed Mathematics convinced readers that people who excel at maths use better strategies and are not necessarily more intelligent.This book contains additional methods and applications based on the strategies taught in Speed Mathematics that make the principles clearer, encourage creative thought, and are just plain fun. The book was written for young people but people of
Atıcı, Meral; Çekici, Ferah
2012-01-01
The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...
Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers
DeGarmo, John
2015-01-01
"Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…
Karaseva, Agnese; Pruulmann-Vengerfeldt, Pille; Siibak, Andra
2018-01-01
This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in…
Yu, Rongrong
2015-01-01
The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...
Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.
2015-01-01
This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…
Teacher Support in Learning: Instrumental and Appraisal Support in Relation to Math Achievement
Wong, Tracy K. Y.; Tao, Xi; Konishi, Chiaki
2018-01-01
This study explored the extent to which teachers' instrumental (i.e., tangible aid to promote learning) and appraisal support (i.e., teacher feedback) enhanced students' achievement in mathematics. Participants included 13,950 fifteen-year-old Canadian students who participated in the 2012 Programme for International Student Assessment. Based on…
Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study
Sabin, Jenny T.
2015-01-01
This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…
Owoh, Titus M.
2016-01-01
This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…
Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela
2014-01-01
School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior.
Salgado, Robina
No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant
Larry, Triaka A.
The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.
Dimichino, Daniela C.
This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive
Türk, Cumhur
2016-01-01
The purpose of this study was to examine the changes in pre-service Science teachers' astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers' astronomy achievement, attitudes towards…
Factors affecting student achievement in science: A study of teacher beliefs
Hayes, Jonathan
This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.
Martin, Lynn A.
The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.
Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Banerjee, Neena; Bottia, Martha Cecilia
2013-01-01
Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing…
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John Lou S. Lucenario
2016-01-01
Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.
Helping Immigrants Become Teachers.
Ross, Flynn
2001-01-01
Describes Newcomers Entering Teaching, a program designed by the Portland (Maine) Public Schools to prepare recent immigrants and refugees to enter local university's 9-month teacher-certification program. (PKP)
Co-Relates between Anxiety and Academic Achievement in Teacher Trainees
Yadav, Shivani; Sharma, Savita
2013-01-01
Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of…
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Yan Yang
2013-06-01
Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.
Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.
2016-01-01
Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…
Zachariades, Iacovos; Roberts, Sherron Killingsworth
1995-01-01
Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…
Influence of Math Club Activities on Primary Students’ Mathematics Achievement
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Alenka Lipovec
2014-12-01
Full Text Available An intervention program called Didactic pentagon is described. Participants are teachers, students, parents, pre-service teachers and teacher educators. The programme is shaped as a math club activity. Empirical results focus on comparing mathematics achievements of students included in the programme and mathematically promising students taking part in TIMSS 2003. Experimental group has surpassed control group in overall results. Statistically significant differences in favour of experimental group can be found at intermediate international benchmark of mathematics achievements and at problem solving cognitive domain. The results can be assigned to pentagon activities guided by pre-service teachers. Cooperation between university and schools has evidently overcome the lack of pre-service teachers’ experience and helped in raising mathematical knowledge of school youth.
The Impact of AP® Achievement Institute I on Students' AP Performance. Research Report No. 2012-7
Bausmith, Jennifer Merriman; Laitusis, Vytas
2012-01-01
The AP Achievement Institute I (APAI I) is a four-day professional development program offered to teachers and administrators by EXCELerator™, a district reform program operated by the College Board. The APAI I program is designed to help teachers develop effective AP instructional strategies for a diverse student body and to help district,…
Teacher ratings of academic achievement of children between 6 and ...
African Journals Online (AJOL)
We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of ...
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Jacob M Marszalek
2010-11-01
Full Text Available Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle. The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.
The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement
Pruitt, Stephen L.; Wallace, Carolyn S.
2012-06-01
This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.
Muijs, Daniel; Reynolds, David
2003-01-01
In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and…
Kutcher, Stan; Wei, Yifeng; Gilberds, Heather; Ubuguyu, Omary; Njau, Tasiana; Brown, Adena; Sabuni, Norman; Magimba, Ayoub; Perkins, Kevin
2016-01-01
Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Secondary school teachers in Tanzania were trained on the African Guide (AG) a school MHL curriculum resource culturally adapted from a Canadian MHL resource (The Guide) for use in Africa. Teacher training workshops on the classroom application of the AG were used to evaluate its impact on mental health literacy in a sample of Tanzanian Secondary school teachers. Pre-post training assessment of participant knowledge and attitudes was conducted. Help-seeking efficacy for teachers themselves and their interventions for students, friends, family members and peers were determined. Paired t test (n = 37) results demonstrate highly significant improvements in teacher's overall knowledge (p Teachers' stigma against mental illness decreased significantly following the training (p teacher's overall knowledge (p Teachers also reported high rates (greater than ¾ of the sample) of positive help-seeking efficacy for themselves as well as for their students, friends, family members and peers. As a result of the training, the number of students teachers identified for potential mental health care totaled over 200. These positive results, when taken together with other research, suggest that the use of a classroom-based resource (the AG) that integrates MHL into existing school curriculum through training teachers may be an effective and sustainable way to increase the MHL (improved knowledge, decreased stigma and positive help-seeking efficacy) of teachers in Tanzania. As this study replicated the results of a previous intervention in Malawi, consideration could be given to
St. Pierre, Eileen; Richert, Charlotte; Routh, Susan; Lockwood, Rachel; Simpson, Mickey
2012-01-01
States are recognizing the need for personal financial education and have begun requiring it as a condition for high school graduation. Responding to teacher requests to help them meet state-mandated financial education requirements, FCS educators in the Oklahoma Cooperative Extension Service developed a financial education tool kit. This article…
Sugi, Slamet, Achmad; Martono, S.
2018-03-01
Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.
Yurtseven, Nihal; Altun, Sertel
2017-01-01
Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students'…
Helping technophobic teachers ease the burden of marking with easy-to-use online quizzes
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LIP Paul Chi Hong
2008-12-01
Full Text Available A number of studies have shown that teacher stress was due to teachers spending long hours in marking their students’ work such as quizzes and examination papers from large class sizes. With this problem in mind, a new web 2.0 technology has emerged, Quiz Center supported by DiscoverySchool.com which can help technophobic teachers make a free and easy-to-use online quiz. Online quizzes can be automatically marked by a script or managed by a server. In this paper, the following sections were addressed:1 the need for using online quizzes to ease the burden of teachers:2 the definitions of different types of online quizzes and the advantages and reasons for using them;3 the reasons for using Quiz Center from DiscoverySchool.com; 4 a sharing of how I made an online multiple-choice email quiz with Quiz Center from the perspective of a technophobic teacher; and 5 a discussion on the limitations, recommendations and implications for using online quizzes.
SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES
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Cristina Anca COLIBABA
2016-05-01
Full Text Available The School and Work project (2014-1-UK01-KA204-000071, co-financed by the European Union under the Erasmus+ programme, intends to capitalise the existing results of previous European projects addressing the early school leaving issue with a view to establish a more concrete and effective cooperation between schools and the world of work, which will enhance students’motivation to learn and complete their studies. The article introduces e-learning resources focusing on strategies teachers could use in order to help students unveil their interests and aptitudes. This will enable teachers plan and implement personalized educational paths and guidance services and valorize students' talents through curricular and extracurricular activities , which will motivate students to stay at school.
THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA
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Bisera S. Jevtić
2017-02-01
Full Text Available Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers’ activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work.
Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants
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Chux Gervase Iwu
2018-02-01
Full Text Available The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? A total of 547 teachers in 23 schools (pre-nursery to senior high schools in the Ibadan South-West Local Government Area in Oyo state, Nigeria participated in the study. SPSS software version 22 was used for data analysis. Descriptive analysis (mean and standard deviation was done at the first stage and factor analysis at the second stage. The Kaiser’s criterion technique was also applied to determine the factors (components to be retained for the factor analysis. Only factors with an Eigen value of 1.0 or more were retained for analysis. Kolmogorov-Smirnov’s and Shapiro-Wilk’s tests of normality were also used to test if the generated components (factors are normally distributed, and the p-values of less than 0.001 for all the components indicated no normal distribution. Overall, the results suggest that teachers’ pay or salary, growth opportunities and responsibilities attached to work are the top three job characteristics variables that contribute to teacher job satisfaction.
Hodgkinson, Todd; Parks, Stephanie
2016-01-01
The purpose of this article is to familiarize teachers with the concept of executive functioning and to provide them with a collection of strategies that they can use to help support middle and high school students with planning, organization, task-initiation, and impulse control.
Ratniyom, Jadsada; Boonphadung, Suttipong; Unnanantn, Thassanant
2016-01-01
This study examined the effects of the introductory organic chemistry online homework on first year pre-service science teachers' learning achievements. The online homework was created using a web-based Google form in order to enhance the pre-service science teachers' learning achievements. The steps for constructing online homework were…
Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement
Wright, Pamela D.
2017-01-01
This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…
Zhang, Tao; Solmon, Melinda A.; Gu, Xiangli
2012-01-01
Examining how teachers' beliefs and behaviors predict students' motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers' autonomy, competence, and…
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Maher Abu-Hilal
2012-11-01
Full Text Available This study examined the structural relationships among cognitive constructs (intelligence and achievement and affective constructs (perceived parental help, effort and self-concept. It was proposed that the relationships are not invariant across gender. The sample consisted of 219 boys and 133 girls from elementary and preparatory public schools in Al Ain in the United Arab Emirates. Intelligence (IQ was measured by the Test of Non-verbal Intelligence (TONI and parental help was measured by 4-Likert-type items. Effort was measured by 4-Likert-type items. Self-concept (SC was measured by 8-Likert-type items taken from the SDQ I (Abu-Hilal, 2000. Mathematic Achievement was the scores of students in mathematics from school records. The structural model assumed that IQ would have an effect on parental help, effort, SC and achievement. Parental help would have an effect on effort, SC and achievement. Also, effort would have an effect on SC and achievement. Finally, SC would have an effect on achievement. The structural model was tested for invariance across gender. The measurement model proved to be invariant across gender and so was the structural model. The non-constrained model indicated that the structural relationships among the variables do vary according to gender. For example, boys benefited from parental help by exerting more effort while girls did not. Boys with high IQ exerted more effort than boys with low IQ; but girls with high IQ exerted the same amount of effort as girls with low IQ. The model explained 45% and 39% of the variance in math scores for boys and girls, respectively.
Low (linear) teacher effect on student achievement in pre-academic physics education
Cottaar - Haverkorn van Rijsewijk, A.
2012-01-01
This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their pleasantness principally
"Don't Leave Me!": Helping the Child Whose Parents Are Separating. Between Teacher & Parent
Brodkin, Adele M.
2005-01-01
This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.
Callaghan, M. N.; Long, J. J.; van Es, E. A.; Reich, S. M.; Rutherford, T.
2018-01-01
As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use…
Dewi, Erni R.; Bundu, Patta; Tahmir, Suradi
2016-01-01
This study aims at analysing whether the antecedent variable directly affects the performance of the high school teachers or not. In addition, this research strives to find out whether the antecedent variable indirectly affects the teachers' performance through the achievement motivation of the high school teachers. It was a quantitative research…
A Professor Like Me: The Influence of Instructor Gender on College Achievement
Hoffmann, Florian; Oreopoulos, Philip
2009-01-01
Many wonder whether teacher gender plays an important role in higher education by influencing student achievement and subject interest. The data used in this paper help identify average effects from male and female college students assigned to male or female teachers. We find instructor gender plays only a minor role in determining college student…
PBL in Teacher Education: Its Effects on Achievement and Self-Regulation
Erdogan, Tolga; Senemoglu, Nuray
2017-01-01
Problem-based learning (PBL) as an educational practice continues to have great impact on all levels of education and across different disciplines. The aim of this experimental study is to examine the effects of PBL on prospective teachers' academic achievements and self-regulation. The treatment group (n = 36) and the control group (n = 21)…
Thijs, Jochem
2011-01-01
Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.
Regner, Isabelle; Loose, Florence; Dumas, Florence
2009-01-01
The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…
Bergeron, Julie; Chouinard, Roch; Janosz, Michel
2011-01-01
The main goal was to test if teacher-student relationships and achievement motivation are predicting dropout intention equally for low and high socio-economic status students. A questionnaire measuring teacher-student relationships and achievement motivation was administered to 2,360 French Canadian secondary students between 12 and 15 years old…
Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study
Aziz, Tian Abdul; Purnomo, Yoppy Wahyu; Pramudiani, Puri
2017-08-01
The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.
Grinell, Smith; Rabin, Colette
2017-11-01
The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.
Chang, I-Hua
2011-01-01
The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…
Otto, Paul B.; Schuck, Robert F.
The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.
McLean, Leigh; Connor, Carol McDonald
2018-06-01
Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Dubner, J.
2008-12-01
U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional
Bektasli, Behzat
2013-01-01
Studies show that it is hard to change students' attitudes toward science. This study specifically explored if media affect preservice science teachers' attitudes toward astronomy and their astronomy achievement. The sample for the pilot study consisted of 196 preservice science and mathematics teachers for attitude assessment and 230 preservice…
Klusmann, Uta; Richter, Dirk; Lüdtke, Oliver
2016-01-01
Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a…
Teaching Abroad: Why Teachers Prefer Teaching Overseas
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Mustafa Serbes
2017-12-01
Full Text Available Teaching overseas has always been a great opprotunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and can contribute to the achievement of their students more. This paper focuses on five reasons why teachers prefer teaching overseas.
Zahn, Brian
2011-01-01
This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…
Yu, Rongrong; Singh, Kusum
2018-01-01
The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results…
School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data
Kraft, Matthew A.; Marinell, William H.; Yee, Darrick
2015-01-01
In education, there is ample evidence that some schools far outperform others at raising student achievement even when accounting for differences in the students they serve and the resources at their disposal. Differences in the human capital stock of teachers across schools cannot fully account for the differential productivity across schools. In…
Hamilton, Ericka
2016-01-01
Effective and efficient leadership helps schools to achieve established targets and ensures that they are operating according to federal and state guidelines. This quantitative comparative analysis study sought to address a gap in literature in terms of examining the impact of leadership styles of principals on teacher satisfaction and teacher…
Swift, Marshall S.; Spivack, George
This book provides (1) specific information about overt classroom behaviors that affect or reflect academic success or failure, and (2) information and suggestions about alternative teaching strategies that may be used to increase behavioral effectiveness and subsequent academic achievement. The focus of the book is on specific behaviors, behavior…
Abazaoglu, Ilkay; Aztekin, Serdar
2016-01-01
Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…
The Relation between Time Management Skills and Academic Achievement of Potential Teachers
Cemaloglu, Necati; Filiz, Sevil
2010-01-01
The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…
Ozyalcin Oskay, Ozge
2011-01-01
The aims of this study are to determine prospective chemistry teachers' internet self-efficacy and preferences of constructivist internet-assisted environments and to examine the relationship between their internet self-efficacy and their preferences for constructivist internet-assisted environments, the relationship between their achievement in…
Sun, Jerry Chih-Yuan; Wu, Yu-Ting
2016-01-01
This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…
The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement
Helena Smrtnik Vitulić; Irena Lesar
2014-01-01
The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...
What All Reading Teachers Should Know and Be Able to Do
Fedora, Pledger
2014-01-01
When students experience reading difficulties--or even before they do--teachers can use specialized knowledge to help them achieve success. This overview of the International Dyslexia Association's "Knowledge and Practice Standards for Teachers of Reading" describes those reading and literacy standards and provides resources for teacher…
Salame, Hania Moussa
The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.
Niepold, F.; Byers, A.
2009-12-01
The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.
Banda, Asiana; Mumba, Frackson; Chabalengula, Vivien M.
2014-01-01
This study examined Zambian preservice chemistry teachers' views on the goals of chemistry education, the importance of the goals, and challenges for achieving them in schools. The study sample was comprised of 59 pre-service chemistry teachers at the University of Zambia. Data were collected using a modified Likert-scale questionnaire that was…
Linking Teacher Quality, Student Attendance, and Student Achievement
Gershenson, Seth
2016-01-01
Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…
Lazar, Althier; Sharma, Suniti
2016-01-01
This mixed-methods study explores the impact of teacher preparation coursework on 141 teacher candidates' understandings about educational equality, school achievement, and meritocracy. Framed by pedagogies of discomfort, the program included readings, discussions, simulations, films, and direct work with emergent bilingual students. Findings from…
Perceived teacher support and language anxiety in Polish secondary school EFL learners
Directory of Open Access Journals (Sweden)
Ewa Piechurska-Kuciel
2011-04-01
Full Text Available The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety. The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
Kathryn Coldham
2016-01-01
This year, the 10,000th teacher will visit CERN since its first teacher programme in 1998. HST 2016 teachers with CERN Director-General Fabiola Gianotti in the CERN Council Chamber. (Image: Maximilien Brice/CERN) This summer, CERN welcomed the 10,000th teacher to participate in one of its teacher programmes! This milestone was achieved in this year’s International High School Teacher (HST) programme, a three-week residential programme that saw 48 enthusiastic teachers flock from all over the world to help inspire young minds. Taking place every July since 1998, the HST programme aims to increase teachers’ knowledge on the cutting-edge particle physics research currently being carried out at CERN. It also opens up a whole new world of educational resources available for use by the teachers to inspire their students’ curious young minds. More information is available here.
Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions
Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan
2017-01-01
WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…
Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina
2018-01-01
This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…
Buecker, Harrie Lynne
2010-01-01
This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…
Geerts, Walter; Van der Werff, Anne; Hummel, Hans; Van Geert, Paul
2014-01-01
This literature review focuses on the use of video cases in the education of preservice teachers as a means of achieving higher order learning objectives that are necessary for gaining situated knowledge. An overview of both intended and achieved learning objectives in relevant studies involving
Al-Madani, Feras Mohammed
2015-01-01
Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire…
Minding the Achievement Gap One Classroom at a Time
Pollock, Jane E.; Ford, Sharon; Black, Margaret M.
2012-01-01
Do teachers have the power to close achievement gaps? Here's a book that boldly claims they do and lays out a blueprint for how to do something now to help students who are falling short of standards. Regardless of the student population you need to address--English language learners, special education, or just the unmotivated and hard to…
Randall, Mac
2009-01-01
Many music teachers across the country have learned how beneficial it can be to tap into the communities around them. The author discusses how music teachers can help broaden their students' horizons by tapping into the resources just outside their school walls. One way is by employing local talents. Another is to put an ad in nearby music stores,…
Johnson, Kaprea; Hannon, Michael D.
2014-01-01
This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…
Achievement Goals, Motivation to Learn, and Mathematics Anxiety among Pre-Service Teachers
Vásquez-Colina, María D.; Gonzalez-DeHass, Alyssa R.; Furner, Joseph M.
2014-01-01
This paper reports findings of a pilot study examining the feasibility of a research design to investigate how achievement goals relate to the construct of math anxiety. In addition, we also consider how other important achievement-related behaviors, like self-efficacy, help-seeking, and self-regulation, might also relate to students' math…
Könings, Karen D.; Seidel, Tina; Brand-Gruwel, Saskia; Merriënboer, Jeroen J. G.
2014-01-01
Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching-learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students' and teachers' perceptions of their learning environment. Student profiles were identified taking into…
Hoffman, Florian; Oreopoulos, Philip
2007-01-01
Many wonder whether teacher gender plays an important role in higher education by influencing student achievement and subject interest. The data used in this paper helps identify average effects from male and female college students assigned to male or female teachers. In contrast to previous work at the primary and secondary school level, our…
Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; Sleegers, Peter J. C.
2018-01-01
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course…
Ardiç, Mehmet Alper; Isleyen, Tevfik
2017-01-01
The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…
Daly, Alan J.; Daly, A.J.; Moolenaar, Nienke; Der-Martirosian, Claudia; Liou, Yi-Hwa
2014-01-01
Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely
Kreidler, William J.; And Others
1995-01-01
Three articles present suggestions to help elementary teachers promote student development. The first describes games that encourage a sense of community. The second deals with making parent teacher conferences a positive experience. The third discusses how to give confused children who are involved in custody battles an alternative to acting out.…
van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle
2018-01-01
There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.
Schuch, Linda, Ed.
2004-01-01
"Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on using scientifically based practices to improve student achievement and teacher effectiveness. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who have worked closely…
The Effect of the Adoption of the Quality Philosophy by Teachers on Student Achievement
Sandifer, Cody Clark
2009-01-01
The purpose of this study was to determine if the adoption of the Deming philosophy by teachers and use of the LtoJ[R] process resulted in greater academic achievement. Results of internal consistency analysis indicated that the instrument, the "Commitment to Quality Inventory for Educators," was a reliable measure of the Deming…
Randle-Robins, Evelyn
2016-01-01
This no-nonsense handbook from a working principal helps school leaders bring transformational change to struggling or underperforming schools. Based on the wisdom and experience gained during the author's years as a teacher and principal in Chicago public schools, the book shows you how to become a visionary leader and build a culture of respect…
Lorenzen, Janelle K.
2017-01-01
This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…
Young, I. Phillip; Chounet, F. Paul; Buster, Amy; Sailor, Scott
2005-01-01
Research addressing attraction and selection of employees within the public school setting seems to indicate that the higher a school's student achievement the more likely a potential job candidate is to assess a position at that school favorably. However, the validity of this finding has failed to be assessed with "real teachers" accepting actual…
Crossing a Broad Gray Line to Help Children
Allen, Megan M.
2015-01-01
Helping students with mental health issues sometimes presents teachers with the dilemma of following the letter of school rules or doing what is best for the child. One teacher tells her story of crossing such lines, but only in service to children. She also outlines what teachers can and should do to help students who need mental health services.
Can biosimilars help achieve the goals of US health care reform?
Boccia, Ralph; Jacobs, Ira; Popovian, Robert; de Lima Lopes, Gilberto
2017-01-01
The US Patient Protection and Affordable Care Act (ACA) aims to expand health care coverage, contain costs, and improve health care quality. Accessibility and affordability of innovative biopharmaceuticals are important to the success of the ACA. As it is substantially more difficult to manufacture them compared with small-molecule drugs, many of which have generic alternatives, biologics may increase drug costs. However, biologics offer demonstrated improvements in patient care that can reduce expensive interventions, thus lowering net health care costs. Biosimilars, which are highly similar to their reference biologics, cost less than the originators, potentially increasing access through reduced prescription drug costs while providing equivalent therapeutic results. This review evaluates 1) the progress made toward enacting health care reform since the passage of the ACA and 2) the role of biosimilars, including the potential impact of expanded biosimilar use on access, health care costs, patient management, and outcomes. Barriers to biosimilar adoption in the USA are noted, including low awareness and financial disincentives relating to reimbursement. The evaluated evidence suggests that the ACA has partly achieved some of its aims; however, the opportunity remains to transform health care to fully achieve reform. Although the future is uncertain, increased use of biosimilars in the US health care system could help achieve expanded access, control costs, and improve the quality of care.
Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching
Abed, Osama H.; Abd-El-Khalick, Fouad
2015-03-01
Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.
Perry, Teresa
2012-01-01
This study examined the perceptions of principals and teachers regarding mental health provider's impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the…
Rahimi, Mehrak; Karkami, Fatemeh Hosseini
2015-01-01
This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…
Students' and teachers' perceptions: initial achievements of a Project-Based Engineering School
Terrón-López, María-José; Velasco-Quintana, Paloma-Julia; García-García, María-José; Ocampo, Jared R.
2017-11-01
A unified academic model based on the project-based learning (PBL) methodology was implemented, in the 2012-2013 period, in the School of Engineering at Universidad Europea de Madrid. The purpose of this paper is to explore whether teachers and students participating in the capstone projects feel that the objectives for which this methodology was designed for are being achieved. The data were collected through interviews to participants at the end of the PBL experience. The results are encouraging, as students seem to be more motivated, and they say that they are experiencing deeper learning, and have developed key competitive skills required for their professional lives. Findings also suggest that teachers face positively the PBL as a learning approach since they perceive that students obtain a deeper learning, develop transversal skills with the projects and are more engaged with their studies. Implications and recommendations for the future of the model are also discussed.
The Role of Big Five Personality Traits in Predicting Prospective EFL Teachers' Academic Achievement
Kirkagac, Senay; Öz, Hüseyin
2017-01-01
This study sought to find out the possible relationships between personality traits and academic achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200 university students from a major state university voluntarily participated in the study. Data were collected through the International Personality Item Tool (IPIP)…
Sumantri, Mohamad Syarif; Whardani, Prayuningtyas Angger
2017-01-01
This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement…
McAuliffe, C.; Ledley, T.; Dahlman, L.; Haddad, N.
2007-12-01
One of the challenges faced by Earth science teachers, particularly in K-12 settings, is that of connecting scientific research to classroom experiences. Helping teachers and students analyze Web-based scientific data is one way to bring scientific research to the classroom. The Earth Exploration Toolbook (EET) was developed as an online resource to accomplish precisely that. The EET consists of chapters containing step-by-step instructions for accessing Web-based scientific data and for using a software analysis tool to explore issues or concepts in science, technology, and mathematics. For example, in one EET chapter, users download Earthquake data from the USGS and bring it into a geographic information system (GIS), analyzing factors affecting the distribution of earthquakes. The goal of the EET Workshops project is to provide professional development that enables teachers to incorporate Web-based scientific data and analysis tools in ways that meet their curricular needs. In the EET Workshops project, Earth science teachers participate in a pair of workshops that are conducted in a combined teleconference and Web-conference format. In the first workshop, the EET Data Analysis Workshop, participants are introduced to the National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE). They also walk through an Earth Exploration Toolbook (EET) chapter and discuss ways to use Earth science datasets and tools with their students. In a follow-up second workshop, the EET Implementation Workshop, teachers share how they used these materials in the classroom by describing the projects and activities that they carried out with students. The EET Workshops project offers unique and effective professional development. Participants work at their own Internet-connected computers, and dial into a toll-free group teleconference for step-by-step facilitation and interaction. They also receive support via Elluminate, a Web
Directory of Open Access Journals (Sweden)
Linda Darling-Hammond
2005-10-01
Full Text Available Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.
Directory of Open Access Journals (Sweden)
Jin Eun Yoo
2018-03-01
Full Text Available A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective.
Yoo, Jin Eun
2018-01-01
A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective.
Bulus, Mustafa
2011-01-01
The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were…
Shawer, Saad Fathy
2016-01-01
This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…
Get Wild about Reading! A Guide for Kindergarten Teachers from "Between the Lions."
Cerier, Laura
"Between the Lions" is a Public Broadcasting System program promoting literacy for children 4 through 7 years combining state-of-the-art puppetry, animation, live action, and music to achieve its mission of helping young children learn to read. This guide is designed to help kindergarten teachers integrate "Between the Lions"…
Directory of Open Access Journals (Sweden)
Esther Zaretsky
2012-04-01
Full Text Available The research is aimed at investigating the involvement of student teachers and pupils in designing and manipulating virtual learning environment and its impact on reading achievements through action research. In order to understand the connection between the real and virtual worlds, the design of such simulations is based on applying the virtual environment to the real world as much as possible. The objects were taken from the pupils’ everyday environment and unique motivation. The researcher taught the method to 30 student teachers. Such procedures were held among different populations. The findings showed that as the student teachers practiced the simulation design through the PowerPoint Software, it became clear to them how the computer can be implemented in their practical work. Consequently, their presentations became highly animated, and applied to the pupils
COMMENTARY: I'M ONLY TRYING TO HELP: A ROLE FOR INTERVENTIONS IN TEACHING LISTENING
Directory of Open Access Journals (Sweden)
Michael Rost
2007-02-01
point out, teachers often do not distinguish between new technological tools that are innovative but not actually helpful and those which are innovative and genuinely helpful. In my own instructional design, I have identified three "intervention phases" in the listening process: decoding, comprehension, and interpretation. Before we assume any new technology or intervention is actually going to be supportive, I believe we need to understand the learners' goals during these listening processes. What actually motivates the learners towards achieving these goals is what ultimately will be useful.
Sisask, Merike; Värnik, Peeter; Värnik, Airi; Apter, Alan; Balazs, Judit; Balint, Maria; Bobes, Julio; Brunner, Romuald; Corcoran, Paul; Cosman, Doina; Feldman, Dana; Haring, Christian; Kahn, Jean-Pierre; Poštuvan, Vita; Tubiana, Alexandra; Sarchiapone, Marco; Wasserman, Camilla; Carli, Vladimir; Hoven, Christina W.; Wasserman, Danuta
2014-01-01
Objective: In support of a whole-school approach to mental health promotion, this study was conducted to find out whether and how significantly teachers' satisfaction with school and their subjective psychological well-being are related to the belief that they can help pupils with mental health problems. Design: Cross-sectional data were collected…
Helping Teachers Use Research Findings: The Consumer-Validation Process.
Eaker, Robert E.; Huffman, James O.
A program stressing teacher involvement and classroom implementation of educational research findings is described. The program was designed to familiarize teachers with current findings, have them apply the findings in their classrooms, analyze their own teaching behavior, and critically evaluate the findings in terms of their applicability to…
Crowley, E. Paula
1993-01-01
The author of EC 607 583 responds to questions about her research on mainstreamed behaviorally disordered aggressive adolescents' perceptions of helpful and unhelpful teacher attitudes and behaviors. Issues relevant to future research in this area are noted. (JDD)
Ward, Martin J.; Wells, Tim J.
2006-01-01
Graduates of teacher education programs throughout the nation must pass state-mandated standardized paper-and-pencil exit tests to become certified teachers. This study examines the relationship between the reading levels of preservice teachers enrolled in a south Texas university and their scores on the Texas Examinations of Educator…
Arulselvi, Evangelin
2011-01-01
The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their…
Childs, G; McKay, M
2001-06-01
Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting school. It examined whether teachers' ratings displayed predictive stability over that period, and whether significant differences evident at age 5 in SES and gender were still operative at age 7. Two samples, of low income (N = 85) and middle income (N = 63) children, were rated following school entry (mean age 5 years 3 months) and rated again after two years at school. The children were rated at both points by their regular classroom teachers using the Learning Behaviours Scale (Stott et al., 1998) with subscales of Distractible, Apprehensive and Uncooperative, together with ratings of academic achievement and their personal perception of each child. SES was found to be a very limited predictor for the learning behaviour subscale ratings and for teachers' personal perceptions at both ages 5 and 7. SES did significantly predict expected Academic Achievement at age 5, but this effect disappeared completely by age 7. Conversely, within the two defined groups, Low Income boys were found to display significantly poorer learning behaviours at age 5, especially in terms of distractible behaviour, compared with Middle Income boys and with girls generally. This pattern was maintained over the next two years of their schooling. The effect of SES was thus demonstrated more powerfully in between-group differences than by means of regression. The findings emphasised the persistence of teachers' initial negative impressions about distractible 'hard to manage' boys from low SES families. The outcomes of this study suggest that low SES boys commenced
White, Tremayne
2016-01-01
The purpose of this study was to ascertain whether certain contextual factors pertaining to principals and teachers influenced U.S. eighth grade students' math achievement. More specifically, the study comparatively examined the direct and mediating predictive influence of teacher instructional approaches (i.e., teacher-directed; constructivism),…
Košir, Katja; Tement, Sara
2014-01-01
Although the relation between teacher--student relationship and academic achievement has been addressed in many studies, the reciprocal relations between these two constructs have not been explored sufficiently. The aim of the present study was to test three competing models that hypothesized directionality of influence in relations between…
Daly, A.J.; Daly, Alan J.; Moolenaar, Nienke; Der-Martirosian, Claudia; Canrinus, Esther T.; Chrispeels, Janet H.
2011-01-01
s accountability policy presses for higher student achievement, elementary schools across the nation are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms that support greater collaboration among teachers may enhance the intellectual capital available in a
Ibrahim, Hatim G.
2017-01-01
The current study aims to identify the utilization of innovations and techniques of educational technology in teaching of educational practicum and its impact on increasing academic achievement among pre-service teachers. The study sample consisted of (60) pre-service teachers (student teachers) randomly selected from public middle and secondary…
Bibou-Nakou, I.
2004-01-01
The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children's welfare and needs (1).The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification issues and…
Steele, Gayle
2012-01-01
Because of public concern over the effectiveness of our schools, a new evaluation system was put in place to hold principals and teachers directly accountable for student academic achievement. Part of this evaluation included student performance on state assessments. The purpose of this qualitative study sought to examine how the transformation…
Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü
2015-01-01
The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…
Adiele, E.E.; Abraham, Nath. M.
2013-01-01
The study investigated the achievement of Abraham Maslow's need hierarchy theory among secondary school teachers in Rivers State. A 25-item questionnaire was designed, validated and administered on a sample of 500 teachers drawn from 245 secondary schools in Rivers State. The result revealed that secondary school teachers indicated insignificant…
Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa
2007-04-01
Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.
The Influence of Student Achievement on Teacher Turnover
Falch, Torberg; Ronning, Marte
2007-01-01
Evidence on teacher behavior is essential for the understanding of the performance of school systems. In this paper we utilize rich data to study the teachers' quit decision in Norway. We distinguish between decisions to move between public schools within school districts, to another school district in the same labor market region, across labor…
Semrádová, Michaela
2013-01-01
The bachelor's thesis covers burnout syndrome of teachers. Defines burnout syndrome, describes its causes and symptoms. Describes teaching as helping profession and focousing on stressful situations at school. In the last chapter described different prevention strategies burnout syndrome. Key words: burnout syndrome, teaching, teacher, helping professions, beginning teacher, stress
Craddock, Jennifer Lovejoy
The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and
Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna
2017-01-01
In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic
Teacher Tweets Improve Achievement for Eighth Grade Science Students
Carol Van Vooren; Corey Bess
2013-01-01
In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online...
Terrier, Camille
2015-01-01
This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests…
Moseley, Christine; Bonner, Emily; Ibey, Marilyn
2016-01-01
This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice…
What can the food and drink industry do to help achieve the 5% free sugars goal?
Gibson, Sigrid; Ashwell, Margaret; Arthur, Jenny; Bagley, Lindsey; Lennox, Alison; Rogers, Peter J; Stanner, Sara
2017-07-01
To contribute evidence and make recommendations to assist in achieving free sugars reduction, with due consideration to the broader picture of weight management and dietary quality. An expert workshop in July 2016 addressed options outlined in the Public Health England report 'Sugar reduction: The evidence for action' that related directly to the food industry. Panel members contributed expertise in food technology, public heath nutrition, marketing, communications, psychology and behaviour. Recommendations were directed towards reformulation, reduced portion sizes, labelling and consumer education. These were evaluated based on their feasibility, likely consumer acceptability, efficacy and cost. The panel agreed that the 5% target for energy from free sugars is unlikely to be achievable by the UK population in the near future, but a gradual reduction from average current level of intake is feasible. Progress requires collaborations between government, food industry, non-government organisations, health professionals, educators and consumers. Reformulation should start with the main contributors of free sugars in the diet, prioritising those products high in free sugars and relatively low in micronutrients. There is most potential for replacing free sugars in beverages using high-potency sweeteners and possibly via gradual reduction in sweetness levels. However, reformulation alone, with its inherent practical difficulties, will not achieve the desired reduction in free sugars. Food manufacturers and the out-of-home sector can help consumers by providing smaller portions. Labelling of free sugars would extend choice and encourage reformulation; however, government needs to assist industry by addressing current analytical and regulatory problems. There are also opportunities for multi-agency collaboration to develop tools/communications based on the Eatwell Guide, to help consumers understand the principles of a varied, healthy, balanced diet. Multiple strategies
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
2016-01-01
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
Directory of Open Access Journals (Sweden)
Melita Puklek Levpušček
2007-11-01
Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.
Dagal, Asude Balaban; Bayindir, Dilan
2016-01-01
The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…
Teacher and student supports for implementation of the NGSS
Severance, Samuel
Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.
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.
Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie
2017-12-01
In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.
Garrett-Rainey, Syrena
The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.
Teachers' Coping Strategies for Teaching Science in a ``Low-Performing'' School District
Moore, Felicia M.
2007-10-01
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build strong relationships. A model of multicultural science professional development is proposed that complements the strengths that these teachers have. A task for science educators working with teachers and administration in schools and districts that are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice, and high achievement for all students.
Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics
Korur, Fikret; Eryilmaz, Ali
2012-01-01
Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…
Yildiz, Ali
2012-01-01
In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…
Mosley, Chaney Wayne
2012-01-01
The purpose of this embedded sequential explanatory case study with a quantitativeâ qualitative two-strand design of inquiry was to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the quantitative strand of research was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburba...
How Physical Education Teachers Can Help Encourage Students to Read
Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen
2012-01-01
The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…
Teachers' participation in research programs improves their students' achievement in science.
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.
Gershoff, Elizabeth
2015-01-01
Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657
Divorce: Helping Children Cope.
Cook, Alicia S.; McBride, Jean
1982-01-01
Examines children's reactions to the divorce process and explores ways in which adults can promote growth and adjustment in children of divorce. Suggests ways in which parents, teachers, and counselors can help children. (RC)
The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation
Lustick, David
2009-12-01
This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The class investigated the question “How can peak autumn color in New England be determined?” The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. Though the teacher candidates were successful at identifying a likely answer to the question, the project failed to achieve its learning goals. Reasons for the project’s failure and implications for the science education community are discussed.
Smith, Wade Clay, Jr.
The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.
Differentiation: Lessons from Master Teachers
Carolan, Jennifer; Guinn, Abigail
2007-01-01
Carolan and Guinn assert that differentiated instruction helps diversity thrive. Observing how experienced teachers practice differentiation in real-life situations helps teachers who are reluctant to try such strategies take the plunge. The authors draw on two observational studies they conducted of five expert teachers in a high-performing,…
Bahadir, Elif
2016-01-01
The purpose of this study is to examine a neural network based approach to predict achievement in graduate education for Elementary Mathematics prospective teachers. With the help of this study, it can be possible to make an effective prediction regarding the students' achievement in graduate education with Artificial Neural Networks (ANN). Two…
Martin, Andrew J.; Marsh, Herbert W.; McInerney, Dennis M.; Green, Jasmine; Dowson, Martin
2007-01-01
The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic…
Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K.
2016-01-01
Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…
Arnold, Suzanne C.
Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all
Achievement goal profiles and developments in effort and achievement in upper elementary school.
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
2017-12-01
The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
Directory of Open Access Journals (Sweden)
David J. Shernoff
2017-06-01
Full Text Available In this study, we conducted a model of teacher professional development (PD on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs, and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges, provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers
Directory of Open Access Journals (Sweden)
Dian Septarini
2017-03-01
Full Text Available The Objective of this study is to find out whether or not there is a significant relationship between teachers’ working period and workload and students’ English achievement of some Junior High Schools in Palembang city. The populations of this study were all English teachers and the students of ten Junior High Schools in Palembang. 945 students were taken as the sample by using purposive sampling and for the teachers was also purposive technique sampling. The instrument used in collecting the data were questionnaire for teachers that was used to know the ideal condition of teachers’ working period and workload and documentation of students’ English achievement. The data obtained from the questionaire and students’ grade was analyzed by using Coefficient Contingency on the help of SPSS Package for Windows to assess the contribution of teachers’ working period and workload and students’ English achievement. The obtained chi-square is 14.594, the probability under 0.05 and degree of freedom 4. The chi-square obtained > the value of chi-square table and coefficient contingency value is 0.542. It means that there was a correlation between teachers’ working period and workload and students’ English achievement.
Music Teachers and Music Therapists: Helping Children Together.
Patterson, Allyson
2003-01-01
Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)
Spielberg, Lela
2011-01-01
There is widespread agreement that family engagement leads to increased student achievement, reduced drop-out rates, and a host of other positive outcomes for kids. Teachers are rarely trained or supported in engaging families, and, according to the 2005 MetLife Survey of the American Teacher, find family engagement to be their biggest challenge.…
Directory of Open Access Journals (Sweden)
Luis Gerardo Meza-Cascante
2015-01-01
Full Text Available This paper presents the results of research conducted in high schools in the central region of the Cartago province, Costa Rica. The goal of the research was to determine the attitude of high school math teachers toward cooperative learning in math and identify factors in secondary education institutions that can help or hinder the implementation of cooperative learning as a strategy for teaching mathematics. The research was conducted with 39 secondary education math teachers, who participated in a workshop on cooperative learning in mathematics. The attitude toward this methodology was measured by using semantic differential. This information was triangulated with data obtained from non-participant observation. A combination of in-depth interviews and non-participant observation was used to access data that identifies institutional factors helping or hindering the implementation of math cooperative learning. Findings suggest a positive attitude from teachers toward integrating cooperative work as a teaching strategy to promote math learning and toward the role played by school principals in the adoption of educational innovations. It also reveals that high schools have adequate material conditions to implement the methodology, although the need for training is considered. This finding should be taken into account by the proponents of this methodological option.
Pichon, Christopher, Sr.
2010-01-01
The objective of this study is to identify principal leadership styles and teacher preferred principal leadership styles, as well as to examine the independent and combined effects of these variables on the TAKS Mathematics achievement scores of elementary students. School leadership affects every aspect of an institution. Studies reveal that the…
Singh, Termit Kaur Ranjit; Krishnan, Sashi Kala
2014-01-01
The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The…
Teacher education child looks men: achievements and prejudice
Directory of Open Access Journals (Sweden)
Josiane Peres Gonçalves
2017-02-01
Full Text Available The objective of this research is to ascertain what the social representations of male teachers who work with children aged 0-5 years enrolled in public institutions of early childhood education in the state of Mato Grosso do Sul The methodology was used semi-structured interviews that. were audio-recorded, transcribed and analyzed from the perspective of social representations, with teachers from four municipalities of that State. The results indicate that male teachers are limited in their activity as it is not permitted to perform tasks proper to the profession as bathing and changing diapers, for fear of pedophilia is evident. Discussions suggest that few men opt for the teaching profession, due to be considered a female profession. In conclusion, it can be said that early childhood education should give children contact with adults who are their references, of both sexes, especially at school, place where they begin socializing outside the family. In this sense, it can be said that men can contribute positively to the process of education of children.
Robinson, Joseph Paul; Lubienski, Sarah Theule
2011-01-01
Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are…
Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy
Monroe, Ronald J.
2017-01-01
Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…
Math Anxiety: Can Teachers Help Students Reduce It? Ask the Cognitive Scientist
Beilock, Sian L.; Willingham, Daniel T.
2014-01-01
How does the mind work--and especially how does it learn? Teacher's instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves teachers well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of…
Secure Communications over Wireless Networks Even 1-bit Feedback Helps Achieving Security
Rezki, Zouheir
2016-01-06
Recently, there have been a surge toward developing sophisticated security mechanisms based on a cross layer design. While an extensive progress has been realized toward establishing physical layer security as an important design paradigm to enhance security of existing wireless networks, only a little effort has been made toward designing practical coding schemes that achieve or approach the secrecy capacity. Most of existing results are tied to some simplifying assumptions that do not seem always reasonable (passive eavesdropper, perfect channel state information (CSI), etc.). Furthermore, it is still not very clear how to exploit physical layer security paradigms, together with existing cryptosystems, in order to add a supplementary level of protection for information transmission or to achieve key agreement. In this talk, we address the first part of the above problematic, i.e., the effect of channel uncertainty on network security. Particularly, we show that even a coarse estimate of the main channel (channel between the transmitter and the legitimate receiver) can help providing a positive secrecy rate. Specifically, we assume two types of channel uncertainty at the transmitter. The first one is a rate-limited feedback in a block fading channel where the feedback information can be proactive (at the beginning of the coherence block) or of ARQ-type. The second type of uncertainty takes the form of a noisy estimate of the main channel at the transmitter in a fast fading channel. In both cases, we provide upper and lower bounds on the secrecy capacity. We argue how our achievable schemes and upper bounding techniques extend to multi-user setting (broadcasting a single confidential message or multiple confidential messages to multiple legitimate receivers) and to multiple antenna channels.
Secure Communications over Wireless Networks Even 1-bit Feedback Helps Achieving Security
Rezki, Zouheir
2016-01-01
Recently, there have been a surge toward developing sophisticated security mechanisms based on a cross layer design. While an extensive progress has been realized toward establishing physical layer security as an important design paradigm to enhance security of existing wireless networks, only a little effort has been made toward designing practical coding schemes that achieve or approach the secrecy capacity. Most of existing results are tied to some simplifying assumptions that do not seem always reasonable (passive eavesdropper, perfect channel state information (CSI), etc.). Furthermore, it is still not very clear how to exploit physical layer security paradigms, together with existing cryptosystems, in order to add a supplementary level of protection for information transmission or to achieve key agreement. In this talk, we address the first part of the above problematic, i.e., the effect of channel uncertainty on network security. Particularly, we show that even a coarse estimate of the main channel (channel between the transmitter and the legitimate receiver) can help providing a positive secrecy rate. Specifically, we assume two types of channel uncertainty at the transmitter. The first one is a rate-limited feedback in a block fading channel where the feedback information can be proactive (at the beginning of the coherence block) or of ARQ-type. The second type of uncertainty takes the form of a noisy estimate of the main channel at the transmitter in a fast fading channel. In both cases, we provide upper and lower bounds on the secrecy capacity. We argue how our achievable schemes and upper bounding techniques extend to multi-user setting (broadcasting a single confidential message or multiple confidential messages to multiple legitimate receivers) and to multiple antenna channels.
Parental Expectations of Their Adolescents' Teachers.
Tatar, Moshe; Horenczyk, Gabriel
2000-01-01
Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…
Wood, Lynda Charese
The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the Common Knowledge Construction Model (CKCM), a conceptual change inquiry model of teaching and learning, on African American students' conceptual change and achievement; (2) observe the shift in teacher's practical arguments; and (3) narrate the voice of "the Other" about teacher professional learning. This study uses retrospective data from a mixed-method approach consisting of Phenomenography, practical arguments and story-telling. Data sources include audio-recordings of a chemistry teacher's individual interviews of her students' prior- and post-intervention conceptions of acids and bases; results of Acid-Base Achievement Test (ABA-T); video-recordings of a chemistry teacher's enactment of CKCM acid-base lesson sequence; audio-recordings of teacher-researcher reflective discourse using classroom video-clips; teacher interviews; and teacher and researcher personal reflective journals. Students' conceptual changes reflect change in the number of categories of description; shift in language use from everyday talk to chemical talk; and development of a hierarchy of chemical knowledge. ABA-T results indicated 17 students in the experimental group achieved significantly higher scores than 22 students in the control group taught by traditional teaching methods. The teacher-researcher reflective discourse about enactment of the CKCM acid-base lesson sequence reveals three major shifts in teacher practical arguments: teacher inadequate preparedness to adequate preparedness; lack of confidence to gain in confidence; and surface learning to deep learning. The developing story uncovers several aspects about teaching and learning of African American students: teacher caring for the uncared; cultivating
Chatterjee, Nilesh; Patil, Deepak; Kadam, Rajashree; Fernandes, Genevie
2017-09-27
India has 274 million tobacco users and a tobacco use prevalence of 38% in rural areas. Tobacco consumption causes 1 million deaths and costs the health system nearly US$23 billion annually. Tobacco control policies exist but lack proper implementation. In this article, we review the Tobacco-free Village (TfV) program conducted in Maharashtra state in India and describe its process to help villages in rural India achieve "tobacco-free" status (i.e., the sale and use of tobacco are prohibited by law). We reviewed program documents and conducted 22 qualitative interviews with program staff and village-level stakeholders. From 2008 to 2014, Salaam Mumbai Foundation implemented the TfV program in 60 villages in Maharashtra state. The program used a number of strategies to help villages become tobacco free, including collaborating with a community-based organization, leveraging existing health workers, conducting a situation analysis, training health workers, engaging stakeholders, developing TfV assessment criteria, mobilizing the community, conducting health education, imposing sanctions, and offering incentives. By 2014, 4 villages had achieved tobacco-free status according to 11 assessment criteria. Successful villages demonstrated strong local leader involvement, ownership of the program, and commitment to the cause by residents. The TfV program faced barriers including poor motivation of health workers, difficulty in changing social norms of tobacco use, and refusal of local vendors to stop tobacco sales due to financial losses. This low-cost, community-driven program holds promise for helping public health practitioners and governments implement and achieve the goals of tobacco control policies, especially in resource-scarce settings. © Chatterjee et al.
Teachers Know Best: Making Data Work for Teachers and Students
Bill & Melinda Gates Foundation, 2015
2015-01-01
As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…
Mindmapping: Its effects on student achievement in high school biology
Cunningham, Glennis Edge
The primary goal of schools is to promote the highest degree of learning possible. Yet teachers spend the majority of their time engaged in lecturing while students spend the majority of their time passively present (Cawelti, 1997, Grinder, 1991; Jackson & Davis, 2000; Jenkins, 1996). Helping students develop proficiency in learning, which translates into using that expertise to construct knowledge in subject domains, is a crucial goal of education. Students need exposure to teaching and learning practices that prepare them for both the classroom and their places in the future workforce (Ettinger, 1998; Longley, Goodchild, Maguire, & Rhind, 2001; NRC, 1996; Texley & Wild, 1996). The purpose of this study was to determine if achievement in high school science courses could be enhanced utilizing mindmapping. The subjects were primarily 9th and 10th graders (n = 147) at a suburban South Texas high school. A pretest-posttest control group design was selected to determine the effects of mindmapping on student achievement as measured by a teacher-developed, panel-validated instrument. Follow-up interviews were conducted with the teacher and a purposive sample of students (n = 7) to determine their perceptions of mindmapping and its effects on teaching and learning. Mindmapping is a strategy for visually displaying large amounts of conceptual, hierarchical information in a concise, organized, and accessible format. Mindmaps arrange information similar to that found on the traditional topic outline into colorful spatial displays that offer the user a view of the "forest" as well as the "trees" (Hyerle, 1996; Wandersee, 1990b). An independent samples t-test and a one-way analysis of covariance (ANCOVA) determined no significant difference in achievement between the groups. The experimental group improved in achievement at least as much as the control group. Several factors may have played a role in the lack of statistically significant results. These factors include the
Areepattamannil, Shaljan; Kaur, Berinderjeet
2013-01-01
This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…
Does content knowledge matter for new teachers?
Reeves, Todd D.
There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to
Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program
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
Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam
2016-01-01
The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver…
Leadership, Self-Efficacy, and Student Achievement
Grayson, Kristin
2013-01-01
This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the "Leadership Behavior Description Question" (LBDQ) Form XII by Stogdill (1969),…
Planning for What Kind of Teaching? Supporting Cooperating Teachers as Teachers of Planning
Norman, Patricia J.
2011-01-01
Planning is a central task of teaching and a central focus in learning to teach. But what does planning entail, and how is planning best learned? What challenges do experienced teachers serving as school-based teacher educators face in becoming teachers of planning? What role can university teacher educators play in helping mentor teachers learn…
Promoting Teacher Adoption of GIS Using Teacher-Centered and Teacher-Friendly Design
Hong, Jung Eun
2014-01-01
This article reports the results of a case study that employed user-centered design to develop training tutorials for helping middle school social studies teachers use Web-based GIS in their classrooms. This study placed teachers in the center of the design process in planning, designing, and developing the tutorials. This article describes how…
Özenç, Emine Gül
2016-01-01
The purpose of this study is to find out whether process oriented writing exercises/activities have any effect on the achievement and attitude of preservice teachers as well as to set forth the opinions of primary preservice teachers on process oriented writing approach. In the research one classroom was designated as experimental group (N = 35)…
Cattadori, M.
2013-12-01
collaboration with the University of Trento dealing with the effectiveness of the service as well as the usability of the graphic user interface (GUI). The present work aims to illustrate the essential features of the service I-cleen and the results achieved during the last three years of operation. It will be display and interpret for the first time data with web traffic, and other data from downloading and publishing documents of the teaching resources and the main outcomes of the above mentioned tests. The purpose of this contribution is to highlight strengths and weaknesses of this experience and potentially able to provide valuable information on the role of today's web based services and online communities to help support teachers in earth and climate sciences subjects.
Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.
2016-11-01
This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.
Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity
Tajik, Leila; Pakzad, Kazem
2016-01-01
Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…
Gender-related differences in student achievements in primary teacher education.
Geerdink, G.; Bergen, T.C.M.; Dekkers, H.
2007-01-01
It was primarily the feminisation of primary education that spurred the research project reported on here. Feminisation is not only caused by the small percentage of male students opting for primary teacher training but also due to the relatively large percentage of male students in a teacher
Helping Your Child through Early Adolescence -- Helping Your Child Series
... Bibliography Acknowledgements Tips to Help Your Child through Early Adolescence No Child Left Behind Printable ... Information About... Transforming Teaching Family and Community Engagement Early Learning Helping Your Child Our mission is to promote student achievement and ...
PRACTICUM EXPERIENCE IN TEACHER EDUCATION
African Journals Online (AJOL)
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therefore, argued that the academic program of the teacher education should be coupled ... practicum which provides students with supervised experiences and help the student teachers to ... Lecturer, Department of Pedagogy, Eduction Faculty, Jimma University. ... teachers, different approaches to teacher .... Leadership.
Helping Students Acquire Thinking Skills through Mathematics Instruction.
Van Devender, Evelyn M.
1992-01-01
Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)
The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity
Russ, Laura
2015-01-01
Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…
Directory of Open Access Journals (Sweden)
Nimer F. Baya'a
2013-03-01
Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive
The mathematics/science teachers' factor in achievement of the goal ...
African Journals Online (AJOL)
The Teacher is the key factor in the success of any Educational endeavor at all levels. The introduction of the Universal Basic Education (UBE) necessitates a finding on the state of readiness of mathematics/science teachers in the field who will implement the programme towards the participatory level of ...
Hofman, Maria
2015-01-01
This is a theoretical article to open the discussion of what an education for sustainable development is supposed to achieve and how teachers can help students to develop skills that might be needed in order to support a sustainable future. The focus in the article will be on education. As it is an article aiming to open this kind of discussion…
What Are Achievement Gains Worth--to Teachers?
Marsh, Julie A.; McCaffrey, Daniel F.
2011-01-01
In 2007, New York City schools commenced a school-level pay-for-performance program for teachers and staff in about 200 schools. The authors found that the program didn't improve schools or student outcomes. Why? Because the program failed to create conditions that theory suggests are necessary for performance-based incentive programs to change…
Reactions of teachers versus non-teachers toward people who stutter.
Li, Jian; Arnold, Hayley S
2015-01-01
The primary purpose of this study was to assess whether kindergarten through twelfth grade teachers differ from people in non-teaching occupations in their reactions to people who stutter (PWS). Taking differences in age and education into account, we compared reactions to PWS between 263 teachers and 1336 non-teachers in the United States based on their responses on the Public Opinion Survey on Human Attributes-Stuttering (POSHA-S, St. Louis, 2012). Findings indicated that teachers use a greater number and variety of information sources about PWS than the general public and that male teachers do so even more than female teachers. With regard to the other POSHA-S components, accommodating/helping, knowledge/experience, and sympathy/social distancing of PWS, teachers' responses were not significantly different from their non-teaching counterparts. Regardless of occupation, women reported reactions to PWS that are considered more accommodating and helpful to PWS than the reported reactions of men. Readers should be able to: (1) identify the challenges that students who stutter encounter in the K-12 school setting, (2) identify recommended ways teachers can react to their students who stutter, (3) summarize findings regarding teachers' reactions to people who stutter (PWS), and (4) identify key variables that are associated with reactions to PWS. Copyright © 2015 Elsevier Inc. All rights reserved.
Measuring Teacher Dispositions
Singh, Delar K.; Stoloff, David L.
2007-01-01
Teacher quality has become a top priority of our national agenda. There is empirical evidence that suggests that teacher inputs have impact on student outcomes. It is also believed that teacher dispositions are as crucial for student achievement as a teacher's pedagogical and content knowledge/skills. The National Council for Accreditation of…
Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching
Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried
2017-01-01
Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…
Handley, Herbert M., Ed.
This module, developed by the Research Applications for Teaching (RAFT) project, was written to introduce the preservice teacher to the research base for effective teaching. Particular attention was given to the characteristics of teachers and teaching found in research literature to be associated with achievement and the development of positive…
The Cost-Effectiveness of Raising Teacher Quality
Yeh, Stuart S.
2009-01-01
Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to…
Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene
2010-01-01
We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…
Perception of mathematics teachers on cooperative learning method in the 21st century
Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima
2017-05-01
Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.
Newton, Xiaoxia A.; Rivero, Rosario; Fuller, Bruce; Dauter, Luke
2018-01-01
Background/Context: Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results. The quality and long-term commitment of teachers represent related mediators that may help to explain effective and ineffective charter schools. Early findings on the comparative rates of…
What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers
Directory of Open Access Journals (Sweden)
Ching Man Lam
2008-01-01
Full Text Available This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.
Neuringer, Allen; Oleson, Kathryn C.
2010-01-01
In "Helping for Change," Allen Neuringer and Kathryn Oleson describe another strategy that individuals can use to achieve their green goals. You might ask, "How can helping someone else help me change when I'm in the habit of not fulfilling my own promises?" The authors answer that question by explaining how the social reinforcement in a helping…
Chu, Man-Wai; Fung, Karen
2018-04-01
Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.
Charalampous, Kyriakos; Kokkinos, Constantinos M.
2014-01-01
The purpose of the present study was to investigate the application of the Model of Reciprocal Causation (MRC) in examining the relationship between student personality (personal factors), student-perceived teacher interpersonal behavior (environment), and Mathematics achievement (behavior), with the simultaneous investigation of mediating effects…
Quihuis, Gisell
Drawing on Eccles and her colleagues' Expectancy-Value model of academic behavior and choice, this dissertation study set out to serve three purposes: (1) to understand how high achieving high school students who aspire to science college degrees compare, in terms of motivational beliefs and social experiences, with other high achievers who do not aspire to science college degrees; (2) to understand why some high school students who excel in the hard sciences are unsure about pursuing a science degree in college; and (3) to examine whether gender differences in motivational beliefs and social experiences found in previous research on math (see Eccles 1984) exist for science among high achieving high school students. Survey and interview data showed that gender differences previously found in Eccles' research on math exist for science among a select group of high achieving high school students. Yet, these gender differences did not explain students' aspirations for science. Motivation, classroom perceptions, science engagement, as well as other science-related experiences at home and school, including parent and teacher influences, were also important factors associated with students' aspirations for science. Results and implications for this study are encouraging because they suggest that both parents and educators can help more high achievers become interested in science. Parents can expose their children, male and female alike, to science at home early on in their childhood and teachers can help students sustain and further develop an interest in science at school. In this manner, both parents and teachers can work together as a team to encourage more high achievers to aspire to science degrees in their future. Lastly, it is important to note that this study found Eccles' model of motivation and choice helpful in understanding not only gender differences in math and the hard sciences, but also aspiration differences that cut across gender among students
Tsuei, Mengping
2017-01-01
This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…
Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence
Tõeväli, Paula-Karoliina; Kikas, Eve
2016-01-01
The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…
Allowing the Voices of Parents To Help Shape Teaching and Learning.
Nicholson, Karen; Evans, Judith F.; Tellier-Robinson, Dora; Aviles, Leticia
2001-01-01
Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)
Gibson, Michael R.
2016-01-01
"Designing backwards" is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and…
Metrics help rural hospitals achieve world-class performance.
Goodspeed, Scott W
2006-01-01
This article describes the emerging trend of using metrics in rural hospitals to achieve world-class performance. This trend is a response to the fact that rural hospitals have small patient volumes yet must maintain a profit margin in order to fulfill their mission to the community. The conceptual idea for this article is based largely on Robert Kaplan and David Norton's Balanced Scorecard articles in the Harvard Business Review. The ideas also come from the experiences of the 60-plus rural hospitals that are using the Balanced Scorecard and their implementation of metrics to influence performance and behavior. It is indeed possible for rural hospitals to meet and exceed the unique needs of patients and physicians (customers), to achieve healthy profit margins, and to be the rural hospital of choice that employees are proud to work for.
Ways to Evaluate the Success of Your Teacher Incentive Fund Project in Meeting TIF Goals
Milanowski, Anthony; Finster, Matthew
2016-01-01
This brief outlines some simple methods that Teacher Incentive Fund grants could add to their local evaluations to find out how well they are promoting attainment of the four overall TIF goals. The methods described in this brief can help grantees determine if they are moving toward improving effectiveness, student achievement, and equity.…
An Evaluation of PET Using Extant Achievement Data.
Mandeville, Garrett K.
Data gathered under various statewide testing programs in South Carolina were used to assess the effects of PET (data base) training for teachers on student achievement. Reading and mathematics achievement data for students in grades 1 through 4 in South Carolina were compared for teachers who had received PET training and those who did not. A…
Linda Darling-Hammond; Deborah J. Holtzman; Su Jin Gatlin; Julian Vasquez Heilig
2005-01-01
Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement ...
Globalization and Teacher Education
Flinders, David J.
2009-01-01
Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…
Care and support of orphaned and vulnerable children at school: helping teachers to respond
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Lesley Wood
2011-01-01
Full Text Available It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan Africa, this study investigated teacher perceptions of the effectiveness of training programmes offered in a specific school district in South Africa to equip them to deal with issues arising from having orphans and vulnerable children in their classrooms. A qualitative research design was followed to purposively select teachers who had attended the departmental training to participate in focus groups to explore the phenomenon of teaching orphaned and vulnerable children. The findings that emerged from the thematic data analysis provided supporting evidence that current teacher education approaches in this regard are not perceived to be effective. The results are used to suggest guidelines for an alternative approach to the current forms of HIV and AIDS training for teachers that is more likely to be sustainable, culturally appropriate and suited to the context.
McHugh, Luisa
Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to
Teachers under examination: reflections on teacher assessment policies
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Eneida Oto Shiroma
2011-06-01
Full Text Available This article discusses the current proposals of teacher assessment in Brazil. Based on historical materialism, we analysed national and international documents aiming at identifying the goals of this sort of assessment, the justifications for its implementation and debates about its outcomes. We found convergences between the policies recommended by the multilateral agencies, especially by the World Bank and the Organization for Economic Co-operation and Development, and those adopted in Brazil, which indicates the great interest and influence of multilateral organizations in the development of policies for teachers. The first reactions of teachers, researchers, teacher associations and training institutions, added to the experiences of other countries that have adopted teacher assessment policies earlier, help us to understand possible outcomes and implications of these policies for teachers as a class, their careers and unions.
Trying To Reduce Your Technostress?: Helpful Activities for Teachers and Library Media Specialists.
McKenzie, Barbara K.; And Others
1997-01-01
As pressure increases to integrate technology into instruction, many teachers and library media specialists are having difficulty coping with "technostress." Presents suggestions and activities for teachers and library media specialists designed to reduce "technostress." (PEN)
Tambunan, Hardi
2018-01-01
This study aims to identify the most dominant factor of the teacher's role as a motivator that influences students' interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera.…
Grief: Helping Young Children Cope
Wood, Frances B.
2008-01-01
In their role as caregivers supporting the children they teach, it is important for teachers to understand the grieving process and recognize symptoms of grief. The author explains Elisabeth Kubler-Ross's five stages of grief and offers 10 classroom strategies to help young children cope with their feelings.
Yulindrasari, Hani; Ujianti, Putu Rahayu
2018-01-01
Indonesia has been conducting a teacher reform program since 2005. Teachers' low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers' professional experiences and practices. The research was conducted in Buleleng…
Enhancing Teacher Efficacy in Special Education.
McDaniel, Elizabeth A.; McCarthy, Holly DiBella
1989-01-01
A special education teacher's sense of teaching efficacy and personal teaching efficacy influences teacher motivation and effort, teacher-student interactions, and student achievement. Methods for enhancing teachers' sense of efficacy are suggested. (JDD)
What Schools Are Doing To Help the Children of Divorce.
Sammons, William A. H.; Lewis, Jennifer M.
2000-01-01
Describes how teachers' observations of children can help behavioral pediatricians identify family situations contributing to marked changes in children's behavior related to divorce. Discusses ways teachers can support children of divorce, including maintaining consistency and discipline, making children feel competent, listening to the child's…
A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement
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…
Purba, Siska Wati Dewi; Hwang, Wu-Yuin
2017-06-01
In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum swings. The data collected are transformed to facilitate students' understanding of the pendulum time period. U-Physics helped students understand the effects of pendulum mass, length, and angle in relation to its time period. In addition, U-Physics was equipped with an annotation function such as textual annotation to help students interpret and understand the concepts and phenomena of the simple pendulum. U-Physics also generated graphs automatically to demonstrate the time period during which the pendulum was swinging. Results showed a significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students' information content and understanding and negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving; so, they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics can enhance students' achievement during a 3-week time period. We hope that this app can be globally used to learn physics in the future.
Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond
Wood, Lesley; Goba, Linda
2011-01-01
It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan…
An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science
Johnson, Carla C.
2009-06-01
This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol. May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs and providing experiences that challenge those beliefs.
The teacher and the curriculum;
DEFF Research Database (Denmark)
Priestley, M.; Biesta, G.; Philippou, Stavroula
2015-01-01
A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching m...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy.......A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...
The effect of teaching based on dominant learning style on nursing students' academic achievement.
Vizeshfar, Fatemeh; Torabizadeh, Camellia
2018-01-01
The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.
Slattery, W.; Antonucci, C.; Myers, R. J.
2013-12-01
The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional
Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design
Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia
2016-02-01
Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users' needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher-researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers' reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers' ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.
Moon, Henry; Livne, Ephrat; Marinova, Sophia
2013-01-01
The theory that 2 facets of the factor conscientiousness, duty and achievement striving, are related to self- or other-centered motives, is supported in 2 studies. In Study 1 (N = 204 undergraduates), the self-centered facet of achievement striving was found to be the most important predictor of attraction toward organizational cultures that were outcome-based, aggressive, and emphasized rewards. Achievement strivers were less attracted to supportive and decisive organizations. In Study 2 (N = 189 part-time MBA students) the other-centered facet of duty was found to be predictive of helping behaviors. Theoretical and practical implications are discussed.
Nanotechnology and Secondary Science Teacher's Self-Efficacy
Cox, Elena K.
The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.
Child Development Centers of the Bluegrass, Lexington, KY.
The Helpful Entry Level Skills Checklist was designed to assist preschool teachers in selecting functional skills that children (including children with disabilities) may need to make a successful transition into the public schools. These skills, for the most part, deal with attending, compliance, ability to follow directions, turn taking, ability…
Walker, Susan S.
This color-coded guide was developed to assist teachers in helping interested students plan, build, stock, and run aquaculture facilities of varied sizes. The guide contains 15 instructional units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements,…
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Stanković-Đorđević Mirjana M.
2015-01-01
Full Text Available This article presents the monograph of prof. Dr. Snežana Stojiljković Psychological characteristics of teachers, in which the author, following the thread of her scientific interests provides a comprehensive picture of characteristics and competencies of educators. Beginning with teacher's role as the carrier of educational activities and psycho-social portrait of future teachers, and through analysis of the educational role of a teacher, to the psychological characteristics and considerations of professional stress of teachers. The special value of this part make presentations of research, most of which are carried out by the author herself and her associates. Stojiljkovic argues that teachers are fairly homogeneous population, which have the characteristics of members of the helping professions and she highlights the importance of examining the personality dimensions relevant to the teaching profession, both for professional orientation, as well as for achievement of development potential of teachers. The author of this monograph concludes with the topic related to the readiness of teachers for professional development. The significance of the monograph can be seen in actuality of the topic she is dealing with. It represents both a polemic and an invitation to reconsider the usual stereotypes about the role and place of teachers, by which the author enters into a dialogue with potential readers and encourages personal review and reflection on their own educational practice and place in society.
Student Participation and Parental Involvement in Relation to Academic Achievement
Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats
2015-01-01
This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…
Kaplan, Haya
2018-01-01
The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers' autonomy support and control and an optimal learning experience among students? The study is unique in its…
The teacher: A facilitator of prosociality
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Jevtić Bisera S.
2014-01-01
Full Text Available Even though behaviours we call prosocial are significant for achieving individual competency in almost all spheres of life, they are still a neglected area of investigation and study. However, in light of considerable spread of aggressive and other negative behaviours, there is a pronounced need for countermeasures in the form of positive behaviours such as helping, sharing, solidarity and understanding. The most important factor in the development of prosocial behaviour in students and moral dimension of competency in schools are certainly teachers. This is the reason why this paper deals with the role of teachers in the development of moral dimension of competency in personality of young people. The findings of the investigation raise the following pedagogic implication: the objectives and outcomes of education and upbringing should be adapted so that greater emphasis should be placed on individuals as well as on the development of values leading to better human relations and students' quality of life.
Longitudinal relationship between social skills and academic achievement in a gender perspective
Gustavsen, Ann Margareth
2017-01-01
Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers’ grading of academic achievement seems to be based not only on students’ knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through multilevel analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in Norwegian, mathematics and Engl...
The Relationship between Teacher Autonomy and Middle School Students' Achievement in Science
Gurganious, Norris
2017-01-01
The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success…
Documentation Panels Enhance Teacher Education Programs
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…
EFL Teachers' Emotions and Learners' Views of Teachers' Pedagogical Success
Toraby, Ehsan; Modarresi, Ghasem
2018-01-01
Emotions that teachers experience are not only important for their performance and satisfaction in the classroom, but they also affect their interaction with students and students' achievement. The present study mainly aimed to examine the association between teachers' emotions and students' perspectives towards the their teachers' success in…
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Wendi J. OTTO
2016-09-01
Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.
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Wendi J. Otto
2016-09-01
Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.
Frank McCourt’s Teacher Man: A Novel Approach to Teacher Learning and Professional Development
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Renate Schulz
2009-07-01
Full Text Available The purpose of this research was to investigate how stories can be a learning tool to help teachers make sense of and learn from their own stories of teaching. The participants in this study were teachers enrolled in a graduate level course. Frank McCourt’s novel, Teacher Man acted as a stimulus, springboard and guide for class discussions and for teachers writing their own story of teaching. My mode of inquiry included collecting the teachers’ written responses to class readings, noting their oral responses during class discussions, asking them to complete a short questionnaire, and following up with a taped focus group three months after the completion of the course. By reading, hearing and discussing the stories of others, teachers came to recognize the power of stories. Writing their own stories helped them to understand their own practice better.
Teacher Competencies through the Prism of Educational Research
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Cirila Peklaj
2015-09-01
Full Text Available The present article focuses on teacher competencies as a major factor that impacts student learning. Ultimately, all attempts to improve education converge in the teacher and the quality of his/her work with students. With their teaching methods, their communication and their classroom management, teachers can structure the kind of learning environment that will either promote or hinder learning. The purpose of the article is to analyse research on educational productivity in order to select the most important teacher competencies that are related to student achievement. A model of teacher competencies is developed that serves as a framework for understanding the synergetic effects of teacher competencies on achievement thorough promoting students’ cognitive, affective and social processes. The teacher competencies that impact each of the processes are described and their impact on student achievement is explained.
Using the Learning Together Strategy to Affect Student Achievement in Physical Science
Campbell, Manda D.
Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in the conceptual understanding of science concepts in a classroom where the teacher applied the cooperative learning strategy, Learning Together, as compared to the classroom in which teacher-directed instruction was applied. The theories of positive social interdependence and social development, which posit that social interaction promotes cognitive gains, provided a framework for the study. A convenience sample of 38 students in Grade 5 participated in the 6-week study. Nineteen students received the cooperative learning strategy treatment, while 19 students did not. Pre- and post-tests were administered to students in both groups, and an analysis of variance was performed to examine differences between the 2 sample means. Results indicated that the group receiving the cooperative learning strategy scored significantly higher than did the control group receiving direct instruction. The experimental group also scored higher in vocabulary acquisition. Using the cooperative learning strategy of Learning Together could guide teachers' efforts to help students achieve excellent state-mandated test scores. Learning Together may be employed as a powerful teaching tool across grade levels and content areas, thus promoting positive gains in other state-mandated testing areas such as math, language arts, and social studies.
Professional Development Urban Schools: What Do Teachers Say?
Green, Tanya R.; Allen, Mishaleen
2015-01-01
This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…
Student Teachers' Perceptions of Poverty and Educational Achievement
Thompson, Ian; McNicholl, Jane; Menter, Ian
2016-01-01
This paper reports on a mixed methods study carried out within the Initial Teacher Education (ITE) programme at the University of Oxford on the ways that the course sought to frame and address the link between poverty and poorer educational outcomes. The study was concerned with the views held by ITE students on the effects of poverty on pupils'…
Factors Predicting Mathematics Achievement of 8th Graders in TIMSS 2015
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Mehmet Hayri SARI
2017-09-01
Full Text Available In the study, it is aimed to investigate the student, teacher and school factors predicting mathematics achievement of Turkish 8th grade students in TIMSS 2015. The group of the study consists of 6079 students and 220 teachers who attended TIMSS from Turkey. The data of the study was obtained from student and teacher questionnaires and mathematics cognitive test scores. In the data analysis, multilevel regression analysis was used in which dependent variables were plausible mathematics scores and independent variables were student, teacher and school scale scores. According to results, 34% percent of student-level variance was explained by student-level variables. It was found that self-confidence level of students was the most important predictor of mathematics achievement among student-level variables. Additionally, educational resources at home variable was also among the important predictors of mathematics achievement. Teacher and school factors explained 29% of between school variance. Among these variables, school emphasis on academic success and teaching limited by student needs were two significant variables that could predict mathematics achievement of students.
Ruth Pinedo González; María José Arroyo González; César Caballero San José
2017-01-01
Affects are composed of two key dimensions: the positive affect (PA) and negative affect (NA). Both dimensions are related to psychological adjustment of the person and life satisfaction. This study is exploratory in nature and aims to make a first correlational analysis between different constructs: emotional disposition, academic achievement, mental health and life satisfaction in a sample of 143 student teachers. We have used the following scales adapted to the culture: The Positive and Ne...
Watson, Anne
2017-01-01
This article, by drawing on data collected from qualitative case-study research, raises questions about discourses that claim male teachers are better equipped to improve boys' literacy achievement on the basis of gender affiliation. It reports on interview and observational data collected from a number of boys attending five different…
Chinese Teachers' Perceptions of Students' Classroom Misbehaviour
Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald
2008-01-01
This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…
Stewart, Trae
2012-01-01
Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…
Greenfield, Patricia M.; Quiroz, Blanca
2013-01-01
We documented cross-cultural similarities and differences in values concerning personal achievement between Latino immigrant parents, a group of multiethnic teachers, and European American parents. We also explored intergenerational similarities and differences between parents and their fifth-grade children. The theoretical premise was that…
Aydeniz, Mehmet; Dogan, Alev
2016-05-01
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students' answers. We paid particular attention to the things that the pre-service science teachers noticed in students' explanations, the types of inferences they made about students' conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students' answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers' noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students' ideas
EPIC: Helping School Life and Family Support Each Other.
Montgomery, David
1992-01-01
Born out of a 1981 murder, Buffalo (New York) Public Schools' EPIC (Effective Parenting Information for Children) program successfully combines parenting, effective teaching, and community programs to help family and school life support each other. Under EPIC, teachers are advised to help students acquire 23 skills involving self-esteem, rules,…
The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.
Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P
2009-01-01
Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.
Directory of Open Access Journals (Sweden)
Rozalia Małgorzata Ligus
2013-12-01
Full Text Available This article’s aim is to describe some of the sources of the European debate over the third cycle studies in teacher education in Europe. Then it will introduce the international Project EDiTE as one of the collaborative initiatives concerning the European scientific proposal of the teachers’ lifelong learning development. Next, some good practices of promoting the doctoral research based teacher education on national levels will be presented. Finally, in the article, there will be revealed selected findings of the EDiTE team that are focused on the current needs in teacher education that have been pointed by different stakeholders of five European countries represented by the project consortium, while interviewing them in 2013 y. The main goal of this article is to involve the stakeholders in a thought provoking debate for future roles of teachers in Europe, but not through looking for a ‘standardized teacher model’ or to create a ‘European super teacher’, but to see the dilemmas that should be shared while questioning ‘What makes a teacher European?,’ as Michael Schratz underlines, in a diversity of national identities and in the face of challenges of 21st century.
Lewthwaite, Brian; Murray, John; Hechter, Richard
2012-01-01
Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons.…
Teaching Primary Science: How Research Helps
Harlen, Wynne
2010-01-01
The very first edition of "Primary Science Review" included an article entitled "Teaching primary science--how research can help" (Harlen, 1986), which announced that a section of the journal would be for reports of research and particularly for teachers reporting their classroom research. The intervening 24 years have seen…
Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.
Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana
2016-06-01
Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.
Assessment of Teacher Motivation
Gokce, Feyyat
2010-01-01
The aim of this study is to contribute to the achievement of educational goals by determining teachers' levels of motivation. With this aim in mind, the opinions of 386 teachers employed in primary schools in Tokat province were sought. According to the findings of the study, the teachers stated that their needs were not fulfilled according to…
TPACK in teacher education: are we preparing teachers to use technology for early literacy?
Voogt, Joke; McKenney, Susan
2017-01-01
This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert
Teachers for Multicultural Education.
Rivlin, Harry N.; Gold, Milton J.
Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…
Teacher in Residence: Bringing Science to Students
Daisy Yuhas
CERN welcomes its first Teacher in Residence, Terrence Baine of the University of Oslo. Baine, who originally hails from Canada, will be concurrently completing his PhD in Physics Education during his time at CERN. Like CERN’s High School Teacher Programme (HST), of which Baine is an alumnus, the Teacher in Residence position is designed to help educators spread the science of CERN in a form that is accessible to students and can encourage them to pursue physics throughout their education. Terrence Baine, first 'teacher in residence' at CERN Baine explains, “It’s very important to have a teacher present who can be that middle person between the young peoplecoming here, whom we are trying to enlighten, and the physicists who work at CERN. The Teacher in Residence can act as an on-site educational consultant.” As Teacher in Residence, Baine’s primary project will be to develop teaching modules, or a series of lesson plans, that can help high schoo...
Music Teachers' Everyday Conceptions of Musicality.
Brandstrom, Sture
1999-01-01
Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…
Preservice Teachers Connecting Mathematics and Drumming
Marshall, Anne Marie
2014-01-01
Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…
The Future of Instructional Teacher Leader Roles
Mangin, Melinda M.; Stoelinga, Sara Ray
2010-01-01
In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…
Helping Children Develop Resiliency: Providing Supportive Relationships
Kersey, Katharine C.; Malley, Catherine Robertson
2005-01-01
Helping children develop resiliency begins with positive, meaningful connections between teachers and students. This article defines the importance of encouraging children to develop characteristics related to resiliency including confidence in their ability to bounce back from setbacks, overcome challenges and frustrations. Furthermore, critical…
Moving to higher ground: Closing the high school science achievement gap
Mebane, Joyce Graham
be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.
Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.
Caemmerer, Jacqueline M; Keith, Timothy Z
2015-08-01
Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Teacher quality moderates the genetic effects on early reading.
Taylor, J; Roehrig, A D; Soden Hensler, B; Connor, C M; Schatschneider, C
2010-04-23
Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.
Student self-esteem and academic achievement
Directory of Open Access Journals (Sweden)
Milošević Nikoleta M.
2005-01-01
Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and
Pas, Elise T.; Bradshaw, Catherine P.; Hershfeldt, Patricia A.
2012-01-01
Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and…
Haneda, Mari; Teemant, Annela; Sherman, Brandon
2017-01-01
We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…
Hearn, Richard M.
2010-01-01
The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools…
A Window into New Teachers' Minds
Brooks, Jacqueline Grennon; Mammo, Behailu
2016-01-01
The authors--directors of the Noyce Teacher Scholarship Program that recruits new teachers to help students in high-needs schools learn math and science--gave participants in their program the chance to present a metaphor or symbol for good teaching. Each novice teacher presented an artifact or image and described what that artifact represented to…
Influences on Academic Achievement of Primary School Pupils in Cambodia
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Sopheak Song
2012-12-01
Full Text Available Employing education production function approach, this article investigates the influences of school and pupil background factors on academic achievement of primary school pupils in Cambodia. Based on achievement data of 1,080 Grade 6 pupils from one rural and one semi-urban area, the study reveals that school and teacher quality exerts a considerable effect on pupils’ performance. Teachers’ experience and teacher guides are positively correlated with academic achievement, while instructional time loss is significantly associated with poor performance. In light of these results, policies to boost academic achievement of primary school pupils in Cambodia are discussed.
Subedi, Bidya Raj; Reese, Nancy; Powell, Randy
2015-01-01
This study explored significant predictors of student's Grade Point Average (GPA) and truancy (days absent), and also determined teacher effectiveness based on proportion of variance explained at teacher level model. We employed a two-level hierarchical linear model (HLM) with student and teacher data at level-1 and level-2 models, respectively.…
Directory of Open Access Journals (Sweden)
Simon E. Akpo
2013-12-01
Full Text Available This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.
TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?
Voogt, Joke; McKenney, Susan
2017-01-01
This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…
Fang, Zhihui
2014-01-01
The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.
Learn about Help My House, a program that helps participants reduce their utility bills by nearly 35 percent through low-cost loans for EE improvements. Learn more about the key features, approaches, funding sources, and achievements of this program.
Predicting Academic Achievement from Classroom Behaviors
Flynt, Cynthia J.
2008-01-01
PREDICTING ACADEMIC ACHIEVEMENT FROM CLASSROOM BEHAVIORS by Cynthia J. Flynt Nancy Bodenhorn & Kusum Singh, Co-Chairs Counselor Education (ABSTRACT) This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined te...
Things to Remember During the Teacher Hiring Season. Newsletter
Center for Comprehensive School Reform and Improvement, 2005
2005-01-01
Of all the factors that schools control, teacher quality is the one that most affects student achievement (Darling-Hammond, 2000). In fact, researcher Eric Hanushek (2002) found the difference in annual student achievement growth between a student taught by an effective teacher and one taught by an ineffective teacher can be as much as one…
Social Goals and Willingness to Seek Help for School Violence
Yablon, Yaacov B.
2012-01-01
The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…
Key Issue: Enhancing Teacher Leadership
National Comprehensive Center for Teacher Quality, 2007
2007-01-01
"Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the…
Directory of Open Access Journals (Sweden)
Saliga, H.
2017-07-01
Full Text Available This case study intends to research the correlation between the learning climate - including teachers, peers, and students - and student academic achievement in regards to the Taxonomy of Human Motivations created within the Self-Determination Theory (SDT created by Richard M. Ryan and Edward L. Deci. This study is a triangulation of data collected through tested SDT questionnaires (for teacher and student, additional questioning, and interviewing. The purpose of this study is to help readers understand the effects of different aspects of the learning climate on a student’s motivation and to determine which aspects are the most dominant in influence - success and hindrance wise. An understanding of this can allow teachers, students, and peers to alter their interactions with the environment to enable positivity and achievement.
Motivation, Compensation, and Performance for Science and Technological Teachers
Abast, R. M.; Sangi, N. M.; Tumanduk, M. S. S. S.; Roring, R.
2018-02-01
This research is operationally aimed to obtain the result of analysis and interpretation about: relationship of achievement motive, compensation with performance at a junior high school in Manado, Indonesia. This research applies a quantitative approach with correlation analysis method. The research was conducted at one junior high school in Manado, Indonesia. The results showed achievement motive at the school teachers is quite high. This result means that, generally, the teachers of the school have a desire to improve achievement; the performance at the school is good enough. This result means that in general, the performance of teachers at the school is increasing, there is a linkage degree and determinative power between the achievement motive with the performance of teachers at the school amounted 0.773% or 77.3%, compensation for the school teachers in Manado is good enough. This result means that the compensation received is satisfactory, there is a linkage degree and determinative power between compensation and performance of the school teachers in Manado amounted to 0.582 or 58.2%.
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…
Using Diagnostic Assessment to Help Teachers Understand the Chemistry of the Lead-Acid Battery
Cheung, Derek
2011-01-01
Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in…
Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners
Hooks, Laura M.
2008-01-01
It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…
Self-concept mediates the relation between achievement and emotions in mathematics.
Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M
2017-09-01
Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.
The Right Balance: Helping Cancer Survivors Achieve a Healthy Weight
Obesity has been linked with increased risks of recurrence and death in several cancers. Interventions are available to help survivors maintain a healthy weight, reduce the risk of cancer recurrence and death, and decrease the likelihood of chronic and late effects of cancer treatment.
Baquerizo-Birth, Marisol
This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.
The Factors that Affect Science Teachers' Participation in Professional Development
Roux, Judi Ann
Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities
Collins, Cheri D.
Is it possible for students to achieve better tone quality from even their factory-made violins? All violins, regardless of cost, have a common capacity for good tone in certain frequencies. These signature modes outline the first position range of a violin (196-600 hertz). To activate this basic capacity of all violins, the string must fully vibrate. To accomplish this the bow must be pulled across the string with enough pressure (relative to its speed and contact point) for the horsehairs to catch. This friction permits the string to vibrate in Helmholtz Motion, which produces a corner that travels along the edge of the string between the bridge and the nut. Creating this corner is the most fundamental technique for achieving good tone. The findings of celebrated scientists Ernest Chladni, Hermann von Helmholtz, and John Schelleng will be discussed and the tone-production pedagogy of master teachers Carl Flesch, Ivan Galamian, Robert Gerle, and Simon Fischer will be investigated. Important connections between the insights of these scientists and master teachers are evident. Integrating science and art can provide teachers with a better understanding of the characteristics of good tone. This can help their students achieve the best possible sound from their instruments. In the private studio the master teacher may not use the words "Helmholtz Motion." Yet through modeling and listening students are able to understand and create a quality tone. Music teachers without experience in string performance may be assigned to teach strings in classroom and ensembles settings. As a result modeling good tone is not always possible. However, all teachers and conductors can understand the fundamental behavior of string vibration and adapt their instruction strategies towards student success. Better tonal quality for any string instrument is ultimately achieved. Mastery and use of the Helmholtz Motion benefits teachers and students alike. Simple practice exercises for teaching
Empathy Research and Teacher Preparation: Benefits and Obstacles
Bouton, Bobette
2016-01-01
Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of…
Morgan, Paul L.; Farkas, George; Maczuga, Steve
2015-01-01
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268
Manno, Christopher M.
This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence
Ainsworth, Larry; Christinson, Jan
The assessment model described in this guide was initially developed by a team of fifth-grade teachers who wrote objectives of integrating social studies and language arts. It helps the teacher guide students to create a task-specific rubric that they use to evaluate their own and peers' work. Teachers review the student evaluations, determine the…
Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers
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…
Fuller, Edward J.; Pendola, Andrew; Young, Michelle D.
2018-01-01
New research has identified teacher working conditions as having a greater effect on teacher turnover than most other factors, including student achievement and student characteristics. Importantly, research has debunked the conventional wisdom that teachers often leave schools because of student characteristics. This brief discusses how teacher…
EFFECTS OF MUSIC TEACHER CANDIDATES’ ATTITUDES RELATED TO BOOK READING ON PERFORMANCE
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H. Hasan OKAY
2015-01-01
Full Text Available Music education depends on processing complex applications by considering educational aims because of its nature. Deep and multi dimensional form of music performance requires a detailed teoritical substructure in every disciplines related to music making. Knowing well that teoritical substructure by musicians or music making learners/teachers effects directly deepness of musical cause and quality and so on achievement. These elements requires to be powered on that substructure for who are related to music making subject. Reading books whiches are about mentioned music making theoritical substructure is a affective way standing on the front of the elements that help everybody linked musicianship. This research aims to evaluate relationships of music candidates’ book reading attitudes with academic achievement of instrument or vocal performance lessons. “Öğretmen Adaylarının Kitap Okuma Alışkanlığına Yönelik Tutum Ölçeği” (The Attitudes Scale of of Teacher Candidates’ Reading Book Trends is used to gather data by taking permission Mrs. Kırmızı who developed this scale.
A Multicultural Fairy Tale for Teacher Educators
Robinson, Scott
2014-01-01
The purpose of this narrative research is to examine cultural diversity among teacher candidates. A secondary purpose is to offer a pedagogical tool for teacher educators to use with their teacher candidates to help them develop a critical consciousness in their encounters with diverse students and their reflections on their own cultural…
Introducing Rubrics to Physical Education Teacher Candidates
Shaw, Gerard F.
2014-01-01
The importance of using rubrics as an assessment tool has been well established. Rubrics communicate to students what is expected of them, scaffold learning, provide feedback to students and teachers concerning the teaching-learning process, and allow teachers and students to self- and peer-assess. They also help teachers evaluate consistently and…
Implication of formative assessment practices among mathematics teacher
Samah, Mas Norbany binti Abu; Tajudin, Nor'ain binti Mohd
2017-05-01
Formative assessment of school-based assessment (SBA) is implemented in schools as a move to improve the National Education Assessment System (NEAS). Formative assessment focuses on assessment for learning. There are various types of formative assessment instruments used by teachers of mathematics, namely the form of observation, questioning protocols, worksheets and quizzes. This study aims to help teachers improve skills in formative assessments during the teaching and learning (t&l) Mathematics. One mathematics teacher had been chosen as the study participants. The collecting data using document analysis, observation and interviews. Data were analyzed narrative and assessments can help teachers implement PBS. Formative assessment is conducted to improve the skills of students in t&l effectively.
Hussein, Hussein El-ghamry Mohammad
2016-01-01
This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N = 20) or the control group (N = 20). While studying…
Schultze, Felix; Nilsson, Pernilla
2018-04-01
During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers' and students' different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students' frames of references. The teachers' PCK was refined which in turn lead to improved teaching strategies.
How Does It Feel to Become a Teacher? Emotions in Teacher Education
Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne
2016-01-01
Academic emotions are central ingredients in student teachers' learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in "Contemp Educ Psychol" 36(1):13-24, 2011). However, until recently the role of emotions in student teachers' learning has largely been neglected (e.g.…
Evolving minds: Helping students with cognitive dissonance
Bramschreiber, Terry L.
Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning about biological evolution. Some teachers deal with this pressure by undermining, deemphasizing, or even omitting the topic in their science curriculum. Others face the challenge and deliver solid scientific instruction of evolutionary theory despite the conflicts that may arise. The latter were the topic of this study. I interviewed five teachers that had experience dealing with resistance to learning evolution in their school community. Through these in-depth interviews, I examined strategies these teachers use when facing resistance and how they help students deal with the cognitive dissonance that may be experienced when learning about evolution. I selected the qualitative method of educational criticism and connoisseurship to organize and categorize my data. From the interviews, the following findings emerged. Experienced teachers increased their confidence in teaching evolution by pursuing outside professional development. They not only learned more about evolutionary theory, but about creationist arguments against evolution. These teachers front-load their curriculum to integrate the nature of science into their lessons to address misunderstandings about how science works. They also highlight the importance of learning evolutionary theory but ensure students they do not have an agenda to indoctrinate students. Finally these experienced teachers work hard to create an intellectually safe learning environment to build trusting and respectful relationships with their students.
Shawer, Saad F.
2013-01-01
This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…
Students\\' Academic Achievement in Mathematics as Correlate of ...
African Journals Online (AJOL)
The main purpose of this study was to assess the relationship between students' achievement in mathematics and teacher factors. The study was conducted in the in Lesotho, Southern Africa. Stratified random sampling based on school ownership was used to draw a sample of 40 teachers from the population of Grade 10 ...
The Effectiveness of "Teach for America" and Other Under-certified Teachers
Ildiko Laczko-Kerr; David C. Berliner
2002-01-01
The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers. One subset of these under-certified teachers was from the national program "Teach For America (TFA)." Recent college graduates are placed by TF...
The Effectiveness of "Teach for America" and Other Under-certified Teachers
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Ildiko Laczko-Kerr
2002-09-01
Full Text Available The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers. One subset of these under-certified teachers was from the national program "Teach For America (TFA." Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach. Recently hired under-certified and certified teachers (N=293 from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1 that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2 that students of certified teachers out-performed students of teachers who were under-certified. This was true on all three subtests of the SAT 9—reading, mathematics and language arts. Effect sizes favoring the students of certified teachers were substantial. In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale. Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification. Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children. Present
Jason, Hilliard
2018-04-01
In this reflective, descriptive, analytical, first-person piece, I offer recollections, data, and literature to help elucidate the emergence of medical education as a scholarly field, as part of celebrating Medical Teacher's 40-year anniversary. I emphasize the impressive growth of the professional literature in medical education, and recognize that much remains to be done. Medical education as a domain for research and development has transitioned from being largely ignored during the first 20 of the past 60 years, through a slow growth phase, to rapid acceleration during the last 2 decades. By introducing the use and potential of "edumarkers," we can see that medical education as a focus of scholarly pursuits was absent to minimal before recent decades, and we can identify trends and questions that deserve further exploration. Concern and recommendations: Only a small subset of the large population assigned to instruct health professions learners actually conducts and responds to medical education scholarship. I raise several questions as possible guides to the future for those of us who are devoted to enhancing educational processes and outcomes for learners who are expected to help prevent and manage the health challenges faced by the world's people.
Iranian EFL Teachers' Perceptions of Teacher Self-Disclosure
Rahimi, Ali; Askari Bigdeli, Rouhollah
2016-01-01
Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by increasing their engagement and class participation as well as helping them establish effective interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary…
Richard, Bertha Cookie
2013-01-01
The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…
Tried & Tested. Ideas from Teacher Centers in the Southeast.
Bohstedt, Jinx, Ed.; Eisenmann-Donahue, Pat, Ed.
Throughout the southeastern United States, teacher centers share much in common. The conceptual framework of teachers helping teachers inspires the development of resources and services which are similar whether the center serves a large district or only a few schools. Although the teacher centers share similar philosophies, concerns, successes,…
Canales-Vela, Viola
2017-01-01
The achievement of mathematics within Hispanic youth is of great concern across the nation. In order to improve student achievement in mathematics, the nature of a mathematics teacher's complex belief system must be understood (McGee & Wang, 2014). The purpose of this exploratory qualitative study is to investigate the K-5 bilingual teachers'…
Novice Mathematics Teachers Create Themselves
Schatz Oppenheimer, Orna; Dvir, Nurit
2018-01-01
This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…
Mita, Satoko C; Gray, Samuel A; Goodell, L Suzanne
2015-07-01
Attending a preschool center may help preschoolers with growth and development that encourage a healthy lifestyle, including sound eating behaviors. Providing a positive mealtime environment (PME) may be one of the keys to fostering a child's healthy eating habits in the classroom. However, a specific definition of a PME, the components of a PME, or directions on how to create one have not been established. The purpose of this study, therefore, was to explore Head Start teachers' perceptions related to a PME and create a conceptual framework representing these perceptions. To achieve this purpose, researchers conducted 65 in-depth phone interviews with Head Start teachers around the US. Applying principles of grounded theory, researchers developed a conceptual framework depicting teachers' perceptions of PME, consisting of five key components: (1) the people (i.e., teachers, kitchen staff, parent volunteers, and children), (2) positive emotional tone (e.g., relaxed and happy), (3) rules, expectations, and routines (e.g., family-style mealtime), (4) operations of a PME (i.e., eating, socialization, and learning), and (5) both short- and long-term outcomes of a PME. With this PME framework, researchers may be able to enhance the effectiveness of nutrition interventions related to a PME, focusing on the factors in the conceptual framework as well as barriers associated with achieving these factors. Copyright © 2015 Elsevier Ltd. All rights reserved.
Winters, J. M.; Jungblut, D.; Catena, A. N.; Rubenstein, D. I.
2013-12-01
Providing rigorous academic supplement to a professional development program for teachers, QUEST is a fusion of Drexel University's environmental science research department with Princeton University's Program in Teacher Preparation. Completed in the summers of 2012 (in partnership with Earthwatch) and 2013 in Barnegat Bay, New Jersey, QUEST's terrapin field research program enhances K-12 teachers' ecological knowledge, develops inquiry-based thinking in the classroom, and builds citizen science engagement. With a focus on quality question development and data analysis to answer questions, teachers are coached in developing, implementing, and presenting independent research projects on diamondback terrapin nesting ecology. As a result, teachers participating in QUEST's week long program bring a realistic example of science in action into their classrooms, helping to develop their own students' critical thinking skills. For teachers, this program provides training towards educating students on how to do real and imaginative science - subsequently sending students to university better prepared to engage in their own independent research. An essential component of the collaboration through QUEST, in addition to the teacher's experience during and after the summer institute, is the research data collected which supplements that of the Principal Investigator. In 2012, by documenting terrapin nest site predators, teachers gained valuable scientific experience, while Drexel acquired important ecological data which would have not been able to be collected otherwise. In 2013, teachers helped answer important questions about terrapin nesting success post Superstorm Sandy. In fact, the 2013 QUEST teachers are the first to visualize the frighteningly increased erosion of a primary terrapin nesting site due to Sandy; showing how most terrapin nests now lie in the bay, instead of safe on shore. Teachers comment that interacting with scientists in the field, and contributing to
Development: Ages & Stages--Helping Children Manage Fears
Poole, Carla; Miller, Susan A.; Church, Ellen Booth
2004-01-01
By watching, listening, and offering gentle reassurance, you can help young children work through their fears. Sudden noises, movement, or unfamiliar people often frighten babies. After 12 months of nurturing experiences with familiar teachers and routines, a baby is more prepared and less easily startled. Preschoolers have a variety of fears such…
Directory of Open Access Journals (Sweden)
Ibragimova Luiza Vahaevna
2013-02-01
Full Text Available To realize any pedagogical theory into practice it is necessary to transform the theoretical concepts in teaching methods. The development of all abilities, including thinking, occurs only in the activity, which is specially organized by creating the required pedagogical conditions, in this case – it is a the application of enhanced mental activity in teachers training course and vocational training b establishment of a "virtual university" for teachers in an institute of professional training c the organization of interdisciplinary interaction of teachers, based on conditions of the nonlinear didactics (training teachers of different subjects. The presented method is implemented for two years and consists of three phases: the motivational and educational, intellectual and developmental, innovative and reflective. At the motivational and educational stage, possibilities of collective search activity actualize during the course of training, group goals are set and chosen methods of their achieving by using the first pedagogical conditions. At intellectual and developmental stage, the development of skills to the collective search for effective teaching decisions during intercourse training with the first-and second-pedagogical conditions is carried out. The innovative step is the promotion of teachers to self-determination of techniques and tools that improve the quality of the educational process, providing assistance to each other in the development of teaching manuals, which is achieved with the help of all three pedagogical conditions.
Teachers' goal orientations: Effects on classroom goal structures and emotions.
Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C
2017-03-01
Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.
Taking Back the Future with an Innovative Program for Training Science Teachers
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.
The Impact of ICT on Pupils’ Achievement and Attitudes in Social Studies
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Emin Cener
2015-05-01
Full Text Available The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils’ achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach social studies to 6th graders. The research design of the study is quasi experimental. Three different research tools were used to collect data: an academic achievement test, an attitude measurement scale on social studies education and an attitude measurement scale on ICT. When achievement post test scores were treated as dependent variable in blockwise regression analysis the followings are found: Pupils’ attitudes towards the subject and ICT do not have an effect on their post-test achievement scores. However, their prior knowledge on the subject and the treatment i.e. teaching social studies with ICT have a positive effect on their achievement. Teaching social studies with ICT do not have any statistically significant effect on pupils’ attitudes toward social studies lesson. Thus, it is recommended that teachers and policy makers should find ways to formulate effective ICT integration applications for social studies.
Providing Effective Feedback to EFL Student Teachers
Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed
2013-01-01
Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…
Academic gender stereotypes of pre-service teachers
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Ćirović Ivana
2013-01-01
Full Text Available This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers’ gender stereotypes can affect students’ achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije
Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective
Gustavsen, Ann Margareth
2017-01-01
Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…
The effect of homework choices on achievement and intrinsic motivation
Christensen, Emily Fast
The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.
Krnjajić Stevan B.
2003-01-01
Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged pro...
Measuring Teachers' Knowledge of Vocabulary Development and Instruction
Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany
2016-01-01
This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…
Teacher and child predictors of achieving IEP goals of children with autism.
Ruble, Lisa; McGrew, John H
2013-12-01
It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes.
Foster, Michele; Lewis, Jeffrey; Onafowora, Laura
2005-01-01
Master teachers working in real urban classrooms have shared their exemplary teaching practices in an After-School Pedagogical Laboratory (L-TAPL), a program for elementary students that aims to improve the achievement of urban students and the competence of their teachers. The L-TAPL enrichment program curriculum includes language arts, math,…
Keskin, Yusuf; Keskin, Sevgi C.; Kirtel, Aysegül
2016-01-01
The purpose of this study is to examine the compatibility of the questions used by the social studies branch teachers in the level of 6th and 7th grade with the achievements included in the teaching program. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom's cognitive…
Hadley, Kristin M.; Dorward, Jim
2011-01-01
Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...
The linguistically aware teacher and the teacher-aware linguist.
McCartney, Elspeth; Ellis, Sue
2013-07-01
This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.
Dabo, Steve Azi; Augustine, Azi Sambo
2016-01-01
The neglect of teachers' needs have impacted negatively on our educational system in Nigeria. Indeed, the teaching profession has suffered untold hardship for quite sometimes now. This paper uses a theoretical approach to x-ray the factors responsible for poor job satisfaction among secondary school teachers. The paper also examines teachers' job…
Directory of Open Access Journals (Sweden)
Ruth Pinedo González
2017-02-01
Full Text Available Affects are composed of two key dimensions: the positive affect (PA and negative affect (NA. Both dimensions are related to psychological adjustment of the person and life satisfaction. This study is exploratory in nature and aims to make a first correlational analysis between different constructs: emotional disposition, academic achievement, mental health and life satisfaction in a sample of 143 student teachers. We have used the following scales adapted to the culture: The Positive and Negative Affect Schedule (PANAS, the Mental Health Inventory (MHI-5 and the Satisfaction With Life Scale (SWLS. Among the most interesting results it was found that positive affect was associated with academic achievement, mental health and life satisfaction. Positive and negative affects and satisfaction with life were formed as predictors of future teachers’ mental health. Extensive analysis and discussion of the results is included in the document.
Threats and Supports to Female Students' Math Beliefs and Achievement.
McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S
2018-03-23
This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.
Helping Young Children See Math in Play
Parks, Amy Noelle; Blom, Diana Chang
2013-01-01
The purpose of this article is to provide strategies for recognizing meaningful mathematics in common play contexts in early childhood classrooms and to offer suggestions for how teachers might intervene in these moments to help children attend to the mathematical ideas embedded in their play. In particular, the author's focus on the concepts of…
The First Summer--Critical for Vo-Ag Teachers.
Vaughn, Paul R.; Vaughn, Roscoe C.
1979-01-01
To aid beginning New Mexico vocational agriculture teachers, the New Mexico State Department of Vocational Education initiated two activities: developing a first-year handbook to provide direction and guidance and making a visit to beginning teachers before the start of school. Beginning teachers indicated that both activities have been helpful.…
WOOD, FRANK H.
THIS INVESTIGATION FOCUSED ON THE USEFULNESS OF A PROCEDURE FOR OBTAINING MEASURES OF THE MOTIVATION OF FIRST-GRADE CHILDREN FROM LOW-INCOME FAMILIES TO ACHIEVE IN READING WHICH DID NOT REQUIRE WRITTEN OR ORAL VERBAL RESPONSES FROM THE SUBJECTS. MEASURES OF ACHIEVEMENT MOTIVATION WERE CORRELATED WITH TEACHER RATINGS OF EFFORTS TO ACHIEVE IN…
The challenge of inadequate achievement in mathematics: Focus on a meta-approach
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Kobus Maree
2009-09-01
obliged to ensure that the basic philosophy that underpins mathematics education in the country is scrutinised continuously and that changes be made to existing teaching philosophy should these be recommended by the majority of stakeholders. Case in point: the implementation of Outcomes-Based Education (OBE in South African mathematics classrooms has now already been under the spotlight for a number of years and there seems to be general consensus that it is essential to facilitate a number of basic changes to this philosophy and (especially to the way in which it is implemented in South African classrooms. Teachers, for instance, constantly complain about matters such as an administrative overload, unacceptably high stress levels (brought about by factors broadly associated with OBE-related issues and the fact that the laudable philosophy underpinning OBE is not consistently realised in practice. At the meso level, the spotlight falls on factors related to teacher training. For example, it seems highly advisable to optimise teacher training in mathematics, to facilitate training in emotional intelligence, to conduct a national audit on the number of mathematics teachers currently teaching mathematics (in terms of how many teachers are currently in the system, where these teachers fi nd themselves, their level of training, etc. to determine training needs in mathematics and to facilitate a more equitable distribution of teachers across the country. For example, it is proposed that all graduating teachers be compelled to do community service in an effort to facilitate a better understanding of the challenges that teachers in various parts of the country face, thereby breaking down barriers between people. At micro level, the emphasis is on measures that might be taken to provide guidance to parents on how to assist their children in mathematics on the one hand and on practical ways in which to help learners in mathematics perform better in mathematics and leave school
Teacher Attitude to Inspectors and Inspection: Quality Control ...
African Journals Online (AJOL)
International Journal of Educational Research. Journal Home · ABOUT ... These will help to change the negative attitude of teachers to inspectors and inspection to positive. Keywords: Teacher Attitude; School Inspection; Education Inspectors.
Mills, Jamie D.; Holloway, Charles E.
2013-01-01
This study investigated the relationship between student achievement in statistics and factors at the student and teacher/classroom levels using the US 8th-grade Data and Chance content domain from the Trends in International Mathematics and Science Study, 2007 (TIMSS, 2007). Using variables that have been linked to mathematics and statistics…
Scheuch, Klaus; Haufe, Eva; Seibt, Reingard
2015-05-15
Almost 800,000 teachers were working in Germany in the 2012-13 school year. A determination of the most common medical problems in this large occupational group serves as the basis for measures that help maintain teachers' health and their ability to work in their profession. We present our own research findings, a selective review of the literature, and data derived from the German statutory health insurance scheme concerning medical disability, long-term illness, and inability to work among teachers. Compared to the general population, teachers have a more healthful lifestyle and a lower frequency of cardiovascular risk factors (except hypertension). Like non-teachers, they commonly suffer from musculoskeletal and cardiovascular diseases. Mental and psychosomatic diseases are more common in teachers than in non-teachers, as are nonspecific complaints such as exhaustion, fatigue, headache, and tension. It is commonly said that 3-5% of teachers suffer from "burnout," but reliable data on this topic are lacking, among other reasons because the term has no standard definition. The percentage of teachers on sick leave is generally lower than the overall percentage among statutory insurees; it is higher in the former East Germany than in the former West Germany. The number of teachers taking early retirement because of illness has steadily declined from over 60% in 2001 and currently stands at 19%, with an average age of 58 years, among tenured teachers taking early retirement. The main reasons for early retirement are mental and psychosomatic illnesses, which together account for 32-50% of cases. Although German law mandates the medical care of persons in the teaching professions by occupational physicians, this requirement is implemented to varying extents in the different German federal states. Teachers need qualified, interdisciplinary occupational health care with the involvement of their treating physicians.
Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?
Moon, Bob; Villet, Charmaine
2017-01-01
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying…
Minority Teacher Recruitment and Retention Strategies
Kearney-Gissendaner, Janet E.
2010-01-01
The tools and resources in this book help school leaders seamlessly incorporate minority teacher recruitment and retention programs into current human-resources activities. With details about exemplary minority teacher recruitment and retention programs, this book also showcases strategies for how to replicate such programs in your own school or…
Geller, Dvora; Bamberger, Peter A.
2012-01-01
Drawing from achievement-goal theory and the social psychological literature on help seeking, we propose that it is the variance in the logic underpinning employees' help seeking that explains divergent findings regarding the relationship between help seeking and task performance. Using a sample of 110 newly hired customer contact employees, a…
The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation
Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan
2010-01-01
This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…
The Effects of Study Abroad on Teacher Competencies
Directory of Open Access Journals (Sweden)
Mustafa Altun
2017-06-01
Full Text Available Promoting harmony within diversity has become a goal of both global education and multicultural education. Schools need to help students to become more culturally aware today. Teachers who study abroad can enable diverse groups to live in harmony. Individuals need to promote respect and mutual understanding to function in modern diverse societies. Unless people develop better inter-community relations, a cohesive and tolerant society cannot be created. Study abroad experience helps teachers develop increased cultural awareness as they acquire more cultural knowledge and cultural sensitivity while studying abroad. It has been assumed that teachers who study abroad can work more effectively in an intercultural context. This article attempts to explain whether study abroad experience allows teachers to encourage students to recognize the diversity of cultures and values.
Hoch, Michael
2015-01-01
The 3rd edition of this year's Greek Teachers Programme was co-organized by CERN Education Group and the Hellenic Physical Society and took place from 8 to 12 November 2015. The programme targets physics high-school teachers from all over Greece. It aims to help teachers inspire the next generation of scientists and engineers by motivating their students to understand and appreciate how science works at the world's largest physics laboratory, whereby increasing their interest in pursuing studies in STEM fields in secondary and post-secondary education. 33 teachers took part in this programme which comprised lectures by Greek members of the CERN scientific community, with visits to experimental facilities, hands-on activities and dedicated sessions on effective and creative ways through which participants may bring physics, particle physics and CERN closer to their school classroom. In 2015, more than 100 teachers took part in the three editions of the Greek Teachers Programme.
Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?
Young, Jemimah L.; Young, Jamaal Rashad; Capraro, Mary Margaret
2017-01-01
The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends…
75 FR 8854 - Teacher Incentive Fund Program
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...
Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development
Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy
2012-02-01
This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.
Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?
Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G
2012-06-01
There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.
Listen, Protect, Connect--Model & Teach: Psychological First Aid (PFA) for Students and Teachers
Schreiber, M.; Gurwitch, R.; Wong, M.
2006-01-01
Just as teachers help connect students with appropriate academic and counseling services under normal circumstances, after a disaster they can help them return to school, stay in school, continue to learn, and return to their usual school-based activities. This pamphlet presents some steps for teachers to follow to help themselves and their…
Zijlstra, H.; Wubbels, T.; Brekelmans, M.; Koomen, H.M.Y.
2013-01-01
This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/management and teacher friendliness/cooperation in the classroom, respectively. An adapted version of the
Teacher Competency: A Public Farce!
Weitman, Catheryn J.
The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…
Derman, Aysegül; Kayacan, Kadriye
2017-01-01
A non-experimental descriptive and correlational design was used to examine the "notion of the nature of scientific model, atom achievement and correlation between the two" held by a total sample of 76 prospective science teachers. "Students' Understanding of Models in Science" scale was utilized to evaluate the views of the…
Lai, Chun; Yeung, Yuk; Hu, Jingjing
2016-01-01
Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…
Zavalkoff, Anne
2002-10-01
SUMMARY This paper presents a conceptual tool designed to help teacher education students think critically about the roots and consequences of personal, parental, community, and institutional resistance to diverse sexual identities and behaviours. To explore the roots of sexualized and gendered prejudice and ground the conceptual tool theoretically, it begins with a careful examination of Judith Butler's work on performativity. The paper then describes and illustrates the conceptual tool. The Continuum of (Subversive) Drag Performance helps stimulate critical thinking about the power implications of people's sexed and gendered performances through its six ranges: Radical, Stealth, Commercial, Passing, Mainstream, and Privileged. Because these ranges are independent of common considerations of "normalcy," they offer teacher education students a relatively unthreatening framework for analyzing conceptions of sexuality and gender that, left unexamined, can contribute to sexism, heterosexism, and homophobia.
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.
Teacher Education in Sub-Saharan Africa: Closer Perspectives
Griffin, Rosarii, Ed.
2012-01-01
In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor…
Dalvi, Tejaswini; Wendell, Kristen
2017-10-01
Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.
Factors That Predict Pre-Service Teachers' Teaching Performance
Corcoran, Roisin P.; O'Flaherty, Joanne
2018-01-01
Understanding the factors that contribute to an effective teacher has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes. Prior research suggests a relationship between teacher characteristics (academic achievement, verbal ability, gender) and teacher effectiveness, however, these…
Torres, A. Chris
2016-01-01
Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…
Miller, David C.; Byrnes, James P.
2001-01-01
This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…
Collaboration Model for ESL and Content Teachers
Broer, Kathleen
2013-01-01
This study will examine strategies that ESL teachers and content teachers can use to help middle school ESL students acquire science vocabulary and meta-cognitive strategies for writing skills in non-fiction text forms. Two appendixes are included. (Contains 3 figures and 2 footnotes.)
Organisational Correlates of Secondary School Teachers' Job ...
African Journals Online (AJOL)
The major finding of the study revealed that teachers' job perception significantly relate to teachers' job commitment. Premised on the finding, it was recommended that all hands must be on deck, that the society at large should raise teachers' morale by viewing them as achievers. The teaching profession should be seen as ...
Younis, Matthew Christopher Zadin
2017-01-01
The purpose of this study was to examine the impact of Invitational Leadership behaviors on school teacher satisfaction, teacher perceptions of the school principal's performance, and to identify if there was a difference between the levels of inviting behaviors of principals at high-achieving and low-achieving rural schools in North Carolina. The…
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Kulkin, Margaret
2016-01-01
Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…
Teachers' Careers: The Objective Dimension.
Evetts, Julia
1986-01-01
Analyzes the objective dimension of teachers' careers showing how 530 British male/female teachers are distributed throughout the pay scale and promotions making up the formal structure of teaching. Indicates length of experience is the rewarding but not the sole factor in bureaucratic structure and differential male/female career achievements.…
Gross, Betheny; DeArmond, Michael; Goldhaber, Dan
2010-01-01
Education reformers routinely call on school districts to stop hiring teachers based on seniority, which they argue interferes with effective staffing, especially in disadvantaged schools. The few researchers who have empirically studied the issue, however, disagree about whether seniority-based hiring is systematically associated with staffing…
Effects of Help Options in a Multimedia Listening Environment on L2 Vocabulary Acquisition
Mohsen, Mohammed Ali
2016-01-01
Several types of help options have been incorporated into reading and listening comprehension activities to aid second language (L2) vocabulary acquisition. Textbook authors, teachers, and sometimes even students may pick and choose which help options they wish to use. In this paper, I investigate the effects of two help options in a multimedia…
Directory of Open Access Journals (Sweden)
Луиза Вахаевна Ибрагимова
2013-04-01
Full Text Available To realize any pedagogical theory into practice it is necessary to transform the theoretical concepts in teaching methods. The development of all abilities, including thinking, occurs only in the activity, which is specially organized by creating the required pedagogical conditions, in this case – it is a the application of enhanced mental activity in teachers training course and vocational training b establishment of a "virtual university" for teachers in an institute of professional training c the organization of interdisciplinary interaction of teachers, based on conditions of the nonlinear didactics (training teachers of different subjects. The presented method is implemented for two years and consists of three phases: the motivational and educational, intellectual and developmental, innovative and reflective. At the motivational and educational stage, possibilities of collective search activity actualize during the course of training, group goals are set and chosen methods of their achieving by using the first pedagogical conditions. At intellectual and developmental stage, the development of skills to the collective search for effective teaching decisions during intercourse training with the first-and second-pedagogical conditions is carried out. The innovative step is the promotion of teachers to self-determination of techniques and tools that improve the quality of the educational process, providing assistance to each other in the development of teaching manuals, which is achieved with the help of all three pedagogical conditions.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-17
Burnout does not help predict depression among French school teachers.
Bianchi, Renzo; Schonfeld, Irvin Sam; Laurent, Eric
2015-11-01
Burnout has been viewed as a phase in the development of depression. However, supportive research is scarce. We examined whether burnout predicted depression among French school teachers. We conducted a 2-wave, 21-month study involving 627 teachers (73% female) working in French primary and secondary schools. Burnout was assessed with the Maslach Burnout Inventory and depression with the 9-item depression module of the Patient Health Questionnaire (PHQ-9). The PHQ-9 grades depressive symptom severity and provides a provisional diagnosis of major depression. Depression was treated both as a continuous and categorical variable using linear and logistic regression analyses. We controlled for gender, age, and length of employment. Controlling for baseline depressive symptoms, linear regression analysis showed that burnout symptoms at time 1 (T1) did not predict depressive symptoms at time 2 (T2). Baseline depressive symptoms accounted for about 88% of the association between T1 burnout and T2 depressive symptoms. Only baseline depressive symptoms predicted depressive symptoms at follow-up. Similarly, logistic regression analysis revealed that burnout symptoms at T1 did not predict incident cases of major depression at T2 when depressive symptoms at T1 were included in the predictive model. Only baseline depressive symptoms predicted cases of major depression at follow-up. This study does not support the view that burnout is a phase in the development of depression. Assessing burnout symptoms in addition to "classical" depressive symptoms may not always improve our ability to predict future depression.
Exploring the Job Satisfaction of Late Career Secondary Physical Education Teachers
Carson, Russell L.; Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Tom
2016-01-01
As teachers move toward the end of their careers, understanding the experiences that help them derive satisfaction from their work has implications for helping them stay engaged in teaching. The purpose of this study was to qualitatively examine the job satisfaction of late career physical education teachers. Jessica, Sandy, and Bill were later…
Pre-Service Teachers' Conceptions of Probability
Odafe, Victor U.
2011-01-01
Probability knowledge and skills are needed in science and in making daily decisions that are sometimes made under uncertain conditions. Hence, there is the need to ensure that the pre-service teachers of our children are well prepared to teach probability. Pre-service teachers' conceptions of probability are identified, and ways of helping them…
State Teacher Policy Yearbook, 2009. Hawaii
National Council on Teacher Quality, 2009
2009-01-01
The Hawaii edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…
Svennberg, Lena; Meckbach, Jane; Redelius, Karin
2014-01-01
Research shows that teachers' grading is influenced by non-achievement factors in addition to official criteria, such as knowledge and skills. Some grading criteria are internalised by the teacher, who is sometimes unable to verbalise the criteria used and refers to what is called a "gut feeling". Therefore, transparency, validity and…
Student Team Achievement Divisions: Its Effect on Electrical Motor Installation Knowledge Competence
Hanafi, Ahmad; Basuki, Ismet
2018-04-01
Student team achievement division (STAD) was an active learning strategy with the small group inside of the classroom members. The students would work in small heterogeneous groups (of five to six members) and help one another to comprehend the material given. To achieve the objectives of the study, this research aims to know the effect of STAD on competence of electrical motor installation. The objective of the student competence was knowledge competence. The data was collected from 30 students. the participants were the students of second class at electrical installation techniques, SMKN 1 Pungging Indonesia. The design of empirical test in this research was one shot case study. The result of knowledge test would be compared by criteria for minimum competence, which was 75. Knowledge competence was analyzed with one sample t test technique. From the analysis got average 84.93, which meant average of student competence had reached criteria for minimum competence. From that analyze, It could be concluded that STAD was effective on electrical motor installation knowledge competence. STAD could grow student motivation to learn better than other models. But, in the application of cooperative learning teacher should prepare carefully before the learning process to avoid problems that could arise during group learning such as students who were less active in the groups. The problem could be resolved by away the teachers took around to check each group. It was felt could minimize the problems.
Queer Teachers' Ethical Dilemmas regarding Queer Youth
Russell, Vanessa Tamara
2010-01-01
Although all teachers are expected to be "role models," discursive trajectories reaching back to the West's gay liberation pressure queer teachers to be role models in specific ways--by "coming out" and helping queer students out of their "time of difficulty." Paradoxically, discourses that construct children as…
Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun
2012-01-01
Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…
Strangers and Professionals: Positioning Discourse in ESL Teachers' Work
Haneda, Mari; Nespor, Jan
2013-01-01
English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…
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…
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.
Episode-Centered Guidelines for Teacher Belief Change toward Technology Integration
Er, Erkan; Kim, ChanMin
2017-01-01
Teachers' episodic memories influence their beliefs. The investigation of episodic memories can help identify the teacher beliefs that limit technology-integration. We propose the Episode-Centered Belief Change (ECBC) model that utilizes teachers' episodic memories for changing beliefs impeding effective technology integration. We also propose…
Pudelko, Claudia E.; Boon, Helen J.
2014-01-01
To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…
Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom
Foran, Lucille M.
2009-01-01
Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. However, the potential of music to help across all special education settings is largely unexplored. Work with music has been widely judged helpful in cases of psychological trauma, yet people do not know why it is helpful. The…
Dhindsa, H. S.; Anderson, O. R.
2004-02-01
This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structure was assessed prior to and after a conceptual change intervention using flow-map narrative analyses. There was a significant change in the organization of the preservice teacher's narrative after the conceptual change intervention, including greater networking of ideas and more thematic development of the content. Hence, a conceptual change approach may be a useful way to educate teachers to be more responsive to student individual differences when planning and delivering science lessons.
Using Student Achievement Data Effectively to Inform Instruction
Bunns, Sandra D.
2012-01-01
The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…
Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation
Su, Yahui; Feng, Liyia; Hsu, Chang-Hui
2017-01-01
The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…
Directory of Open Access Journals (Sweden)
Ajogbeje Oke James
2013-07-01
Full Text Available The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students’ achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students’ achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS, Achievement Motivation Scale (AMS and Mathematics Achievement Test (MAT were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students’ anxieties in mathematics learning.
Directory of Open Access Journals (Sweden)
Lisa Kirtman
2002-05-01
Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside
Levi-Strauss's "Bricolage" and Theorizing Teachers' Work.
Hatton, Elizabeth
1989-01-01
A teacher's work is compared to Claude Levi-Strauss's concept of "bricolage." A "bricoleur" is a professional do-it-yourself person, falling somewhere between an odd-job person and a craftsperson. The concept helps to explain pedagogical inadequacy by linking inherent limiting features of teachers' work and some causal…
Attitude of Student Teachers towards Teaching Profession
Bhargava, Anupama; Pathy, M. K.
2014-01-01
Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers' proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on…
Puchner, Laurel; Markowitz, Linda
2016-01-01
This article shows the potential usefulness of applying Kegan's constructive-developmental model to White teacher education students' difficulties in understanding racial dynamics in US society. The data for this analysis come from a study examining the evolution of White teacher candidates' understandings and practices related to diversity as…
Chamoso, J. M.; Caceres, M. J.; Azcarate, P.
2012-01-01
Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…
Teacher Expectancy Related to Student Performance in Vocational Education.
Curtis, Samuel M.; Pandya, Himanshu S.
1980-01-01
This experiment explored the effect of teacher expectations on vocational students' cognitive and psychomotor skills and on attitudes. Although teachers' expectations changed student attitudes toward teachers and subjects, neither expectations nor attitude change had an effect on student achievement. (SK)
Pedagogical Decision Making through the Lens of Teacher Preparation Program
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…
Hall, Lisa
2012-01-01
High turnover of teachers in remote Indigenous community schools in the Northern Territory has long been considered a significant contributing factor to low academic outcomes for students in those communities. The average length of stay for a non-Indigenous teacher in a remote school can more easily be measured in months than years. This…
TEACHER-ADVISORS: Where There's a Skill There's A Way.
Tamminen, Armas; And Others
This report discusses a program to present the Teacher Advisement Training Model. This model for training teacher-advisors is based on the assumption that tentative commitment to making school a more rewarding experience for all is the first step in starting an effective program. The approach is to help teachers learn specific skills and methods…
White, Susan; Tyler, John
2015-01-01
This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…
Mental health first aid training for high school teachers: a cluster randomized trial.
Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan
2010-06-24
Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.
How pupils percieve the teacher's motivational techniques?
Directory of Open Access Journals (Sweden)
Bodroža Bojana
2015-01-01
Full Text Available Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender. The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation.
Closing the Minority Achievement Gap in Math
Holloway, John H.
2004-01-01
Minority students face numerous academic barriers for achievement in the classroom as well as outside the school. The National Council of Teachers of Mathematics (NCTM) suggests six principles for maintaining the standard of school mathematics.