Collaboration Model for ESL and Content Teachers

Science.gov (United States)

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.)

Transactional Relations between Motivational Beliefs and Help Seeking from Teachers and Peers across Adolescence.

Science.gov (United States)

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.

Counseling in teacher education

DEFF Research Database (Denmark)

Mølgaard, Dorthe Busk

Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant-orientated pilotp......Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant......-orientated pilotproject about counseling in teacher education. The aim was to acquire knowledge about how students perceive counseling. This knowledge could help uncover potential areas of development for counselingpractice. In the pilotproject it is tested if the chosen method is suitable for bigger qualitative study....... The study is a qualitative questionnaire survey. The “lifeworld” is central, therefore a phenomenological and hermeneutical approach was chosen, where the student’s perception of the counseling is studied. Central themes: Setting of the counseling and progress of the counselingcourse, content and shape...

Technology for curriculum and teacher development : Software to help educators learn while designing teacher guides

NARCIS (Netherlands)

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

Lessons from the Other Side of the Teacher's Desk: Discovering Insights to Help Language Learners

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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…

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

Science.gov (United States)

Alexander, Olwyn

2012-01-01

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned Early Career White Female Teachers

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Warren, Chezare A.

2015-01-01

Empathy is theorized to help teachers build strategic student--teacher relationships, develop productive parent partnerships, and acquire professionally informed social and cultural perspectives of students and families. However, this literature offers little empirical evidence regarding how practicing teachers conceive of and enact empathy in…

Acquiring taste in home economics?

DEFF Research Database (Denmark)

Stenbak Larsen, Christian

Objective: To explore how home economics was taught in Denmark before the recent Danish school reform, which also revised the objectives and content of home economics, naming it Food Knowledge (Madkundskab) Methods: Participant observation was done in home economic lessons in two case schools...... appreciated by the group of boys, and others again learned to stick with their idiosyncrasies when pressured by the teacher. Conclusions: Children were acquiring taste in the home economic lessons, but not only the kind of tastes that the teacher had planned for. This leads to reflections on the very complex...... process of taste acquiring and to a call for further research into taste acquiring in complex real life contexts as home economics lessons....

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.

Help provided by school counsellor to teachers and students in behaviour management at secondary school

OpenAIRE

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

Science.gov (United States)

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…

The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching

Science.gov (United States)

Adeshina, Tunde Joel; Udoh, Abasido; Ndomi, Benjamin; Aliyu, Muhibeedeen

2013-01-01

This study established the relationship between the Information Technology skills acquired by Secretarial Teachers in Nigerian Colleges of Education and their utilization of Internet for effective teaching. 250 Secretarial Teachers drawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4 parts.…

Helping Immigrants Become Teachers.

Science.gov (United States)

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)

A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

Science.gov (United States)

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…

Acquiring Procedural Skills from Lesson Sequences.

Science.gov (United States)

1985-08-13

Teachers of Mathematics . Washington, D)C: NCTM . Brueckner, I..J. (1930) Diagnostic aund remedial teaching in arithmetic. Philadelphia. PA: Winston. Burton...arithmetic and algebra, fr-m multi-lesson curricula. The central hypothesis is that students and teachers obey cc: :-.entions that cause the goal hierarchy...students and • . teachers obey conventions that cause the goal hierarchy of the acquired procedure to be a particular structural function of the sequential

A school mental health literacy curriculum resource training approach: effects on Tanzanian teachers' mental health knowledge, stigma and help-seeking efficacy.

Science.gov (United States)

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

The Financial Education Tool Kit: Helping Teachers Meet State- Mandated Personal Finance Requirements

Science.gov (United States)

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…

Helping technophobic teachers ease the burden of marking with easy-to-use online quizzes

Directory of Open Access Journals (Sweden)

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

Directory of Open Access Journals (Sweden)

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.

Teachers as Air Traffic Controllers: Helping Adolescents Navigate the Unfriendly Skies of Executive Functioning

Science.gov (United States)

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.

Importing Educators: Causes and Consequences of International Teacher Recruitment

Science.gov (United States)

American Federation of Teachers (NJ), 2009

2009-01-01

This report contains case studies of international recruiters who help school districts in the United States acquire work visas and hire noncitizens. Recruiters sometimes use fees charged to workers to pay for U.S. school officials' overseas trips, where they stay in luxury hotels and handpick teachers at job fairs. Not surprisingly, some school…

"Don't Leave Me!": Helping the Child Whose Parents Are Separating. Between Teacher & Parent

Science.gov (United States)

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.

Geophysics and Texas History: Teachers Utilize GPS and GPR Technology to Help Restore an Abandoned Cemetery

Science.gov (United States)

Henning, A. T.; Sawyer, D. S.; Wallace, D.; Kahera, A.

2009-12-01

In July 2009, a group of twenty-six K-12 teachers investigated an abandoned cemetery in Prairie View, Texas, utilizing ground-penetrating radar (GPR) to image the subsurface and handheld global positioning system (GPS) units and a total station to record surface positions. The teachers were participants in a summer course at Rice University, ESCI 515: Geophysical Field Work for Educators. The course met for 8 full days over a two week period. During this time, the group acquired and interpreted 53 GPR profiles and over 700 GPS positions. The results of the study were presented to the Prairie View community at the end of the two weeks, and our data will be used in their effort to obtain a historical site designation for the cemetery. Wyatt Chapel Cemetery is located adjacent to the campus of Prairie View A&M University in Prairie View, TX, and is thought to have originated as a slave burial ground in the 1850’s. There are very few markers remaining, but a previous ESCI 515 course (in summer 2007) discovered multiple unmarked burials using GPR, which were confirmed by subsequent excavations. This past summer, ESCI 515 participants acquired GPR profiles in previously unexplored areas, used a total station to accurately record the positions of surface features such as headstones, and used handheld GPS units to map the location of a nearby stream bed. Participants were in-service K-12 teachers from urban Houston school districts where the majority of students are members of historically underrepresented minority groups. Recruitment efforts targeted educators who are currently teaching science without a science degree. Participants included elementary, middle and high school teachers. This summer experience is followed by a content-intensive academic year course in Physical Geology. Participants experienced the process of science first-hand and used science for community service (i.e. restoring an abandoned cemetery). Through background research, they derived a rich

Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

Science.gov (United States)

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.

Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

Science.gov (United States)

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…

What Every Teacher Should Know: Reflections on "Educating the Developing Mind"

Science.gov (United States)

Anderson, Lorin W.

2012-01-01

Over the past half century, much has been learned about the ways in which students develop and learn. Unfortunately, this knowledge often does not find its way into the classroom. Teachers can begin to use this knowledge by focusing on a few key ideas. They need to go beyond the presentation of content to helping students acquire strategies for…

The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation

Science.gov (United States)

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.

Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

Directory of Open Access Journals (Sweden)

Jahir Aguirre Morales

2011-12-01

Full Text Available This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational topics from a critical point of view. This experience has guided us to help pre-service teachers acquire skills to eventually become critical educators of the future.

Field-Based Teacher Research: How Teachers and Scientists Working Together Answers Questions about Turtle Nesting Ecology while Enhancing Teachers' Inquiry Skills

Science.gov (United States)

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

Local Talent: By Tapping into the Resources Just outside Their School Walls, Music Teachers Can Help Broaden Their Students' Horizons

Science.gov (United States)

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,…

Vertical Integration: Teachers' Knowledge and Teachers' Voice.

Science.gov (United States)

Corrie, L.

1995-01-01

Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and…

Helping Them Grow.

Science.gov (United States)

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.…

THE ROLE OF NON-NATIVE ENGLISH SPEAKER TEACHERS IN ENGLISH LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Lutfi Ashar Mauludin

2017-04-01

Full Text Available Native-English Speaker Teachers (NESTs and Non-Native English Speaker Teachers (NNESTs have their own advantages and disadvantages. However, for English Language Learners (ELLs, NNESTs have more advantages in helping students to acquire English skills. At least there are three factors that can only be performed by NNESTs in English Language Learning. The factors are knowledge of the subject, effective communication, and understanding students‘ difficulties/needs. The NNESTs can effectively provide the clear explanation of knowledge of the language because they are supported by the same background and culture. NNESTs also can communicate with the students with all levels effectively. The use of L1 is effective to help students building their knowledge. Finally, NNESTs can provide the objectives and materials that are suitable with the needs of the students.

Enhancing Teacher Efficacy and Pedagogical Practices amongst General and Special Education Teachers

Science.gov (United States)

Coleman, Michael

2017-01-01

The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of…

Crossing a Broad Gray Line to Help Children

Science.gov (United States)

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.

Claude Bernard Distinguished Lecture. Becoming a truly helpful teacher: considerably more challenging, and potentially more fun, than merely doing business as usual.

Science.gov (United States)

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.

Earth Exploration Toolbook Workshops: Helping Teachers and Students Analyze Web-based Scientific Data

Science.gov (United States)

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

Teacher Satisfaction with School and Psychological Well-Being Affects Their Readiness to Help Children with Mental Health Problems

Science.gov (United States)

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.

Science.gov (United States)

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…

Reflections on "A Qualitative Analysis of Mainstreamed Behaviorally Disordered Aggressive Adolescents' Perceptions of Helpful and Unhelpful Teacher Attitudes and Behaviors."

Science.gov (United States)

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)

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

Science.gov (United States)

Akella, Somi Devi M.

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

Helping Teachers to Help Children Living with a Mentally Ill Parent: Teachers' Perceptions on Identification and Policy Issues

Science.gov (United States)

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…

Motivation in rehabilitation and acquired brain injury: can theory help us understand it?

Science.gov (United States)

Kusec, Andrea; Velikonja, Diana; DeMatteo, Carol; Harris, Jocelyn E

2018-04-25

In acquired brain injury (ABI) populations, low motivation to engage in rehabilitation is associated with poor rehabilitation outcomes. Motivation in ABI is thought to be influenced by internal and external factors. This is consistent with Self-determination Theory, which posits that motivation is intrinsic and extrinsic. This paper discusses the benefit of using Self-determination Theory to guide measurement of motivation in ABI. Using a narrative review of the Self-determination Theory literature and clinical rehabilitation research, this paper discusses the unique role intrinsic and extrinsic motivation has in healthcare settings and the importance of understanding both when providing rehabilitation in ABI. Based on the extant literature, it is possible that two independently developed measures of motivation for ABI populations, the Brain Injury Rehabilitation Trust Motivation Questionnaire-Self and the Motivation for Traumatic Brain Injury Rehabilitation Questionnaire, may assess intrinsic and extrinsic motivation, respectively. Intrinsic and extrinsic motivation in ABI may be two equally important but independent factors that could provide a comprehensive understanding of motivation in individuals with ABI. This increased understanding could help facilitate behavioural approaches in rehabilitation. Implications for Rehabilitation Conceptualization of motivation in ABI would benefit from drawing upon Self-determination Theory. External factors of motivation such as the therapeutic environment or social support should be carefully considered in rehabilitation in order to increase engagement. Assessing motivation as a dual rather than a global construct may provide more precise information about the extent to which a patient is motivated.

Burnout Syndrome of Teachers

OpenAIRE

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

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

Science.gov (United States)

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

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

Energy Technology Data Exchange (ETDEWEB)

1993-12-01

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

How Physical Education Teachers Can Help Encourage Students to Read

Science.gov (United States)

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…

Divorce: Helping Children Cope.

Science.gov (United States)

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)

Differentiation: Lessons from Master Teachers

Science.gov (United States)

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,…

Music Teachers and Music Therapists: Helping Children Together.

Science.gov (United States)

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)

The Attitude of Math Teachers toward Cooperative Learning and Institutional Elements that May Help or Hinder its Use as a Teaching Methodology

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.

Math Anxiety: Can Teachers Help Students Reduce It? Ask the Cognitive Scientist

Science.gov (United States)

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…

Technology Usage of Tennessee Agriculture Teachers

Science.gov (United States)

Coley, Michael D.; Warner, Wendy J.; Stair, Kristin S.; Flowers, James L.; Croom, D. Barry

2015-01-01

This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study…

Parental Expectations of Their Adolescents' Teachers.

Science.gov (United States)

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…

Teachers Know Best: Making Data Work for Teachers and Students

Science.gov (United States)

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…

Planning for What Kind of Teaching? Supporting Cooperating Teachers as Teachers of Planning

Science.gov (United States)

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

Science.gov (United States)

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…

The linguistically aware teacher and the teacher-aware linguist.

Science.gov (United States)

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.

Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity

Science.gov (United States)

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…

The importance of making progress in teacher professional development

OpenAIRE

Stamatović, Jelena; Kundačina, Milenko

2014-01-01

Professional development of teachers depends on many conditions, but the most distinguished ones are teachers' motivation and their opportunities for development and advancement. Quality planning of professional teacher development contributes to better development of school and teachers. This paper presents research that is aimed to acquire knowledge on important issues related to the promotion of teachers in professional development. The study sample consisted of 786 primary and secondary s...

PRACTICUM EXPERIENCE IN TEACHER EDUCATION

African Journals Online (AJOL)

User

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.

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

Science.gov (United States)

Russ, Laura

2015-01-01

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

Reactions of teachers versus non-teachers toward people who stutter.

Science.gov (United States)

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.

Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

Science.gov (United States)

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'…

ASSESSING TEACHERS PERCEPTION ON THE EFFICIENCY (SUCCESS OF INDUCTIVE APPROACH IN AN ESL/EFL CLASSROOM: GRAMMAR IN CONTEXT

Directory of Open Access Journals (Sweden)

Taj Mohammad

2017-06-01

Full Text Available The present research attempts to assess teachers' perception on the success of using inductive approach in the classroom at Preparatory Year Program, Najran University. It also inquires the difficulties that are usually faced by students (in teachers' opinion in a grammar class. In order to collect data, 20 teachers were requested to fill in a questionnaire consisting of ten statements (based on key elements of inductive teaching. The questionnaires were analyzed by using 5-Point Likert-scales of agreement. Besides, the researcher also personally interviewed the teachers by using a set of certain questions covering the same theme. The study is divided into two parts; the first part contains detailed analysis and discussion on the statements of the questionnaire and the second part comprises a detailed analysis and discussion on the responses of interview. As results, it is revealed that a majority of teachers supported the use of inductive approach in the classroom because of its learner-centred nature. Inductive methods help students acquire the critical thinking and self-directed learning skills (Prince & Felder, 2007. However, some teachers (with a negligible percentage were not so enthusiastic about using inductive approach.

Teacher Portfolios.

Science.gov (United States)

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…

Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

Science.gov (United States)

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…

THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS

Directory of Open Access Journals (Sweden)

Līga Paula

2018-06-01

Full Text Available Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1 what difficulties novice teachers faced during their in-service experience? (2 what support novice teachers needed when they started teaching? (3 what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35 of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the

An experiment with PBL in higher education as appraised by the teacher and students

Directory of Open Access Journals (Sweden)

Luis Roberto de Camargo Ribeiro

2006-01-01

Full Text Available PBL (Problem-based Learning has gained worldwide acceptance as an effective instructional approach that helps students to acquire knowledge as well as develop desired professional skills and attitudes. Contrary to other conventional methods that use problems after theory has been introduced, PBL uses a problem to initiate, focus and motivate the learning of new concepts. This paper presents and discusses the students' and the teacher's viewpoints on the implementation of PBL in an Administration Theory course of an engineering curriculum at a public university in Brazil. The data were collected by means of unstructured interviews, participant observation and an open-ended questionnaire responded by the students at the end of the course. The results show that despite increasing the workload for the teacher and the students, both evaluated PBL positively because it is more motivating and dynamic.

An experiment with PBL in higher education as appraised by the teacher and students

Directory of Open Access Journals (Sweden)

Luis Roberto de Camargo Ribeiro

2005-08-01

Full Text Available PBL (Problem-based Learning has gained worldwide acceptance as an effective instructional approach that helps students to acquire knowledge as well as develop desired professional skills and attitudes. Contrary to other conventional methods that use problems after theory has been introduced, PBL uses a problem to initiate, focus and motivate the learning of new concepts. This paper presents and discusses the students' and the teacher's viewpoints on the implementation of PBL in an Administration Theory course of an engineering curriculum at a public university in Brazil. The data were collected by means of unstructured interviews, participant observation and an open-ended questionnaire responded by the students at the end of the course. The results show that despite increasing the workload for the teacher and the students, both evaluated PBL positively because it is more motivating and dynamic.

Allowing the Voices of Parents To Help Shape Teaching and Learning.

Science.gov (United States)

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)

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

Science.gov (United States)

Katz, Lilian G.

This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

Contributions of blended learning training to teacher professional development

Directory of Open Access Journals (Sweden)

Ana Duarte Hueros

2018-01-01

Full Text Available The central theme of this study is the analysis of a balanced integrated teaching methodology (face-to-face and virtual, as blended learning and the extent of its implementation in teacher training, as well as the importance of leadership in planning, supervising and coordinating this process. We began with a systematic review of the literature of the last 15 years (2002-2017 on the Web of Science (WOS, the most highly rated database in the scientific community. We identified 190 studies related to blended learning, professional teaching development and leadership in education. We then selected 163 documents that fell specifically into the educational research category, of which 75 were articles. We further fine-tuned the search by excluding those articles related to research fields other than teachers’ professional development, and arrived at 35 articles that fulfilled our preliminary criteria. We reduced the sample to the 24 articles that contained all the features required by our investigation. The results show that blended learning is a valuable training tool that enables teachers to acquire competences and which can aid their professional development; it can also foment collaborative work, augment teachers’ technical and didactic skills around technology, promote interdisciplinary experiences and help teachers to share innovations, etc., among other potential outcomes.

Qualifying online teachers

DEFF Research Database (Denmark)

Levinsen, Karin

2007-01-01

Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual...... environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well...... as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve...

Globalization and Teacher Education

Science.gov (United States)

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

Directory of Open Access Journals (Sweden)

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.

Teachers under examination: reflections on teacher assessment policies

Directory of Open Access Journals (Sweden)

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.

Primary teachers' knowledge and acquisition of stress relieving strategies.

Science.gov (United States)

Cockburn, A D

1996-09-01

Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques. A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who-if anyone-should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience. It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in-service training were explored.

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

Science.gov (United States)

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)

THE ROLE OF FOREIGN LANGUAGE TEACHERS IN DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATION SKILLS

Directory of Open Access Journals (Sweden)

Andrea Hamburg

2014-03-01

Full Text Available By now it is well-known that the role of modern education is to equip students with several types of competences necessary for their future personal and professional life. One of these competences, namely communication skills, has a component whose development is, according to the author’s opinion, mainly in charge of foreign language teachers. It is their role to create the shift from the ethnocentric level of students’ attitude towards cultural issues to the ethnorelativistic stage that is to make their students aware of and accept cultural differences and to help them acquire skills necessary for intercultural encounters. The two main topics present study is focusing on are: to what extent it is necessary to intervene in this respect and which are the ways teachers can develop intercultural sensitivity and competence.The results of a questionnaire applied to more than 200 students of the University of Oradea, Romania – studying Economics, Medicine and Law – confirmed the author’s hypothesis that in spite of the extended international relations and travel opportunities Romanian students are not really aware of cultural diversity and its overwhelming impact upon people’s behaviour, reactions and way of thinking. To change this situation, teachers, especially foreign language teachers may resort to techniques and methods like simulation games on cultural differences (Barnga, Ecotonos, BaFá BaFá, Randömia Balloon Factory etc. that intercultural communication trainers use successfully in their seminars to make participants aware of cultural diversity and help them manage real life situations involving international encounters and/or appeal to the opportunities offered by information and communication technologies and the internet, through youtube and different socialization platforms.

Grief: Helping Young Children Cope

Science.gov (United States)

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.

Geography Teachers' Views on Effective Geography Teaching

Science.gov (United States)

Kocalar, Ali Osman; Demirkaya, Hilmi

2017-01-01

Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Turkey. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum…

What Schools Are Doing To Help the Children of Divorce.

Science.gov (United States)

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…

Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond

Science.gov (United States)

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…

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

Science.gov (United States)

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

Botulinum toxin in the management of sialorrhoea in acquired brain injury

LENUS (Irish Health Repository)

Carroll, A

2016-06-01

Sialorrhoea as a consequence of severe acquired brain injury can significantly negatively impact on quality of life. Medications used in its management have many side effects which can cause problems in the severely disabled. Botulinum toxin is an effective treatment of sialorrhoea in a number of neurological conditions but may also have a role to play in the management of sialorrhoea following severe ABI. We report on 4 cases of sialorrhoea following acquired brain injury causing a variety of problems, whose parotid glands were injected with Botulinum toxin type A (Dysport) 50mu each, under ultrasound guidance. All cases had a clinically and statistically significant reduction in drooling as measured by the teacher drooling scale (p=0.005) and carers Visual Analogue Scale (p=0.012). There were no side effects reported. Botulinum toxin is an effective treatment for sialorrhoea associated with acquired brain injury.

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design

Science.gov (United States)

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.

TEDS-M Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M)

Science.gov (United States)

Schwille, John, Ed.; Ingvarson, Lawrence, Ed.; Holdgreve-Resendez, Richard, Ed.

2013-01-01

The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is the first large-scale international study of the preparation of primary and lower-secondary teachers. The study investigated the pedagogical and subject-specific knowledge that future primary and lower secondary school teachers acquire during their mathematics teacher…

Helpful Entry Level Skills Checklist--Revised Manual [and] Helpful Entry Level Skill Checklist--Revised Edition.

Science.gov (United States)

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…

Intervening to Improve Teachers' Need-Supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness

Science.gov (United States)

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2017-01-01

Research on Self-Determination Theory has shown that teachers' need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers' need-supportive…

Aquaculture. Teacher Edition.

Science.gov (United States)

Walker, Susan S.

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

'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

Directory of Open Access Journals (Sweden)

Duncan Scott

2014-06-01

Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

Documentation Panels Enhance Teacher Education Programs

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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…

Frank McCourt’s Teacher Man: A Novel Approach to Teacher Learning and Professional Development

Directory of Open Access Journals (Sweden)

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.

Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

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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…

Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights

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Adami, Rebecca

2014-01-01

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge "about" human rights through teacher education, an ontological dimension is emphasized in this paper of…

The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.

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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.

Revising Teacher Candidates' Views of Science and Self: Can Accounts from the History of Science Help?

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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.…

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

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Harmon, Lois

2017-01-01

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

Teaching Primary Science: How Research Helps

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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…

TPACK in teacher education: are we preparing teachers to use technology for early literacy?

NARCIS (Netherlands)

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.

Science.gov (United States)

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

CERN Multimedia

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...

Preservice Teachers Connecting Mathematics and Drumming

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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…

Consultation and treatment history and causal attributions in an online sample of women with lifelong and acquired vaginismus.

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Reissing, Elke D

2012-01-01

Very little information is available on the consultation and treatment histories of women with lifelong and acquired vaginismus. This study was conducted to address three areas of interest: first, to collect information on which health care professionals women with acquired and lifelong vaginismus consult and how helpful such consultation were; second, to examine which treatments were typically received and how helpful patients rate such interventions; and third, to explore participants' causal attributions of the vaginal penetration problems as those are what appear to guide patients towards consulting specific health care professionals as well as affecting the openness towards different interventions. An online survey was conducted with 212 participants. Data were analyzed using the responses of 93 women with acquired vaginismus and 75 women with lifelong vaginismus. The main outcomes were the results of the online survey. Gynecologists and family doctors were most frequently consulted, but only gynecologists were rated as helpful. Psychologists and sex therapists were also frequently consulted and rated as helpful. Physiotherapists were consulted by fewer women but considered most helpful. Women with lifelong vaginismus were significantly more likely to have received vaginal dilatation, sex education, and Kegel exercises as treatment. Women with acquired vaginismus were more likely to have received pharmacological interventions and to have tried a greater range of interventions. Educational gynecological examinations, talking about the meaning of the penetration problem, vaginal dilatation, and sex education were rated as most helpful interventions. Causal attributions were pain and fear- and disgust-based attributions for women with lifelong vaginismus. Results highlight the importance of a biopsychosocial conceptualization of and multidisciplinary treatment approach to lifelong and acquired vaginismus. © 2011 International Society for Sexual Medicine.

Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

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Gokalp, Murat

2016-01-01

The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

The Future of Instructional Teacher Leader Roles

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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

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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…

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

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Wylie, Ken; Cummins, Brian

2013-01-01

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

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

Full Text Available In my work as an author and teacher trainer, I have the opportunity to travel around the world and talk to teachers in a variety of settings. Though I meet teachers with a range of backgrounds and a wide disparity of resources, I find that a few common themes come up whenever I talk with teachers about language teaching and technology. One of the familiar refrains is that most of us claim to lack the technological resources we feel we need to teach effectively. There’s always something new on the horizon that we feel we just have to have. Another recurring theme is the lament that most of our students just don’t seem to take advantage of the extra learning opportunities we present them anyway! Teachers want to help, but often feel under appreciated for their efforts. Personally, I have relished the ongoing advances in technology over the course of my teaching career. I started out as a secondary school teacher in Togo, West Africa with chalk – sometimes yellow or pink! – and a blackboard as my only teaching technology. When teachers express a sense of being overwhelmed by new technology, I sometimes talk about my own beginnings and also remind them of a few of Donald Norman’s principles of human-centered design. According to Norman (2004, for any new technology to be effective, it must be intuitively helpful and elegantly efficient. In the case of language teaching, this means the technology must – immediately and transparently – help us teach better than we do already. If it doesn’t, we simply shouldn’t use it. In addition, Norman says, for any new technology to be widely adopted, it must appeal to the emotions as well as to reason. If people don’t enjoy using a particular technology, no matter how logically useful it may be, they will tend to shun it. Perhaps because as language teachers we tend to favor eclecticism, we will often throw any emerging technology into the mix as a "helpful resource." As Doughty and Long (2003

Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice

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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…

A Window into New Teachers' Minds

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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…

Evaluating Initial Teacher Education Programmes: Perspectives from the Republic of Ireland

Science.gov (United States)

Clarke, Marie; Lodge, Anne; Shevlin, Michael

2012-01-01

Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This article argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion…

TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy?

Science.gov (United States)

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,…

Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

Science.gov (United States)

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.

The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

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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…

Social Goals and Willingness to Seek Help for School Violence

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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

Science.gov (United States)

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…

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

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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

Science.gov (United States)

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…

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

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Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

The Heuristic Sandbox: Developing Teacher Know-How through Play in simSchool

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Hopper, Susan B.

2018-01-01

simSchool is a game-based, virtual, and interactive tool that allows pre-service teachers to acquire new skills while constructing knowledge through experimentation with learning situations. Pre-service teachers develop know-how--or heuristic knowledge--through repeated practice in the "Personality Plus Higher-Order Thinking" module to…

Empathy Research and Teacher Preparation: Benefits and Obstacles

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Bouton, Bobette

2016-01-01

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

Student Generated Rubrics: An Assessment Model To Help All Students Succeed. Assessment Bookshelf Series.

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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

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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…

Expressive Arts--Embodying Inclusive Teachers

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Santos, Graça Duarte; Lima-Rodrigues, Luzia Mara

2016-01-01

The Declaration of Salamanca proposes a deep reformulation of educational praxis which has as a main goal to create an environment where all students can enjoy learning, improve and grow in confidence, in a perspective of Inclusive Education. In this sense, it is necessary that teachers acquire scientific and educational skills but, also,…

CMS Nonpayment Policy, Quality Improvement, and Hospital-Acquired Conditions: An Integrative Review.

Science.gov (United States)

Bae, Sung-Heui

This integrative review synthesized evidence on the consequences of the Centers for Medicare & Medicaid Services (CMS) nonpayment policy on quality improvement initiatives and hospital-acquired conditions. Fourteen articles were included. This review presents strong evidence that the CMS policy has spurred quality improvement initiatives; however, the relationships between the CMS policy and hospital-acquired conditions are inconclusive. In future research, a comprehensive model of implementation of the CMS nonpayment policy would help us understand the effectiveness of this policy.

A Multicultural Fairy Tale for Teacher Educators

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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

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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

Science.gov (United States)

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.

New FORTRAN computer programs to acquire and process isotopic mass-spectrometric data

International Nuclear Information System (INIS)

Smith, D.H.

1982-08-01

The computer programs described in New Computer Programs to Acquire and Process Isotopic Mass Spectrometric Data have been revised. This report describes in some detail the operation of these programs, which acquire and process isotopic mass spectrometric data. Both functional and overall design aspects are addressed. The three basic program units - file manipulation, data acquisition, and data processing - are discussed in turn. Step-by-step instructions are included where appropriate, and each subsection is described in enough detail to give a clear picture of its function. Organization of file structure, which is central to the entire concept, is extensively discussed with the help of numerous tables. Appendices contain flow charts and outline file structure to help a programmer unfamiliar with the programs to alter them with a minimum of lost time

Helping medical students to acquire a deeper understanding of truth-telling.

Science.gov (United States)

Hurst, Samia A; Baroffio, Anne; Ummel, Marinette; Burn, Carine Layat

2015-01-01

Truth-telling is an important component of respect for patients' self-determination, but in the context of breaking bad news, it is also a distressing and difficult task. We investigated the long-term influence of a simulated patient-based teaching intervention, integrating learning objectives in communication skills and ethics into students' attitudes and concerns regarding truth-telling. We followed two cohorts of medical students from the preclinical third year to their clinical rotations (fifth year). Open-ended responses were analysed to explore medical students' reported difficulties in breaking bad news. This intervention was implemented during the last preclinical year of a problem-based medical curriculum, in collaboration between the doctor-patient communication and ethics programs. Over time, concerns such as empathy and truthfulness shifted from a personal to a relational focus. Whereas 'truthfulness' was a concern for the content of the message, 'truth-telling' included concerns on how information was communicated and how realistically it was received. Truth-telling required empathy, adaptation to the patient, and appropriate management of emotions, both for the patient's welfare and for a realistic understanding of the situation. Our study confirms that an intervention confronting students with a realistic situation succeeds in making them more aware of the real issues of truth-telling. Medical students deepened their reflection over time, acquiring a deeper understanding of the relational dimension of values such as truth-telling, and honing their view of empathy.

Helping medical students to acquire a deeper understanding of truth-telling

Directory of Open Access Journals (Sweden)

Samia A. Hurst

2015-11-01

Full Text Available Problem: Truth-telling is an important component of respect for patients’ self-determination, but in the context of breaking bad news, it is also a distressing and difficult task. Intervention: We investigated the long-term influence of a simulated patient-based teaching intervention, integrating learning objectives in communication skills and ethics into students’ attitudes and concerns regarding truth-telling. We followed two cohorts of medical students from the preclinical third year to their clinical rotations (fifth year. Open-ended responses were analysed to explore medical students’ reported difficulties in breaking bad news. Context: This intervention was implemented during the last preclinical year of a problem-based medical curriculum, in collaboration between the doctor–patient communication and ethics programs. Outcome: Over time, concerns such as empathy and truthfulness shifted from a personal to a relational focus. Whereas ‘truthfulness’ was a concern for the content of the message, ‘truth-telling’ included concerns on how information was communicated and how realistically it was received. Truth-telling required empathy, adaptation to the patient, and appropriate management of emotions, both for the patient's welfare and for a realistic understanding of the situation. Lessons learned: Our study confirms that an intervention confronting students with a realistic situation succeeds in making them more aware of the real issues of truth-telling. Medical students deepened their reflection over time, acquiring a deeper understanding of the relational dimension of values such as truth-telling, and honing their view of empathy.

Evolving minds: Helping students with cognitive dissonance

Science.gov (United States)

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.

Celebrating 40 years of Medical Teacher: As the "last man standing" I look back to help us look forward.

Science.gov (United States)

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

Science.gov (United States)

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…

Tried & Tested. Ideas from Teacher Centers in the Southeast.

Science.gov (United States)

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,…

Novice Mathematics Teachers Create Themselves

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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…

Development: Ages & Stages--Helping Children Manage Fears

Science.gov (United States)

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…

IDENTIFICATION OF DIGITAL COMPETENCES SKILLS IN TEACHER TRAINING DEGREE STUDENTS

Directory of Open Access Journals (Sweden)

Margarita Pino Juste

2010-11-01

Full Text Available The Technologies of Information and Communication (ICT become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail. They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.

Providing Effective Feedback to EFL Student Teachers

Science.gov (United States)

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…

Measuring Teachers' Knowledge of Vocabulary Development and Instruction

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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…

Helping Young Children See Math in Play

Science.gov (United States)

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.

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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.…

Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

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Ulucan, Hakki

2017-01-01

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota…

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.

Teachers' Health.

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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?

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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

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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…

Exploring the Principles and Practices of One Teacher of L2 Speaking: the Importance of Reflecting on Practice

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Farrell, Thomas S. C.; Vos, Rebecca

2018-01-01

Teacher principles encompass a teacher's stated assumptions, beliefs, and conceptions about acquiring and teaching a second language (L2). Due to the complex and diversified nature of how principles take form, an individual teacher's principles will influence their judgements, perceptions and instructional decisions, thus affecting the outcome of…

Enhancing Access to and Quality of Basic Education through Head Teachers' Leadership Functions

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Oni, J. O.; Jegede, A. A.; Osisami, R. A.; Illo, C. O.; Lawal, R. O.; Fabinu, F. A.

2016-01-01

Basic education is the fundamental requirement for idiosyncratic and societal development. The individual child needs to have access to it and acquire it qualitatively. The sum total of all the knowledge attitude, skills and competences that the Nigerian child today acquires have been declared to be on the decline. Every stakeholder: teacher,…

Greek Teachers Programme 2015

CERN Multimedia

Hoch, Michael

2015-01-01

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

The estimated lifetime probability of acquiring human papillomavirus in the United States.

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Chesson, Harrell W; Dunne, Eileen F; Hariri, Susan; Markowitz, Lauri E

2014-11-01

Estimates of the lifetime probability of acquiring human papillomavirus (HPV) can help to quantify HPV incidence, illustrate how common HPV infection is, and highlight the importance of HPV vaccination. We developed a simple model, based primarily on the distribution of lifetime numbers of sex partners across the population and the per-partnership probability of acquiring HPV, to estimate the lifetime probability of acquiring HPV in the United States in the time frame before HPV vaccine availability. We estimated the average lifetime probability of acquiring HPV among those with at least 1 opposite sex partner to be 84.6% (range, 53.6%-95.0%) for women and 91.3% (range, 69.5%-97.7%) for men. Under base case assumptions, more than 80% of women and men acquire HPV by age 45 years. Our results are consistent with estimates in the existing literature suggesting a high lifetime probability of HPV acquisition and are supported by cohort studies showing high cumulative HPV incidence over a relatively short period, such as 3 to 5 years.

75 FR 8854 - Teacher Incentive Fund Program

Science.gov (United States)

2010-02-26

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

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

Science.gov (United States)

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.

Listen, Protect, Connect--Model & Teach: Psychological First Aid (PFA) for Students and Teachers

Science.gov (United States)

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…

A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities

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Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive

2013-01-01

This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went…

BIOLOGY STUDENTS’ TEACHER OPINIONS ABOUT THE INTEGRATION OF ICT INTO THE LEARNING AND TEACHING PROCESS

Directory of Open Access Journals (Sweden)

Andreja Špernjak

2014-05-01

Full Text Available Biology laboratory work can be performed in various ways, even using information and communication technologies (ICT. Whether a teacher incorporates it into laboratory work is related to different factors, but educators can influence students’ beliefs about the value of ICT through their pedagogical practice. In our study, student teachers of biology gave opinions on how successfully university professors use ICT in the classroom, where they acquired most knowledge about ICT and their attitude towards using of ICT in laboratory work. Student teachers were critical about the knowledge and usage of ICT of university professors in class. During their student teachers mostly failed to acquire knowledge about ICT and practice in incorporating it into daily routines. These results will be presented to our university professors, at which time we will suggest how they could use ICT more effectively in daily practice because, on the one hand, they are responsible for students teacher attitudes and for the level of student teacher knowledge, while, on the others, they precipitate indirectly in forming the pupils’ attitudes and determining the level of the pupils’ knowledge of ICT. The study was done on 85 student teachers of biology. Attitudes toward ICT are statistically significant by gender.

University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

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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…

Teaching the teachers.

Science.gov (United States)

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.

Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

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An, Shuhua; Wu, Zhonghe

2012-01-01

This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

Science.gov (United States)

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…

Seniority Rules: Do Staffing Reforms Help Redistribute Teacher Quality and Reduce Teacher Turnover? CRPE Working Paper 2010-1

Science.gov (United States)

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

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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…

Burnout does not help predict depression among French school teachers.

Science.gov (United States)

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.

Differences in microbiological profile between community-acquired, healthcare-associated and hospital-acquired infections.

Science.gov (United States)

Cardoso, Teresa; Ribeiro, Orquídea; Aragão, Irene; Costa-Pereira, Altamiro; Sarmento, António

2013-01-01

Microbiological profiles were analysed and compared for intra-abdominal, urinary, respiratory and bloodstream infections according to place of acquisition: community-acquired, with a separate analysis of healthcare-associated, and hospital-acquired. Prospective cohort study performed at a university tertiary care hospital over 1 year. Inclusion criteria were meeting the Centers for Disease Control definition of intra-abdominal, urinary, respiratory and bloodstream infections. A total of 1035 patients were included in the study. More than 25% of intra-abdominal infections were polymicrobial; multi-drug resistant gram-negatives were 38% in community-acquired, 50% in healthcare-associated and 57% in hospital-acquired. E. coli was the most prevalent among urinary infections: 69% in community-acquired, 56% in healthcare-associated and 26% in hospital-acquired; ESBL producers' pathogens were 10% in healthcare-associated and 3% in community-acquired and hospital-acquired. In respiratory infections Streptococcus pneumoniae was the most prevalent in community-acquired (54%) and MRSA in healthcare-associated (24%) and hospital-acquired (24%). A significant association was found between MRSA respiratory infection and hospitalization in the previous year (adjusted OR = 6.3), previous instrumentation (adjusted OR = 4.3) and previous antibiotic therapy (adjusted OR = 5.7); no cases were documented among patients without risk factors. Hospital mortality rate was 10% in community-acquired, 14% in healthcare-associated and 19% in hospital-acquired infection. This study shows that healthcare-associated has a different microbiologic profile than those from community or hospital acquired for the four main focus of infection. Knowledge of this fact is important because the existing guidelines for community-acquired are not entirely applicable for this group of patients.

Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

Science.gov (United States)

Kahn-Horwitz, Janina

2016-04-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

Exploring the Job Satisfaction of Late Career Secondary Physical Education Teachers

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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

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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

Science.gov (United States)

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…

Teacher knowledge, instructional expertise, and the development of reading proficiency.

Science.gov (United States)

Reid Lyon, G; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

10,000th teacher visits CERN

CERN Multimedia

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.

An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

Science.gov (United States)

Ozer, Tugce; Demirel, Duygu H.

2017-01-01

Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

Queer Teachers' Ethical Dilemmas regarding Queer Youth

Science.gov (United States)

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…

Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

Science.gov (United States)

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…

Episode-Centered Guidelines for Teacher Belief Change toward Technology Integration

Science.gov (United States)

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…

Listening to Music: Helping Children Regulate Their Emotions and Improve Learning in the Classroom

Science.gov (United States)

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…

Writing in elementary school science: Factors that influence teacher beliefs and practices

Science.gov (United States)

Glen, Nicole J.

Recent calls for scientifically literate citizens have prompted science educators to examine the roles that literacy holds in students' science learning processes. Although many studies have investigated the cognitive gains students acquire when they write in science, these writing-to-learn studies have typically been conducted with only middle and secondary school students. Few studies have explored how teachers, particularly elementary teachers, understand the use of writing in science and the factors that influence their science and writing lessons. This was a qualitative case study conducted in one suburban school with four elementary teachers. The purpose of this study was to understand: (a) how teachers' uses of and purposes for writing in science compared to that in English language arts; (b) the factors that drove teachers' pedagogical decisions to use writing in certain ways; (c) teachers' beliefs about science teaching and learning and its relation to how they used writing; (d) teachers' perceptions of students' writing abilities and its relation to how they used writing; and (e) teachers' views about how writing is used by scientists. Seven main findings resulted from this research. In summary, teachers' main uses of and purposes for writing were similar in science and English language arts. For much of the writing done in both subjects, teachers' expectations of students' writing were typically based on their general literacy writing skills. The teachers believed that scientific writing is factual, for the purpose of communicating about science, and is not as creative or "fun" as other types of writing. The teachers' pedagogical practices in science included teaching by experiences, reading, and the transmission of information. These practices were related to their understanding of scientific writing. Finally, additional factors drove the decisions teachers made regarding the use of writing in science, including time, knowledge of curriculum

Using a Conceptual-Change Approach to Help Preservice Science Teachers Reorganize Their Knowledge Structures for Constructivist Teaching

Science.gov (United States)

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.

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Science.gov (United States)

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.

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

Science.gov (United States)

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

Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

Science.gov (United States)

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…

Levi-Strauss's "Bricolage" and Theorizing Teachers' Work.

Science.gov (United States)

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

Science.gov (United States)

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…

Using an Adult Development Model to Help Explain Pre-Service Teacher Resistance to Learning about Race

Science.gov (United States)

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…

Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect

Science.gov (United States)

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,…

Teaching Abroad: Why Teachers Prefer Teaching Overseas

Directory of Open Access Journals (Sweden)

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.

Classical Mythology for Teachers of English.

Science.gov (United States)

Mayerson, Philip

A knowledge of the major myths and legends will be an invaluable asset to the student in acquiring a richer and deeper appreciation of his reading, be t in English or a foreign language. The teacher must treat the material systematically, starting with the creation of the primal power out of chaos and the struggles for power which ultimately lead…

Pedagogical Decision Making through the Lens of Teacher Preparation Program

Science.gov (United States)

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

2016-01-01

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

The "Come and Go" Syndrome of Teachers in Remote Indigenous Schools: Listening to the Perspective of Indigenous Teachers about What Helps Teachers to Stay and What Makes Them Go

Science.gov (United States)

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.

Science.gov (United States)

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…

High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

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.

Science.gov (United States)

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.

Technology helps Asian women balance family and work | CRDI ...

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

26 oct. 2010 ... Technology helps Asian women balance family and work ... eHomemakers believes that acquiring micro-business skills can increase women's confidence and improve family well-being. This is the goal ... HarassMap permet de relever les incidents de harcèlement sexuel et de violence sexuelle en Égypte.

Yes You Can...Help Your Teenager Succeed in School.

Science.gov (United States)

Adamek, Sue; And Others

Ways parents can help their teenagers succeed in school are offered by teachers in the Minnetonka (Minnesota) Public Schools. Sections of the parent guide concern: (1) encouragement--encouraging the student through generous praise, encouraging best efforts, communicating love, making education a family priority, avoiding pressuring the teen,…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

Science.gov (United States)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre

Emergency management of dental trauma: knowledge of Hong Kong primary and secondary school teachers.

Science.gov (United States)

Young, Cecilia; Wong, K Y; Cheung, L K

2012-10-01

OBJECTIVES. To investigate the level of knowledge about emergency management of dental trauma among Hong Kong primary and secondary school teachers. DESIGN. Questionnaire survey. SETTING. A teachers' union that unites 90% of teachers in Hong Kong. PARTICIPANTS. Randomly selected primary and secondary school teachers. RESULTS. Only 32.8% of respondents correctly stated that a person sustaining dental trauma should go to dentists directly. In all, 73.1% of teachers correctly stated that a dental trauma patient should go for treatment immediately. Only 32.5% knew that a fractured tooth should be put in liquid. Even fewer (23.2%) realised that the displaced tooth should be repositioned back to the original position. Relatively more respondents (74.7%) understood that an avulsed baby tooth should not be put back. Disappointingly, only 16.3% of teachers knew that an avulsed permanent tooth should be replanted. Furthermore, only 29.6% of teachers thought that they were able to distinguish between deciduous teeth and permanent teeth, whilst 20.4% correctly identified at least one of the appropriate mediums: milk, physiological saline or saliva, for storing an avulsed tooth. Teachers who previously received first-aid training with dental content or acquired dental injury information from other sources, scored significantly higher than teachers without such training or acquired information. CONCLUSION. The knowledge on emergency management of dental trauma among primary and secondary school teachers in Hong Kong is insufficient, particularly on the handling of permanent tooth avulsion and the appropriate storage medium for avulsed teeth. Receipt of first-aid training with dental contents and acquisition of dental injury information from other sources were positively correlated with knowledge in managing dental trauma.

The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

Science.gov (United States)

Clarke, Anthony; Collins, John; Triggs, Valerie; Nielsen, Wendy; Augustine, Ann; Coulter, Dianne; Cunningham, Joni; Grigoriadis, Tina; Hardman, Stephanie; Hunter, Lee; Kinegal, Jane; Li, Bianca; Mah, Jeff; Mastin, Karen; Partridge, David; Pawer, Leonard; Rasoda,Sandy; Salbuvik, Kathleen; Ward, Mitch; White, Janet; Weil, Frederick

2012-01-01

We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a…

TEACHER TRAINING: How to Produce Better Math and Science Teachers.

Science.gov (United States)

Mervis, J

2000-09-01

Two National Research Council panels have released new reports on improving science and math education in the United States. One panel says that the best way to improve teacher education is to make it a continuum, with school districts taking more responsibility for the initial preparation of new teachers and university faculty playing a bigger role in ongoing professional development. The other panel says that more recent science Ph.D.s would be willing to teach high school science and math if the government helped with the transition, if the certification process were compressed, and if they could retain ties to research.

Rational-Emotive Therapy to Help Teachers Control Their Emotions and Behavior when Dealing with Disagreeable Students

Science.gov (United States)

Maag, John W.

2008-01-01

Students with challenging behaviors are very deft at engaging teachers in power struggles as a way to either feel empowered, obtain attention, or escape an unpleasant task. The more frustrated that teachers permit themselves to get, the less capable they are of responding in a therapeutic, productive fashion to students' challenging behaviors. The…

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Science.gov (United States)

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-01-01

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…

Investigation of Pre-Service Teachers' Levels of Readiness to Technology Integration in Education

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Cuhadar, Cem

2018-01-01

This study aims to expose the training and experience that pre-service teachers acquire in the course of their study at schools of education in regard to the use of information and communication technology (ICT). The study adopts the survey model and its sampling is comprised of 832 pre-service teachers who attend four different faculty of…

The Research Portfolio: Educating Teacher Researchers in Data Analysis

Science.gov (United States)

Bates, Alisa J.; Bryant, Jill D.

2013-01-01

This paper describes research on a course assignment, the research portfolio, designed for a two-course teacher research experience in a Masters of Arts in Teaching program. The focus of the assignment is the process of data collection and analysis that is critical to the success of teacher research. We sought a way to help our teacher candidates…

Teacher's Questions in Reading Classes

Directory of Open Access Journals (Sweden)

Zuliati Rohmah

2002-01-01

Full Text Available Abstract: The present paper discusses an English teacher's questions in Reading classes at MAN Malang III. Types of questions, functions of teacher's questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observa­tion was applied to collect the data with the researcher as the main in­strument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and refer­ential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.

A recommendation module to help teachers build courses through the Moodle Learning Management System

Science.gov (United States)

Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco

2016-01-01

In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.

Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

Science.gov (United States)

Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

2017-01-01

Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

The ASSISTments Ecosystem: Building a Platform That Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching

Science.gov (United States)

Heffernan, Neil T.; Heffernan, Cristina Lindquist

2014-01-01

The ASSISTments project is an ecosystem of a few hundred teachers, a platform, and researchers working together. Development professionals help train teachers and get teachers to participate in studies. The platform and these teachers help researchers (sometimes explicitly and sometimes implicitly) simply by using content the teacher selects. The…

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Directory of Open Access Journals (Sweden)

Mehmet Firat

2017-01-01

Full Text Available Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher candidates participated in this survey. The findings show that the candidate teachers in on-campus and distance-learning programs have an average level of Internet usage adequacy and that the younger candidate teachers and those in higher classes use the Internet more frequently. Pre-service foreign language teachers have been found to have a moderate level of Internet usage frequency, adequacy and technology ownership in comparison with the other preservice teacher groups.

The Foreign Language Teacher as "Con Artist."

Science.gov (United States)

Hughes, Jean S.

A teacher's experiences in acquiring realia (mostly food-related) for her junior high school French classes are described. The collection of realistic props proved to be both a small adventure in itself and the source of a rewarding change in classroom instruction. The use of a simulated store, in which students bought and sold the imitation food,…

"Dear Teacher, Johnny Copied."

Science.gov (United States)

Jackson, Louise A.; And Others

1987-01-01

Presents the problem of intentional or unintentional plagiarism on the part of young students, several possible causes for it, and offers ways teachers can help students avoid copying and understand the value of owning one's writing. (JC)

A Review of Literature on Teacher Efficacy and Classroom Management

Science.gov (United States)

Dibapile, Waitshega Tefo Smitta

2012-01-01

The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…

Practices implemented by a Texas charter school system to overcome science teacher shortage

Science.gov (United States)

Yasar, Bilgehan M.

The purpose of this study was to examine practices used by a charter school system to hire and retain science teachers. The research design for this study was a qualitative case study. This single instrumental case study explored the issue within a bounded system. Purposeful sampling strategy was used to identify the participants who were interviewed individually. Findings of the case study supported that using online resources, advertising in the newspaper, attending job fairs, using alternative certification programs, attracting alumni, contacting the college of educations and hiring internationally helped the charter school system with hiring science teachers. Improving teacher salary scale, implementing teacher mentorship programs, reimbursing teachers for certification and master's programs, providing professional development and supporting teachers helped to retain science teachers. Therefore, this study contributes to determining strategies and techniques, selecting methods and programs, training administrators, and monitoring for successful hiring and retaining science teacher implementation.

An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature

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Sani Alhaji Garba

2013-02-01

Full Text Available The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21st. The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers’ with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literature-based (document-based qualitative study approach. The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.

Genetic Determinism and the Innate-Acquired Distinction in Medicine

Science.gov (United States)

2009-01-01

This article illustrates in which sense genetic determinism is still part of the contemporary interactionist consensus in medicine. Three dimensions of this consensus are discussed: kinds of causes, a continuum of traits ranging from monogenetic diseases to car accidents, and different kinds of determination due to different norms of reaction. On this basis, this article explicates in which sense the interactionist consensus presupposes the innate–acquired distinction. After a descriptive Part 1, Part 2 reviews why the innate–acquired distinction is under attack in contemporary philosophy of biology. Three arguments are then presented to provide a limited and pragmatic defense of the distinction: an epistemic, a conceptual, and a historical argument. If interpreted in a certain manner, and if the pragmatic goals of prevention and treatment (ideally specifying what medicine and health care is all about) are taken into account, then the innate–acquired distinction can be a useful epistemic tool. It can help, first, to understand that genetic determination does not mean fatalism, and, second, to maintain a system of checks and balances in the continuing nature–nurture debates. PMID:20234831

ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists through Collaboration

Science.gov (United States)

Hansen-Thomas, Holly; Grosso Richins, Liliana

2015-01-01

This article draws on data from the capstone graduate course in a specially designed professional development program for rural math and science teachers that describes how participant teachers translated their newly acquired knowledge about English as a second language (ESL) into a mentoring experience for their rural content specialist peers.…

Mental health first aid training for high school teachers: a cluster randomized trial

Directory of Open Access Journals (Sweden)

Jorm Anthony F

2010-06-01

Full Text Available Abstract Background 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. Methods 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. Results 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. Conclusions Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. Trial registration ACTRN12608000561381

Teachers and ICT: a necessary meeting

Directory of Open Access Journals (Sweden)

Ignacio Berzosa Ramos

2015-04-01

Full Text Available ICT (Information and Communication are a key element in today’s society and they will, little by little, sitting in the school. In this integration process teachers take a leading role research is needed. In this article the way the integration of ICT in a particular school affects the attitudes of teachers towards the same is reviewed, while the evolution that teachers experience in the uses made of ICT is observed and how they become an innovative tool that helps in the search for new educational practices.

Musical competence of preschool teachers

OpenAIRE

Grdešič, Irena

2012-01-01

My diploma deals with musical competencies of preschool teachers. Music education includes many different activities: singing various songs, playing different instruments, listening to music, being creative while listening to music and creating the music itself. It is of utmost importance that kindergarten teachers are capable of mediating music to the children and are able to incorporate it into the every day of their kindergarten activities. Music helps calm children down, it relaxes them, ...

Institutional traditions in teachers' manners of teaching

Science.gov (United States)

Lundqvist, Eva; Almqvist, Jonas; Östman, Leif

2012-03-01

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

An Economic Course for Elementary School Teachers. Second Revised Edition.

Science.gov (United States)

Lovell, Hugh; Harter, Charlotte

This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education

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Zimmermann, Friederike; Rösler, Lena; Möller, Jens; Köller, Olaf

2018-01-01

To support prospective teachers' professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed…

English Acquisition in Puerto Rico: Teachers' Insights

Science.gov (United States)

Eisenstein Ebsworth, Miriam; Ebsworth, Timothy John; Cai, Chencen

2018-01-01

Acquiring English in Puerto Rico involves the perceived advantages of bilingualism in contact with socio-political and economic forces that encourage and constrain the development of a population that is bilingual and biliterate in Spanish and English. Using a mixed design we report the perspectives of 86 experienced English teachers on the…

The Implications of The Sociopolitical Context on Arab Teachers in Hebrew Schools

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Hezi Y. Brosh

2013-06-01

Full Text Available The teaching of Arabic in Israel by a native speaker is unique; it has ramifications different from the teaching of, say, English by a native speaker. It is not just the nativity issue per se but, even more, the interaction between the native speaker and the status and role of the language in society in a given context. This paper investigates the extent to which language teachers from one ethnic group can integrate themselves into another ethnic group and still effectively teach their language. The paper describes how contextual variables impact the ability of the native language teacher to work in a nonnative educational network under conditions of cultural and political duress. In particular, the paper highlights the special circumstances confronting an Arab language teacher teaching Arabic in Israeli Hebrew schools, and the effects that this native teacher has on a learner's motivation to acquire the language in the first place. The teaching of Arabic in Israel by a native speaker is unique; it has ramifications different from the teaching of, say, English by a native speaker. It is not just the nativity issue per se but, even more, the interaction between the native speaker and the status and role of the language in society in a given context. This paper investigates the extent to which language teachers from one ethnic group can integrate themselves into another ethnic group and still effectively teach their language. The paper describes how contextual variables impact the ability of the native language teacher to work in a nonnative educational network under conditions of cultural and political duress. In particular, the paper highlights the special circumstances confronting an Arab language teacher teaching Arabic in Israeli Hebrew schools, and the effects that this native teacher has on a learner's motivation to acquire the language in the first place.

A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training

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Kannan, Kalpana; Narayanan, Krishnan

2015-01-01

This paper presents a structural equation modelling (SEM) approach for blended synchronous teacher training workshop. It examines the relationship among various factors that influence the Satisfaction (SAT) of participating teachers. Data were collected with the help of a questionnaire from about 500 engineering college teachers. These teachers…

Tourette--and Teachers.

Science.gov (United States)

Teitelbaum, Blanche R.

1979-01-01

Describes the Gilles de la Tourette Syndrome, a little-known disorder of the central nervous system whose symptoms include involuntary movements, such as facial tics, and the production of involuntary sounds, such as grunts and obscenities. Suggests ways teachers can help a child afflicted with this disorder. (SJL)

Reviewing Personality Compliance Level of Trainee Music Teachers in Terms of Music Genres, and Some Variables

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Pirgon, Yuksel

2014-01-01

In this study, personality compliance levels are examined according to tonality and tempo variables, which are acquired in consequence of analysis of music genres and pieces to which fine arts faculty, trainee music teachers mostly listen. A total of 31 students participated in the study. Data acquired from Hacettepe Personality Inventory (HPI)…

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

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David J. Shernoff

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

Choosing Great Books for Babies: Helping Children Develop a Life-Long Love of Reading

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Honig, Alice Sterling

2007-01-01

This article describes how a great choice of books could help children develop a life-long love of reading. Every teacher wants to boost a baby's chances in later success. The single most powerful tool a teacher has for awakening a deep love of books and learning is to read to children daily. Reading should become a loved, intimate activity filled…

Helping Italian science teachers to make earth and climate active lessons. Results of 3 years support with the ICLEEN project

Science.gov (United States)

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.

You Just Want to Be Like that Teacher: Modelling and Intercultural Competence in Young Language Learners

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Moloney, Robyn

2008-01-01

Language teachers are called upon to understand both the nature of students' intercultural competence and their own role in its development. Limited research attention has been paid to the relationship between the types of behaviour that language teachers model and the intercultural competence their students acquire. This article reports on a case…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

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

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Improving Early Career Science Teachers' Ability to Teach Space Science

Science.gov (United States)

Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.

2012-12-01

The GEMS Space Science Sequence is a high quality, hands-on curriculum for elementary and middle schools, created by a national team of astronomers and science educators with NASA funding and support. The standards-aligned curriculum includes 24 class sessions for upper elementary grades targeting the scale and nature of Earth's, shape, motion and gravity, and 36 class sessions for middle school grades focusing on the interactions between our Sun and Earth and the nature of the solar system and beyond. These materials feature extensive teacher support materials which results in pre-test to post-test content gains for students averaging 22%. Despite the materials being highly successful, there has been a less than desired uptake by teachers in using these materials, largely due to a lack of professional development training. Responding to the need to improve the quantity and quality of space science education, a collaborative of space scientists and science educators - from the University of California, Berkeley's Lawrence Hall of Science (LHS) and Center for Science Education at the Space Sciences Laboratory (CSE@SSL), the Astronomical Society of the Pacific (ASP), the University of Wyoming, and the CAPER Center for Astronomy & Physics Education - experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. Research on the exodus of young teachers from the teaching profession clearly demonstrates that early career teachers often leave teaching because of a lack of mentoring support and classroom ready curriculum materials. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers in middle school, and trained these master teachers to use the GEMS Space Science Sequence for Grades 6-8. Then, these master teachers were mentored in how to coach their

English as a third language in Norwegian schools. A study on English teachers' multilingual competence and knowledge of third language acquisition

OpenAIRE

Pedersen, Line

2016-01-01

This study investigates whether or not English teachers have the ability to teach English as an L3. The basis of this is the increase in multilingual pupils in Norwegian schools that are acquiring/will be acquiring English as their third language. The research question is as follows: ”Do English teachers have sufficient knowledge and competence in multilingualism to teach English as a third language to multilingual pupils?” As well as answering the research question, the study seeks to an...

Misconceptions Regarding the Brain: The Neuromyths of Preservice Teachers

Science.gov (United States)

Dündar, Sefa; Gündüz, Nazan

2016-01-01

Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging…

When words fail us: insights into language processing from developmental and acquired disorders.

Science.gov (United States)

Bishop, Dorothy V M; Nation, Kate; Patterson, Karalyn

2014-01-01

Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.

Using a motivation-based instructional model for teacher development and students' learning of science

Science.gov (United States)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

Calculus of Elementary Functions, Part I. Teacher's Commentary. Revised Edition.

Science.gov (United States)

Herriot, Sarah T.; And Others

This course is intended for students who have a thorough knowledge of college preparatory mathematics including algebra, axiomatic geometry, trigonometry, and analytic geometry. It does not assume they have acquired a background of elementary functions. This teacher's guide contains background information, suggested instructional procedures, and…

Teachers' Experiences With and Perceptions of Students With Attention Deficit/hyperactivity Disorder.

Science.gov (United States)

Lawrence, Kay; Estrada, Robin Dawson; McCormick, Jessica

The purpose of this research was to examine teacher experiences with and perceptions of students with attention deficit/hyperactivity disorder (ADHD). Teachers are integral in helping these children learn effectively and foster healthy relationships, yet little is known about their interactions with these children. Semi structured interviews were conducted with a purposive sample of fourteen currently practicing or retired elementary and middle schools teachers in North Carolina and South Carolina. All interviews were audio-recorded then analyzed for common themes. Participants obtained ADHD information from in-services or peer interaction, rather than formal education. Culture and gender influenced teacher perceptions, and ADHD classroom strategies were based on anecdotal experience. Teachers experienced guilt and worry while negotiating student needs, school system constraints, and family issues. While teachers have developed effective coping mechanisms through informal means, formal education and support will help teachers better serve students with ADHD. Pediatric nurses in many settings can benefit from better understanding how teachers perceive and interact with students who have attentional issues. Copyright © 2017 Elsevier Inc. All rights reserved.

GLOBAL EDUCATION: WHAT TEACHERS CAN DO IN THE CLASSROOMS

Directory of Open Access Journals (Sweden)

Julia Eka Rini

1999-01-01

Full Text Available This article will give examples of what teachers of second language can do to implement global education, especially peace and environmental education in the classrooms in university level. This is an attempt to give a new meaning to the same materials used in the classrooms. Besides enabling the students to acquire and use a second language, teachers can make the students aware of the importance of environment. Moreover, teachers can initiate to spread peace in the small world of a classroom and a chain reaction is expected to happen from this small world to the bigger world outside the classroom. The skill and content courses used as examples here are taken from the ones used at English Department at Petra Christian University.

World History and Teacher Education: Challenges and Possibilities

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Marino, Michael

2011-01-01

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

RAPID DETECTION OF PNEUMOCOCCAL ANTIGEN IN PLEURAL FLUID OF PATIENTS WITH COMMUNITY ACQUIRED PNEUMONIA

NARCIS (Netherlands)

BOERSMA, WG; LOWENBERG, A; HOLLOWAY, Y; KUTTSCHRUTTER, H; SNIJDER, JAM; KOETER, GH

Background Detection of pneumococcal antigen may help to increase the rate of diagnosis of pneumococcal pneumonia. This study was designed to determine the value of rapid detection of pneumococcal antigen in pleural fluid from patients with community acquired pneumonia. Methods Thoracentesis was

A Teacher's Bookshelf: The Historical Geography of the United States.

Science.gov (United States)

Danzer, Gerald A.

1993-01-01

Contends that historical geography helps teachers understand the link between history and geography. Presents an annotated bibliography of recommended geography books for teachers. Asserts that the most essential volume is an atlas of U.S. history. (CFR)

A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

Science.gov (United States)

Doepker, Gina M.

2015-01-01

There has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education…

Organizational Conflict among Teachers and the Principal's Strategies of Dealing with It from the Teachers' Perspective in Schools of Jordan

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Jubran, Ali Mohammad

2017-01-01

This research aimed to evaluate the degree of organizational conflict among teachers in Jordanian schools, along with the principal strategies to deal with them effectively. The research population was based on a sample of 123 teachers from Irbid, Jordan for the academic year 2013/2014. A descriptive research approach was adopted with the help of…

A psychotherapeutic approach with elementary school teachers.

Science.gov (United States)

Multari, G

1975-01-01

The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

Saudi Parents' Perceptions of the Kind of Help They Offer to Their Primary School Kids

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Mahmoud, Salameh S.

2018-01-01

Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and…

The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia

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Protner Edvard

2014-01-01

Full Text Available The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0, but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.

Teachers staying ahead of the game

CERN Multimedia

2009-01-01

Even though the school holidays are in full swing, some 40 high-school teachers have come to CERN to take part in the High School Teachers (HST) programme organised by the CERN Education Group (see box). Far from considering this as a piece of holiday fun, the teachers are getting their hands dirty and putting in some serious hours’ learning. The High School Teachers 2009 at CERN.The 3-week HST programme hosts dozens of teachers from around the world, offering a deeper insight into particle physics through a variety of lectures, visits and workshops. The programme’s ambitious overall aim is to help these teachers to inspire their students to follow careers in science. In the second week, they split up into working groups to evaluate CERN’s existing educational tools or create new ones. "This year, one of the groups is reviewing some of the CERN visits service itineraries," says HST programme manager Mick Storr. "From their pers...

Teachers Who Grow As Collaborative Leaders

Directory of Open Access Journals (Sweden)

Richard D. Sawyer

2001-10-01

Full Text Available The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1 developed as collaborators and 2 perceived elements of support from both within and outside the classroom for their collaborative efforts. The article argues that the successful collaborative efforts helped deepen their sense of agency and initiative within their teaching and, to a lesser degree, stimulated reform and change within their schools. In turn and to varying degrees, the process of collaboration supported their personal renewal in their work. The article suggests that structural support for these teachers that connected to their emerging personal practical knowledge was crucial for their development as teacher collaborators. The article concludes by suggesting how schools may be restructured to start to become sites of authentic leadership that build on the talents, meaning, voice, and knowledge of teachers.

EFL teacher professional change in India

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Toraskar Helen B.

2016-09-01

Full Text Available This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India at different stages in their careers. Wenger’s (1998 three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978. Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

Origins and consequences of technology acquirement by independent-living seniors : Towards an integrative model

NARCIS (Netherlands)

Peek, S.T.M.; Luijkx, K.G.; Vrijhoef, H.J.M.; Nieboer, M.N.; Aarts, S.; van der Voort, C.S.; Rijnaard, M.D.; Wouters, E.J.M.

2017-01-01

Background: Living independently can be challenging for seniors. Technologies are expected to help older adults age in place, yet little empirical research is available on how seniors develop a need for technologies, how they acquire these technologies, and how these subsequently affect their lives.

From the teachers' eyes: An ethnographic-case study on developing models of Informal Formative Assessments (IFA) and understanding the challenges to effective implementation in science classrooms

Science.gov (United States)

Sezen, Asli

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning in classrooms. This study focuses on teachers' use of "Informal Formative Assessments (IFA)" aimed at improving students' learning and teachers' frequent recognition of students' learning process. The study was designed as an ethnographic case study of four middle school teachers and their students at a local charter school. The data of the study included (a) teachers' responses to history of teaching questionnaire (b) video and audio records of teachers' assessment practices during two different scientific projects (c) video and audio records of ethnographic interviews with teachers during their reflections on their practices, and (d) field notes taken by the researcher to understand the assessment culture of the school. The analytical tools from sociolinguistics (e.g., transcripts and event maps) were prepared and discourse analysis based in an ethnographic perspective was used to analyze the data. Moreover, Cultural-Historical Activity Theory (CHAT) was also introduced as an alternative data analysis framework for understanding the role of division of labor among the elements of the community on the challenges and the outcomes of IFA practices. The findings from the analysis of the classroom discourse showed three different types of IFA cycles: connected, non-connected, and repeating. The analysis of the teachers' reflections showed that the effectiveness of these cycles did not only depend on whether the cycles were connected, but also on other variables such as the phase of the lessons and student's identities and abilities. Teachers' reflections during researcher-teacher meetings on the concept and the aims of IFA

Comparing teacher roles in Denmark and England

DEFF Research Database (Denmark)

Kelly, Peter; Dorf, Hans; Pratt, Nick

2014-01-01

This article reports the findings of a comparative study of teaching in Denmark and England. Its broader aim is to help develop an approach for comparing pedagogy. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions...... these prompted. These were clustered using the lens of Bernstein’s pedagogic discourse to construct teacher roles, which provided a view of pedagogy. Through this approach we have begun to identify variations in pedagogy across two countries. All teachers in this study adopted a variety of roles. Of significance...... was the ease with which competent English teachers moved between roles. The English teachers observed adopted roles consistent with a wider techno-rationalist discourse. There was a greater subject emphasis by Danish teachers, whose work was set predominantly within a democratic humanist discourse, whilst...

Learning-by-Being-Acquired

DEFF Research Database (Denmark)

Colombo, Massimo Gaetano; Moreira, Solon; Rabbiosi, Larissa

2016-01-01

In horizontal acquisitions, the post-acquisition integration of the R&D function often damages the inventive labor force and results in lower innovative productivity of acquired inventors. In this paper we study post-acquisition integration in terms of R&D team reorganization-i.e., the creation...... of new teams with both inventors of the acquiring and acquired firms-and assess the impact of this integration action in the period that immediately follows the acquisition. Drawing on social identity and self-categorization theories, we argue that R&D team reorganization increases the acquired inventors...

Factors Related to Professional Development of English Language University Teachers in Thailand

Science.gov (United States)

Wichadee, Saovapa

2012-01-01

Professional development is deemed necessary for university teachers at all levels, as it helps to enhance teaching quality. However, the extent of English language university teachers' professional development might depend on a number of factors. This paper reports on a study investigating English language university teachers' professional…

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

Science.gov (United States)

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

2012-01-01

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

Get These Questions Right and Your Teachers Make the Grade.

Science.gov (United States)

Ellis, Nancy H.

1989-01-01

A properly structured job-enrichment program can help motivate classroom teachers and encourage them to remain in the classroom. Offers examples of programs for enhancing the professional lives of teachers and cites pitfalls to avoid in designing a program. (MLF)

Teachers Should Not Only Inform but Also Entertain

Science.gov (United States)

Kubli, Fritz

2007-01-01

Teaching is, in many respects, an art. Teachers must strike the right balance between sometimes opposite demands. On the one hand, they should lead students to scientific insights; and on the other hand, their teaching should be attractive. Teachers should not only inform, but also entertain. Experiments and stories can help them to combine these…

Professional Development of New Higher Education Teachers with Information and Communication Technology in Shanghai: A Kirkpatrick's Evaluation Approach

Science.gov (United States)

Wu, Bian; Hu, Yiling; Gu, Xiaoqing; Lim, Cher Ping

2016-01-01

As information and communication technology (ICT) continues to develop, it is essential for teachers to acquire ability for teaching with ICT. In China, new higher education (HE) teachers often lack teaching experience because there are limited teaching opportunities during their postgraduate studies. This status quo may compromise the quality of…

The E.N.A.C.T. Model: Enhancing Teacher Candidates' Ability to Manage Student Behavior

Science.gov (United States)

Yost, Deborah S.; Mosca, Frank J.

2003-01-01

This program description presents a model of critical reflection that has helped teacher candidates appropriately apply behavior management theory to resolve behavioral problems. The authors developed the ENACT (Examine, Name, Analyze, Critically evaluate, and Treat) model to help teacher candidates analyze the cause of inappropriate behaviors to…

Fight the Dragons: Using Online Discussion to Promote Critical Literacy in Teacher Education

Science.gov (United States)

Woodcock, Christine

2009-01-01

Today's children are bombarded by a range of media, and it is the responsibility of teachers to equip students to engage critically. Just as teachers are responsible to teach critical literacy, teacher educators must help empower teachers to become more critically literate. This paper explores the role of online discussion in the ways it fosters…

The Opinions of Prospective Teachers about Peer Assessment

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Erdal Bay

2011-12-01

Full Text Available Introduction: Peer assessment has been popular in teacher education for decades. In this study, the opinions of prospective teachers about peer-assessment after an implemented course were collected. The correlation between peer-assessment scores and those of self-assessment and teacher assessments were also investigated. Method: A survey was administered to 56 prospective teachers taking the “Measurement and Evaluation” course in the department of English language teaching. Peer assessment, as well as self-evaluation and teacher-based assessment were applied in the study. To collect the data, open-ended questionnaires and interview forms were employed. Finding: The results indicated that that prospective teacher thought that they acquired professional skills through peer assessment. They also perceived that peer assessment enhanced the quality of learning, provided constructive feedback in learning process, and enabled them to obtain some democratic values. It was also regarded as a tiring and time-consuming activity. Lastly, as parallel to the literature, prospective teachers criticized peer assessment that they were not capable of evaluating themselves effectively because of several reasons such as peer-effect, emotional improper acts and unreliability among peers against each other‟s. Besides, significant a positive correlation was found among peer, self and teacher assessment scores. Conclusion: In conclusion, secrecy, usage of the rubrics, better comprehension of the criteria, training of prospective teachers in evaluation, and spending less time can be the factors that affect the peer assessment. Teachers are suggested that they should adopt contemporary measurement and evaluation techniques reflected within constructivist implementations in learning environments

Black and White Parents' Willingness to Seek Help for Children's Internalizing and Externalizing Symptoms.

Science.gov (United States)

Thurston, Idia B; Hardin, Robin; Decker, Kristina; Arnold, Trisha; Howell, Kathryn H; Phares, Vicky

2018-01-01

Understanding social and environmental factors that contribute to parental help-seeking intentions is an important step in addressing service underutilization for children in need of treatment. This study examined factors that contribute to parents' intentions to seek formal and informal help for child psychopathology (anxiety and attention-deficit/hyperactivity disorder [ADHD]). A total of 251 parents (N = 128 mothers, N = 123 fathers; 49% Black, 51% White) read 3 vignettes describing children with anxiety, ADHD, and no diagnosis. Measures of problem recognition, perceived barriers, and formal (pediatricians, psychologists, teachers) and informal (religious leaders, family/friends, self-help) help seeking were completed. Four separate hierarchical logistic regression models were used to examine parental help-seeking likelihood from formal and informal sources for internalizing and externalizing symptoms. Predictors were socioeconomic status, parent race, age, and sex, parent problem recognition (via study vignettes), and perceived barriers to mental health service utilization. Mothers were more likely than fathers to seek help from pediatricians, psychologists, teachers, and religious leaders for child anxiety and pediatricians, religious leaders, and self-help resources for child ADHD. Black parents were more likely to seek help from religious leaders and White parents were more likely to use self-help resources. Problem recognition was associated with greater intentions to seek help from almost all formal and informal sources (except from friends/family). Understanding factors that contribute to parental help seeking for child psychopathology is critical for increasing service utilization and reducing the negative effects of mental health problems. This study highlights the importance of decreasing help-seeking barriers and increasing problem recognition to improve health equity. © 2017 Wiley Periodicals, Inc.

Developing Culturally Competent Teachers: An International Student Teaching Field Experience

Science.gov (United States)

Salmona, Michelle; Partlo, Margaret; Kaczynski, Dan; Leonard, Simon N.

2015-01-01

This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a…

Reflective Methodology: The Beginning Teacher

Science.gov (United States)

Templeton, Ronald K.; Siefert, Thomas E.

1970-01-01

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

Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet

Science.gov (United States)

As'ari, Abdur Rahman; Mahmudi, Ali; Nuerlaelah, Elah

2017-01-01

In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers' readiness in critical thinking dispositions are available in the field of mathematics education. This study was…

Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge

Directory of Open Access Journals (Sweden)

Linda Darling-Hammond

2003-09-01

Full Text Available Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for

How Can We Help Hesitant Kindergarten Writers Become Risk Takers?

Science.gov (United States)

Sterling, Lora T.; Martin, Suzanne; Lyons, Sandra

This paper examines the ways kindergarten teachers can help improve the writing skills of their students who are hesitant to write. The paper describes a project that modified the physical classroom environment, nurtured the emotional climate, and used other strategies, such as allowing more time to write, modeling functional writing, and valuing…

Origins and consequences of technology acquirement by independent-living seniors: towards an integrative model.

Science.gov (United States)

Peek, S T M; Luijkx, K G; Vrijhoef, H J M; Nieboer, M E; Aarts, S; van der Voort, C S; Rijnaard, M D; Wouters, E J M

2017-08-22

Living independently can be challenging for seniors. Technologies are expected to help older adults age in place, yet little empirical research is available on how seniors develop a need for technologies, how they acquire these technologies, and how these subsequently affect their lives. Aging is complex, dynamic and personal. But how does this translate to seniors' adoption and acceptance of technology? To better understand origins and consequences of technology acquirement by independent-living seniors, an explorative longitudinal qualitative field study was set up. Home visits were made to 33 community-dwelling seniors living in the Netherlands, on three occasions (2012-2014). Semi-structured interviews were conducted on the timeline of acquirements, and people and factors involved in acquirements. Additionally, participants were interviewed on experiences in using technologies since acquirement. Thematic analysis was employed to analyze interview transcripts, using a realist approach to better understand the contexts, mechanisms and outcomes of technology acquirements. Findings were accumulated in a new conceptual model: The Cycle of Technology Acquirement by Independent-Living Seniors (C-TAILS), which provides an integrative perspective on why and how technologies are acquired, and why these may or may not prove to be appropriate and effective, considering an independent-living senior's needs and circumstances at a given point in time. We found that externally driven and purely desire-driven acquirements led to a higher risk of suboptimal use and low levels of need satisfaction. Technology acquirement by independent-living seniors may be best characterized as a heterogeneous process with many different origins, pathways and consequences. Furthermore, technologies that are acquired in ways that are not congruent with seniors' personal needs and circumstances run a higher risk of proving to be ineffective or inappropriate. Yet, these needs and circumstances are

Acquired neuropathies.

Science.gov (United States)

Lozeron, Pierre; Trocello, Jean-Marc; Kubis, Nathalie

2013-09-01

Acquired neuropathies represent most of the neuropathies encountered in clinical practice. Hundreds of causes have been identified even though up to 41% of patients are still classified as idiopathic (Rajabally and Shah in J Neurol 258:1431-1436, 1). Routine evaluation relies on comprehensive medical history taking, clinical examination, nerve conduction studies and laboratory tests. Other investigations such as nerve biopsy or nerve or muscle imaging are performed in specific settings. This review focuses on recent advances in acquired neuropathies.

Reflection on key competencies for lifelong learning: A structural analysis of teachers' study programmes in the Republic of Croatia

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Matilda Karamatić Brčić

2014-08-01

Full Text Available Educating teachers on the initial level of the teachers' studies programmes' compulsory and elective courses allows these educators to acquire the competencies they need to transmit and teach the same information to children. In the realm of contemporary educational practices, acquiring competency in teaching work is part of a process of lifelong learning. This paper will analyse the structure of Croatian teachers' studies programmes, focusing on the name of the course and the teaching workload of the same, with an emphasis on the concept of key competencies for lifelong learning according to the European Framework of Reference. In this paper, compulsory and elective courses were classified according to the following competencies for lifelong learning: communication in the mother tongue, communication in foreign languages, mathematical competencies, basic competencies in science and technology, and digital competency. The results reveal that there are no statistically significant differences among Croatian teachers' studies programmes in terms of teaching workload, taking into account how competent the teacher is considered to be; there are statistically significant differences among the Croatian teachers' studies programmes in the possible teaching workload for elective courses because of teacher's perceived competency level. Despite the fact that all of the teachers' studies programmes bestow the same title upon graduates, the analysis of access to teacher studies in the  Republic of Croatia shows that the screening criteria are different in study programmes at different universities.

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.

How Is My Child Doing?: Preparing Pre-Service Teachers to Engage Parents through Assessment

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Mehlig, Lisa M.; Shumow, Lee

2013-01-01

The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to…

Content-Focused Teacher Meetings as Effective Teacher Learning Opportunities: Do They Really Help Improve Overall Reading Achievement and Reduce the Achievement Gap in First Grade Classrooms?

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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…

Authentic Role-Playing as Situated Learning: Reframing Teacher Education Methodology for Higher-Order Thinking

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Leaman, Lori Hostetler; Flanagan, Toni Michele

2013-01-01

This article draws from situated learning theory, teacher education research, and the authors' collaborative self-study to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. First, we review the Interstate Teacher Assessment and Support Consortium standards to confirm the call for…

Teachers and Science Curriculum Materials: Where We Are and Where We Need to Go

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Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H.

2016-01-01

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…

How to be a brilliant English teacher

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Wright, Trevor

2012-01-01

Now in its second edition, Trevor Wright's hugely popular How to be a Brilliant English Teacher is packed with practical advice drawn from his extensive and successful experience as an English teacher, examiner and teacher trainer. This accessible and readable guide offers sound theoretical principles with exciting practical suggestions for the classroom. Fully updated to include a new expanded section on differentiation and inclusion, as well as covering new material on behaviour management and teaching poetry for enjoyment and personal response, this book tackles other tricky areas such as: Starting with Shakespeare Effective planning and assessment Learning to love objectives Working small texts and big texts Drama. Trainee teachers will find support and inspiration in this book and practising English teachers can use it as an empowering self-help guide for improving their skills. Trevor Wright addresses many of the anxieties that English teachers face, offering focused and realistic solutions.

A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research

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Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia

2013-01-01

The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research.

DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS

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Valentin Cosmin Blândul

2017-08-01

Full Text Available In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge, psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content. Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education.

Affect and Acceptability: Exploring Teachers' Technology-Related Risk Perceptions

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Howard, Sarah K.

2011-01-01

Educational change, such as technology integration, involves risk. Teachers are encouraged to "take risks", but what risks they are asked to take and how do they perceive these risks? Developing an understanding of teachers' technology-related risk perceptions can help explain their choices and behaviours. This paper presents a way to…

Using Analysis in Children's Literature to Challenge Future Teachers.

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Roberts, Sherron Killingsworth

Teacher educators need to take the responsibility for providing future teachers with long-term evaluative skills necessary to select good literature. Educators must also take responsibility for modeling the powerful notion that books or literature aid in everyone's personal search for meaning. The process of analyzing literature is helpful in…

Zmienne komunikacyjne nauczyciela w percepcji studentow [Teachers' communication variables in higher education students' perceptions

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Sztejnberg, A.; Brok, den P.J.; Hurek, J.; Karczmarek, Z.; Jankowski, K.; Sitarska, B.; Tkaczuk, C.

2004-01-01

This study investigated students¿ perceptions of their best teachers in higher education. Teacher behaviour was conceptualised in terms of the teacher-student interpersonal relationship and described in terms of eight behavioural sectors ¿ leadership, helpful/friendly, understanding, student

Location. Unit 9. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-09.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M-M)

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Tatto, Maria Teresa; Peck, Ray; Schwille, John; Bankov, Kiril; Senk, Sharon L.; Rodriguez, Michael; Ingvarson, Lawrence; Reckase, Mark; Rowley, Glenn

2012-01-01

The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…

Ways to prepare future teachers to teach science in multicultural classrooms

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Billingsley, Berry

2016-06-01

Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science teachers to become more knowledgeable and reflective about how to teach school students with a range of worldviews and religious beliefs. The aim of this paper is to take that proposition a step further by considering what the aims and content of a session in teacher education might be. The focus is on helping future teachers develop strategies to teach school students to think critically about the nature of science and what it means to have a scientific worldview. The paper draws on data gathered during an interview study with 28 students at five secondary schools in England. The data was analysed to discover students' perceptions of science and their perceptions of the way that science responds to big questions about being human. The findings are used to inform a set of three strategies that teachers could use to help young people progress in their understanding of the nature of science. These strategies together with the conceptual framework that underpins them are used to develop a perspective on what kinds of pedagogical content knowledge teacher education might usefully provide.

Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

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Alon, Nirit Lavie; Tal, Tali

2017-08-01

This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and guides, and administered questionnaires. We found different levels of teacher involvement, ranging from mainly supervising and giving technical help, to high involvement especially in the cognitive domain and sometimes in the social domain. Analysis of students' self-reported outcomes showed that the more students believe their teachers are involved, the higher the self-reported learning outcomes.

Careers in Industrial Sewing for the Apparel Manufacturing Industry: Teacher-Student Guide.

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American Apparel Manufacturers Association, Arlington, VA. Education Committee.

The teacher-student guide has been developed as a service to schools in an effort to help them organize and operate meaningful courses in apparel manufacturing. For the school it furnishes practical information in implementing the course, such as facility design, equipment requirements, and teacher selection. For the teacher it provides a…

How Can I Help My Students with Learning Disabilities in Mathematics?

Science.gov (United States)

Jiménez-Fernández, Gracia

2016-01-01

Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

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Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Teaching Is Still an Art, Mexican Teachers Remind Us.

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Hill, Margaret

1997-01-01

Describes working with 14 Mexican English teachers for 2.5 years at an elementary school in Guadalajara to help them implement an effective whole language program. Describes how these teachers used models of rich language, familiar movies, drama creations, family stories, and their own artistic talents to enhance learning in their classrooms.…

Understanding Emotions through Games: Helping Trainee Teachers to Make Decisions

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Lavega, Pere; Filella, Gemma; Agullo, Maria Jesus; Soldevila, Anna; March, Jaume

2011-01-01

Introduction: The aim of this study was to provide guidelines to help professionals make decisions regarding the types of emotions produced by different sporting games classified into four domains of motor action (psychomotor, co-operation, opposition and cooperation/opposition). Method: The sample comprised 284 first-year university students of…

Help!

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Adams, Caralee

2006-01-01

This article presents ten time-saving ideas for teachers. One great time-saving tip is to come in an hour early once or twice a week for grading papers. It is also a great idea if teachers will not give tests on Friday in order to reduce their weekend work.

Teachers perception about epilepsy Percepção de professores sobre epilepsia

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Paula T. Fernandes

2007-06-01

Full Text Available PURPOSE: To identify in a town of Brazil the knowledge, attitude and perception of epilepsy in teachers of elementary schools and to compare these before and after a training exercise. METHODS: Teachers of nine public schools of Barão Geraldo, Campinas, Brazil completed a questionnaire. Two researchers had meetings with teachers, presenting the Global Campaign "Epilepsy out of the shadows", when the questionnaire was first completed by all attendees. Twenty teachers of these schools were motivated to attend a training course entitled "Epilepsy and Health" as part of their continuous education programme. Two years later the same questionnaire was again completed (post-test by these 20 teachers. RESULTS: 100 teachers originally completed the questionnaire (97 women, mean age 42 years, 64 married. Forty-three percent of teachers said that they had enough knowledge regarding epilepsy and 20% said that they had poor knowledge about the condition. Regarding the IQ of children with epilepsy, 45% of teachers believed that they had average IQ, 18% above average, six percent under average and 29% did not know. Teachers believed that children with epilepsy have a higher possibility of acquiring mental disease in the future (51%; that epilepsy is a disease (68%; that epilepsy is contagious (1%; epilepsy is treatable (90%. After the course, the teachers’ beliefs seem to have improved. DISCUSSION: This work with elementary school teachers identified difficulties related to epilepsy which, if addressed, may help promote better quality of life of people with epilepsy in the community and help to decrease stigma attached to the condition. Better informed teachers are likely to have a more positive attitude and this will be passed to others. Educational campaigns about epilepsy amongst teachers should be encouraged as this may improve the management of epilepsy, by helping to develop a well informed and tolerant community.OBJETIVO: Identificar atitudes e

A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education.

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Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn

2008-02-01

Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

Educating English Learners: What Every Classroom Teacher Needs to Know

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Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

Professional Development for Rural and Remote Teachers Using Video Conferencing

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Maher, Damian; Prescott, Anne

2017-01-01

Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

Mentoring and Coaching Tips: How Educators Can Help Each Other

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Waterman, Sheryn Spencer

2013-01-01

This book is for educators at all levels and is packed with creative, use-now tips and activities to support new and struggling teachers. Combining real-life scenarios with current research, the author demonstrates how educators can get the most out of available resources, promote a school culture devoted to helping and caring, and meet common…

Helping the Child with a Cleft Palate in Your Classroom.

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Moran, Michael J.; Pentz, Arthur L.

1995-01-01

Guidelines for teachers of a student with a cleft palate include understand the physical problem; know what kind of speech problem to expect; be alert to the possibility of language-based learning difficulties; watch for signs of hearing loss; be alert to socialization problems; help the student make up work; and avoid self-fulfilling prophecies.…

Global Connections: Web Conferencing Tools Help Educators Collaborate Anytime, Anywhere

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Forrester, Dave

2009-01-01

Web conferencing tools help educators from around the world collaborate in real time. Teachers, school counselors, and administrators need only to put on their headsets, check the time zone, and log on to meet and learn from educators across the globe. In this article, the author discusses how educators can use Web conferencing at their schools.…

Location. Unit 9. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-09.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Location. Unit 9. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-09.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on location in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Using Research-Based Video-Cases to Help Pre-Service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

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Lin, Pi-Jen

2005-01-01

The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…

We'll Make You a Better Teacher: Learning from Guitar Techniques

Science.gov (United States)

Greenbowe, Thomas J.

2008-02-01

It is worth noting that there are more resources and more uses of technology available world-wide to help individuals become better guitar players than there are resources available to help individuals become better science teachers. Providing resources and services to help individuals become effective chemistry teachers and improve their chemistry teaching and expand their range of techniques is a worthwhile endeavor. This commentary proposes that a new magazine should be developed and designed to complement and augment the Journal of Chemical Education , the Examinations Institute, the BCCEs, and programming at regional, national, and international meetings. We need to be making use of the expertise of chemical educators from around the world to convey the best practices of teaching chemistry. This magazine would feature topics directly relating to teaching chemistry in the classroom and it would include master teachers explaining and discussing chemistry education techniques. A Web site and perhaps a DVD would have digital movies of master chemistry teachers illustrating how they implement a specific technique with students. The Web site would serve as a repository for resources. It would serve as an alternative site for professional development.

Approaches to Inquiry Teaching: Elementary teacher's perspectives

Science.gov (United States)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Conferencias de padres-educadores: Sugerencias para los padres (Parent-Teacher Conferences: Suggestions for Parents). ERIC Digest.

Science.gov (United States)

Clark, Ann-Marie

Parent-teacher conferences sometimes become a cause for concern for everyone involved. This Spanish-language ERIC Digest outlines ways to improve communication during parent-teacher conferences. Suggestions are offered to help parents participate more effectively in conferences, including identifying what is being done to help a child overcome a…

Adjustment to acquired vision loss in adults presenting for visual disability certification.

Science.gov (United States)

Nakade, Aditya; Rohatgi, Jolly; Bhatia, Manjeet S; Dhaliwal, Upreet

2017-03-01

Rehabilitation of the visually disabled depends on how they adjust to loss; understanding contributing factors may help in effective rehabilitation. The aim of this study is to assess adjustment to acquired vision loss in adults. This observational study, conducted in the Department of Ophthalmology at a tertiary-level teaching hospital, included thirty persons (25-65 years) with visual disability, might contribute to reducing stress and depression.

Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

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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

English medium of instruction: A situation analysis | Uys | South ...

African Journals Online (AJOL)

The majority of learners in southern Africa receive their education through the medium of a second language, English. Although teachers of English play a crucial role in helping learners to acquire language skills in the medium of instruction, we argue that subject content teachers' lack of attention to the teaching of the four ...

Fabulous First Graders: Confessions of a First-Year Teacher

Science.gov (United States)

Smoll, Tracy L.

2004-01-01

A step-by-step self-portrait lesson helped students with their listening skills, following directions, expanding their art vocabulary, and using a variety of art media and techniques. This article describes a simple lesson that enabled a teacher to have an excellent relationship with her first grade students. The teacher who wrote this article…

From Classroom to Coach: One Teacher's Journey

Science.gov (United States)

Cataldo, Penny

2013-01-01

In this article Penny Cataldo, a veteran early childhood mathematics teacher, describes her experience as a first time early childhood math coach. In contrast to her role as a teacher, as a math coach she was expected to lend her "expertise" to her fellow early childhood colleagues and help them develop their math practice. After…

Assessing the Relationship of Principals' Leadership Styles on Teacher Satisfaction and Teacher Turnover

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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…

Reflective Journals as a Research Tool: The Case of Student Teachers' Development of Teamwork

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Bashan, Bilha; Holsblat, Rachel

2017-01-01

The study explores the development of teamwork among a group of Israeli student teachers enrolled in a practicum, in order to help teacher educators to understand better the processes student teachers experience in becoming a collaborative team. The student teachers' reflective journals provide qualitative evidence of the stages in the development…

Teacher Representations of English as a Foreign Language: Case Study of Two Teachers in Turkey

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Sultan Turkan

2013-01-01

Full Text Available In a developing nation like Turkey, the English language plays a significant role in educational and socioeconomic mobility. English is acquired and taught as a foreign language (EFL primarily in the classrooms. However, the ways in which English language is represented in classroom instruction have been hardly examined and understood. With that, this paper aims to depict two teachers’ representations of the English language as influenced by a university entrance English language test administered in 2008 in Turkey. The two teachers’ representations of the English language are projected from a 12th grade classroom at an Anatolian Lycee located in the Mediterranean region of Turkey. Doyle's task framework is employed, specifically in order to map what content representations emerged out of the teachers' classroom practices. Data sources include biweekly teacher logs, biweekly interviews, and biweekly classroom observations. The paper highlights that the two teachers' classroom representations of English were entrenched with the idea of highstakes test preparation for university admissions as they deemed test preparation as a major part of their classroom instruction. That is, representations of the English language were contracted to tested structures and items. The paper illustrates the teachers’ representations of reading and grammar with the insight that division of labour, though not in the form of collaboration, made it possible for the teachers to cope with the contraction effect of test preparation

Pricing Strategy. Unit 10. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-10.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Nova Scotia Teachers' ADHD Knowledge, Beliefs, and Classroom Management Practices

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Blotnicky-Gallant, Pamela; Martin, Cheron; McGonnell, Melissa; Corkum, Penny

2015-01-01

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs about…

Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

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Miranda, Rommel

2012-01-01

This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

Attitudes of Preschool Teachers toward the Integration of Handicapped Children.

Science.gov (United States)

Dyson, Lily L.; Kubo, H. Richard

Forty-six supervisors and teachers were surveyed regarding their attitudes toward integration of handicapped children in a regular preschool program, the helpfulness of supportive services, and the necessary conditions for the integration of their programs. Findings showed that the majority of teachers were in favor of integration and supportive…

DEPTH2: Developing Professional Knowledge in D&T Secondary Initial Teacher Education

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Owen-Jackson, Gwyneth

2008-01-01

There are various aspects to teachers' professional knowledge, some such as subject knowledge are more easy to articulate than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various aspects of teachers' professional knowledge in order to be able to help themselves reflect on and…

GOOD PRACTICES REGARDING PRESCHOOL AND PRIMARY SCHOOL TEACHERS` INITIAL TRAINING

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Gabriela V. KELEMEN

2013-11-01

Full Text Available The training of future preschool and primary school teachers at a high quality level is a main goal of our institution and all our efforts are channelled towards fulfilling it. Being a teacher is a science, a science based on competences acquired while attending well-structured lectures that mingle theoretical knowledge with practical assignments. Students acquire knowledge, abilities and develop field related competences during initial training but three years of study are not enough. The Law of Education regulates the following amendment: in order for a teacher to be well trained to meet the requirements of the third millennium it is necessary for him/her to continue the training in level II i.e. master degree, which provides additional competences. In this article we discuss a master programme developed within an European project that offers educational training according to the requirements of a high quality training both practical and theoretical. The components of the Master programme entitled Psychopedagogy of early education and young schooling containa curriculum adjusted to the requirements of a competitive higher education, the courses and seminars are the result of a thorough analysis of different educational models that have been implemented in other European countries. Currently, we are at the end of the first year and we want to share the good practices obtained so far.

Qualification and competence in workers with limitations acquired in work related activity

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Rosa Liliana Sbriller

2017-12-01

Full Text Available Introduction: The present research is based on the posture of critical occupational therapy and analyzes the concept of occupational skills required in the current job market, and its application in processes of work exclusion - inclusion in people with limitations acquired due to work related activities. Objective: Describe and analyze the concept of labor competencies within the transformation of the globalized occupational world, and analyze the impact of the required skills in the processes of exclusion - inclusion of people with limitations acquired due to work related activities. Method: Qualitative research. Technique: Documentary analysis and literary review. Results: Consider skills as construction in social action promotes debate within the field of occupational therapy with regard to professional intervention, expanding opportunities for job inclusion of people limitations acquired due to work related activities within the context of economic exclusion from the globalized labor market. Conclusion: Understanding the problem and it is current implications, helps to question praxis of occupational therapy and promotes the basis for an empirical investigation.

DRUG ABUSE, A SOURCE BOOK AND GUIDE FOR TEACHERS.

Science.gov (United States)

HILL, PATRICIA J.; KITZINGER, ANGELA

THIS SOURCEBOOK CONTAINS INFORMATION TO HELP TEACHERS INSTRUCT ABOUT DRUGS AND DISCOURAGE DRUG ABUSE. THE INFORMATION IS APPLICABLE TO ANY GROUP OR GRADE LEVEL BUT IT IS PRIMARILY DIRECTED AT A K-12 PROGRAM. THE CONTENT HAS BEEN SELECTED, ORGANIZED, AND PRESENTED IN TERMS OF PRESUMED TEACHER NEED AND IS NOT INTENDED FOR DIRECT PUPIL USE.…

Computer Processing 10-20-30. Teacher's Manual. Senior High School Teacher Resource Manual.

Science.gov (United States)

Fisher, Mel; Lautt, Ray

Designed to help teachers meet the program objectives for the computer processing curriculum for senior high schools in the province of Alberta, Canada, this resource manual includes the following sections: (1) program objectives; (2) a flowchart of curriculum modules; (3) suggestions for short- and long-range planning; (4) sample lesson plans;…

Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

Science.gov (United States)

Deal, Debby

Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

The High School Dropout Problem: Perspectives of Teachers and Principals

Science.gov (United States)

Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

2009-01-01

To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

Teacher and student supports for implementation of the NGSS

Science.gov (United States)

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.

Knowledge and attitude on renewable energy amongst teachers in Malaysia

International Nuclear Information System (INIS)

Nor Azilah Nah; Irfan Naufal Umar; Mohammed Zin Nordin; Shanthi Balraj; Kamarulazizi Ibrahim

2006-01-01

As teachers are one of the more important agents for disseminating information, a study was done to gauge the knowledge and attitude concerning Renewable Energy (RE) and Energy Efficiency (EE) amongst teachers in Malaysia. Results from the study have shown that teachers do not have adequate knowledge on the concept of RE. They also viewed education as the best strategy in ensuring the success of RE practices. Although there is an interest to know more about RE, the teachers felt that they were inadequately trained to teach this subject in schools, that there are not enough teachers to teach the subject in the schools and that this topic should be integrated as part of co-curricular activities. CETREE, as a centre for education and training in Renewable Energy and Energy Efficiency has already started a curriculum to train teachers on the awareness of Renewable Energy (RE) and Energy Efficiency (EE). Result of this study indicates that more training and campaigns need to be implemented at school levels to promote the awareness on RE and EE. This paper will also discuss knowledge and attitude as important factors to consider in creating awareness on RE for the next generation. Teachers need to acquire the knowledge and positive attitude toward these concepts to become successful change agents. Media preference amongst teachers concerning ways to educate the public on RE will also be highlighted

Pricing Strategy. Unit 10. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-10.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Pricing Strategy. Unit 10. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-10.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Handwriting Manual for Primary Teachers in Somalia. African Studies in Curriculum Development & Evaluation No. 61.

Science.gov (United States)

Dirie, Mohamed Farah

Concern over the poor and illegible handwriting of the students in Somalia led to the development of this handwriting manual for primary school teachers to: (1) give teachers guidance in teaching handwriting; (2) help teachers in the methodology of teaching handwriting; (3) let teachers know the easier ways of making cheap and obtainable materials…

Stephen Hawking's Universe. Teacher's Guide.

Science.gov (United States)

Thompson, Malcolm H.; Rameau, Jonathan D.

This program guide is meant to help teachers assist their students in viewing the six-part public television series, "Stephen Hawking's Universe." The guide features program summaries that give background information and brief synopses of the programs; previewing activities that familiarize students with the subject; vocabulary that…

Classroom Simulation for Trainee Teachers Using 3D Virtual Environments and Simulated Smartbot Student Behaviours

OpenAIRE

Alotaibi, Fahad Mazaed

2014-01-01

his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments’ motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This ty...

The Influence of Principal Actions That Develop Social Capital as Perceived by Elementary Teachers

Science.gov (United States)

Chapman, Stephen J.

2014-01-01

The purpose of this phenomenological study was to identify principal actions and strategies that support teachers in the development of social capital as perceived by teachers in high performing Dallas County elementary schools. This study addressed the following research questions: 1. What principal actions or strategies help teachers develop…

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

Science.gov (United States)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Full Inclusion: Understanding the Role of Gay and Lesbian Texts and Films in Teacher Education Classrooms

Science.gov (United States)

Hermann-Wilmarth, Jill M.

2007-01-01

This paper identifies some of the resources the author has found and used to help future teachers become fully inclusive teachers, particularly of early elementary students. Through sharing these resources--children's literature, a children's literature textbook, edited books for teacher educators and pre- and inservice teachers, and a video--the…

Decision support system in Predicting the Best teacher with Multi Atribute Decesion Making Weighted Product (MADMWP Method

Directory of Open Access Journals (Sweden)

Solikhun Solikhun

2017-06-01

Full Text Available Predicting of the best teacher in Indonesia aims to spur the development of the growth and improve the quality of the education. In this paper, the predicting  of the best teacher is implemented based on predefined criteria. To help the predicting process, a decision support system is needed. This paper employs Multi Atribute Decesion Making Weighted Product (MADMWP method. The result of this method is tested some teachers in  junior high school islamic boarding Al-Barokah school, Simalungun, North Sumatera, Indonesia. This system can be used to help in solving problems of the best teacher prediction.

What All Reading Teachers Should Know and Be Able to Do

Science.gov (United States)

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…

Financing the Business. Unit 11. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-11.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

Science.gov (United States)

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

New Teachers Search for Place in New Orleans

Science.gov (United States)

Zubrzycki, Jaclyn

2013-01-01

Derek Roguski and Hannah Sadtler came to New Orleans in 2008 through Teach For America. The competitive program provided five weeks' training and helped place them in schools, and both young teachers were eager to learn to teach and help the city's students. But they quickly found that they had more questions than answers about the schools they…

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

Science.gov (United States)

Fuming, Xu; Jiliang, Shen

2007-01-01

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

DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?

Directory of Open Access Journals (Sweden)

T. A. Strokova

2016-01-01

Full Text Available The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. Insufficient training of young teachers for independent research has been revealed. It was established that the research experience acquired by them while writing the final qualifying work is non-demanded in modern educational work, where innovation is pushed out due to mismatch of educational policy and the actual educational practice. The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. Also, the problems of final qualifying works supervision and management of pedagogical practice of students have been found out.Scientific novelty. Self-assessment of young teachers, concerning their research activities, has been conducted; it included a cluster of research activities that constitute its subject matter. The point for the need to abandon the narrow,  focused specialization in high school training of pre-service teachers and enhance their methodological preparation has been developed. Practical significance. Different ways of organizing work with in-service teachers concerning combination of subject specific and research specific aspects of their professional activities have been presented.

Can Turnitin come to the rescue: From teachers' reflections? | Bheki ...

African Journals Online (AJOL)

This article concluded that although Turnitin did not help teachers to prevent all learner acts of plagiarism, it did scare the learners away from any obvious act of plagiarism. Teachers and learners became aware of technology as the 'servant', not the 'master'. Grounded analysis was used to generate two themes for this study ...

The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative

Science.gov (United States)

Jao, Limin; McDougall, Douglas

2015-01-01

The transition from Grade 8 to Grade 9 is particularly difficult for students who were not very successful in mathematics in Grade 8. Research into ways to improve this transition as well as improve the teaching practices at the Applied level will be helpful for teachers, administrators, and policy makers. The Collaborative Teacher Inquiry Project…

Using ClassDojo to Help with Classroom Management during Guided Reading

Science.gov (United States)

Chiarelli, MaryAnne; Szabo, Susan; Williams, Susan

2015-01-01

This study examined the use of a free behavioral management software program to see if it was successful to help first grade students recognize and self-monitor their behaviors while working in centers during teacher directed guided reading time. The study found that ClassDojo had a positive impact on these first grade students' behaviors and…

Problem Solution Project: Transforming Curriculum and Empowering Urban Students and Teachers

Science.gov (United States)

Jarrett, Olga S.; Stenhouse, Vera

2011-01-01

This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master's program were summarized by cohort year…

Changes in Teacher Stress through Participation in Pre-Referral Intervention Teams

Science.gov (United States)

Lhospital, Ann Shargo; Gregory, Anne

2009-01-01

Teachers today face high stress that can compromise their well-being, longevity in the profession, and the quality of their interactions with students. Pre-referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support.…

Teacher as Learning Facilitator in ELT

Directory of Open Access Journals (Sweden)

Badea Elena Codruta

2012-05-01

Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.

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

Science.gov (United States)

Habermann, Mary Jean

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

Financing the Business. Unit 11. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-11.

Science.gov (United States)

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business finance in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

What Frameworks Are Helpful to Science Teachers and Their Pupils When Thinking about the Relationship between Science and Religion?

Science.gov (United States)

Borgeaud, Jane

2018-01-01

Secondary school science teachers report that their approaches to some topics are affected by the recognition that some pupils hold religious beliefs, while primary school teacher trainees express concern about teaching evolution to children with a religious faith. Pupils in British schools and internationally often assume a conflict between…

Community-acquired bacterial meningitis

NARCIS (Netherlands)

van de Beek, Diederik; Brouwer, Matthijs; Hasbun, Rodrigo; Koedel, Uwe; Whitney, Cynthia G.; Wijdicks, Eelco

2016-01-01

Meningitis is an inflammation of the meninges and subarachnoid space that can also involve the brain cortex and parenchyma. It can be acquired spontaneously in the community - community-acquired bacterial meningitis - or in the hospital as a complication of invasive procedures or head trauma

Acquired Methemoglobinaemia

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Adil Al-Lawati

2012-05-01

Full Text Available Acquired methemoglobinaemia is a relatively rare condition and, therefore infrequently encountered in acute medical practice. Suspicion of the condition may be triggered when the measured PaO2 is ‘out of keeping’ with the oxygen saturations that are discovered with pulse oximetry. We describe two separate cases of acquired methemoglobinaemia secondary to the recreational use of alkyl nitrites (’poppers’. The patients presented at separate times to two different teaching hospitals in London, UK. The similarity of these cases has led the authors to conclude that a raised awareness of this potentially fatal condition, and its association with a widely-available recreational drug, is necessary to ensure a correct and timely diagnosis.

Breaking the Mathematics Phobia of Secondary School Students ...

African Journals Online (AJOL)

kofimereku

objectives of teaching and students' learning styles and personality dimensions, but the teacher ... They are intended to help students to change their behaviour when that behaviour .... acquire concept and decision making skills. (Siddiqui and ...

Practical teachers in Recife and Olinda in second half XIX century

Directory of Open Access Journals (Sweden)

Dayana Raquel Pereira de Lima

2016-12-01

Full Text Available The reading, transcription and systemisation of governmental sources related to work and teaching associations in Recife and Olinda, during the XIX century, revealed practices linked mainly to individual benefits and political gains in its relations with public power. When tracking the specific path and demands of members of the 1872 Sociedade Propagadora da Instrução Pública as well as the petitions done by the teachers to the public power in the main working shifts of teaching - salaries, gratifications, exchanges, medical licenses, transferences, educational material etc - we will argue, using the methodology of microanalysis (REVEL, 1998, that the teachers as a working category was marked by individual practices of citizenship. In this sense, although there were associations, of “common interests” and a “discomfort” of public teachers, those developed personal strategies, according to the privileges acquired along their career which in fact deviate from building a teacher identity

Developing and evaluating health education learning package (HELP) to control soil-transmitted helminth infections among Orang Asli children in Malaysia.

Science.gov (United States)

Al-Delaimy, Ahmed K; Al-Mekhlafi, Hesham M; Lim, Yvonne A L; Nasr, Nabil A; Sady, Hany; Atroosh, Wahib M; Mahmud, Rohela

2014-09-02

This study was carried out to develop a health education learning package (HELP) about soil-transmitted helminth (STH) infections, and to evaluate what impact such a package could have in terms of reducing the incidence and intensity of STH infections among Orang Asli schoolchildren in Pahang, Malaysia. To identify the key risk factors of STH in Orang Asli communities, we applied an extensive mixed methods approach which involved an intensive literature review, as well as community-based discussions with children, their parents, teachers and health personnel, whilst also placing the children under direct observation. To evaluate the package, 317 children from two schools in Lipis, Pahang were screened for STH infections, treated by a 3-day course of albendazole and then followed up over the next 6 months. The knowledge of teachers, parents and children towards STH infections were assessed at baseline and after 3 months. The developed package consists of a half day workshop for teachers, a teacher's guide book to STH infections, posters, a comic book, a music video, a puppet show, drawing activities and an aid kit. The package was well-received with effective contributions being made by teachers, children and their parents. The incidence rates of hookworm infection at different assessment points were significantly lower among children in the intervention school compared to those in the control school. Similarly, the intensity of trichuriasis, ascariasis and hookworm infections were found to be significantly lower among children in the HELP group compared to those in the control group (P < 0.05). Moreover, the package significantly improved the knowledge, attitude and practices (KAP) of Orang Asli people and the knowledge of teachers towards STH infections. A school-based health education learning package (HELP) was developed which displayed a significant impact in terms of reducing the intensity of all three main STH infections, as well as in reducing the

The Application of 21st Century ICT Literacy Model among Teacher Trainees

Science.gov (United States)

Ahmad, Mazalah; Badusah, Jamaludin; Mansor, Ahmad Zamri; Abdul Karim, Aidah; Khalid, Fariza; Daud, Mohd Yusof; Din, Rosseni; Zulkefle, Diana Fazleen

2016-01-01

Malaysian Ministry of Education (MOE) plans to utilize ICT in improving the quality of learning in Malaysia. This aspiration is clearly stated in Malaysian Education Blueprint 2013-2015. Hence, teaching profession of today has demanded teachers to acquire certain ICT skills as a way of exploring, discovering and accessing information besides…

Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students' Experiences

Science.gov (United States)

Talens, Joy

2016-01-01

Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on…

Teachers' Perceptions of Full- and Part-Time Nurses at School

Science.gov (United States)

Biag, Manuelito; Srivastava, Ashini; Landau, Melinda; Rodriguez, Eunice

2015-01-01

Teachers and school nurses partner together to help ensure students stay healthy and engaged in school. The purpose of this study is to generate a deeper understanding of teachers' perceptions on the benefits and challenges of working with full- or part-time school nurses. We conducted a qualitative analysis of open-ended survey responses from 129…

Fighting Baddies and Collecting Bananas: Teachers' Perceptions of Games-Based Literacy Learning

Science.gov (United States)

Gerber, Hannah R.; Price, Debra P.

2013-01-01

This paper discusses how practicing teachers conceptualize commercial off the shelf (COTS) videogames within classroom-based English language arts instruction. Understanding how today's teachers perceive virtual worlds and videogames as an instructional tool for schema building within literacy development will help researchers better understand…

Laboratory-acquired brucellosis

DEFF Research Database (Denmark)

Fabiansen, C.; Knudsen, J.D.; Lebech, A.M.

2008-01-01

Brucellosis is a rare disease in Denmark. We describe one case of laboratory-acquired brucellosis from an index patient to a laboratory technician following exposure to an infected blood culture in a clinical microbiology laboratory Udgivelsesdato: 2008/6/9......Brucellosis is a rare disease in Denmark. We describe one case of laboratory-acquired brucellosis from an index patient to a laboratory technician following exposure to an infected blood culture in a clinical microbiology laboratory Udgivelsesdato: 2008/6/9...

The perception of science teachers on the role of student relationships in the classroom

Science.gov (United States)

Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

Sentenced to Die: Capital Punishment and the Eighth Amendment. Teacher's Guide.

Science.gov (United States)

Madden, Mary

This teacher's guide is designed to accompany the three-part videotape "Sentenced to Die." The videotape and teacher's guide should help students to: (1) understand the history of the Eighth Amendment; (2) examine the controversy surrounding the death penalty; (3) compare and contrast differing viewpoints on capital punishment; and (4)…

Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners

Science.gov (United States)

McCulloch, Allison W.; Marshall, Patricia L.; DeCuir-Gunby, Jessica T.; Caldwell, Ticola S.

2013-01-01

Mathematics autobiographies have the potential to help teachers reflect on their identities as mathematics learners and to understand their role in the development of their students' mathematics identities. This paper reports on a professional development project for K-2 teachers (n = 41), in which participants were asked to write mathematics…

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

Science.gov (United States)

Boesdorfer, Sarah B.; Staude, Kristin D.

2016-01-01

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

Teacher Evaluation: Organizational Maintenance Versus Stimulation of Improved Teaching Performance. The New Mexico Principalship Study.

Science.gov (United States)

Wood, Carolyn J.; Pohland, Paul A.

Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items…

In Their Own Voices: Helping Artistically Gifted and Talented Students Succeed Academically

Science.gov (United States)

Carroll, Karen Lee

2008-01-01

Art education is an interdisciplinary field in the sense that it requires a mix of studio practice with theory and academic-style learning. Teachers teach philosophy and theory drawn from psychology, social sciences, history, and the humanities. Helping students be successful readers, writers, speakers, and test-takers are goals shared with those…

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

Science.gov (United States)

Dolan, Erin

2013-01-01

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs. PMID:23828722

Twelve Steps toward Revitalization for Teachers.

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Newbrough, Art

1983-01-01

A dozen common sense ways to respond to and counter the teacher burnout syndrome are briefly discussed. Strategies include physical exercise, stress controls, recultivating special relationships, self-expressions, celebrations, enthusiasm maintenance, and professional support. The aticle is designed to help educators maintain a perspective on…

Perception of using group buying sites to acquire tourist services cou-pons

Directory of Open Access Journals (Sweden)

Luiz Mendes Filho

2016-08-01

Full Text Available Technologies brought new forms of business as in the case of group buying sites, which are basically a way to sell on the Internet that allows consumers to buy goods and services at lower prices. This study analyzed the travelers’ perception of the use of group buying sites to acquire tourist services coupons. The research presents a quantitative-exploratory approach using the Technology Acceptance Model to investigate the use of group buying sites to acquire tourist services coupons during a trip. They were collected 60 valid questionnaires with students from a public university in northeastern of Brazil. It was used a data collection survey type, with a non-probabilistic convenience sample. Since this is a pilot study with a small sample, the results were verified by the structural equation modeling (SEM, using the technique Partial Least Squares (PLS. From the analysis, it was found that most people who responded to the questionnaires are using group buying sites to acquire tourist services coupons. However, according to the results, the group buying sites may not be easy tools to help in decision making in purchasing tourism services.

Your Potential as an Entrepreneur. Unit 1. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-01.

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Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Occupational Stress and Professional Development of Primary School Teachers

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Mateja Modrej

2015-12-01

Full Text Available The occupation of primary school teachers is considered one of the most stressful professions. The survey was used to determine the incidence of stress in 110 primary school teachers in urban and rural schools in Slovenia, depending on seniority. Its aim was to learn about stress symptoms, stressful situations and strategies to manage stress among teachers. The results show that teachers evaluate their work as a very responsible one and in majority do not think about changing their job. Teachers most often perceive physical and emotional symptoms of stress. They are faced with stressful situations when working with pupils, at their professional work, and in relations with colleagues, school management, and parents. When difficulties arise in their work, teachers most often turn for help to a colleague or the school management; and they manage their stress by going for a walk and talking to their friends.

ANALISIS META PADA MANAJEMEN PASCA PELATIHAN UNTUK MENINGKATKAN PRODUKTIVITAS GURU DI SMK

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I Made Sudana

2011-02-01

Full Text Available Post in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1 there is no a clear procedure in evaluating productity of in-service training program, (2 there is no standardized procedures to evaluate teacher performance, (3 a complex teachers' background make evaluation instrument is difficult to be developed, (4 trainings have not been based on teachers needs, (5 training content could not be implemented, and (6 monotonous methode were usually employed. However, this research investigated seven advantages: (1 School productivity is improved, (2 relationship between management and staff is in harmony, (3 a faster  decision making is achieved, (4 a high commitment and motivation for school community, (5 to push more open management through implementation of participative managerial, (6 more effective communication, and (7 a functional conflict resolution. The advantages for teacher: (1 help teacher to make a better decision making, (2 to help teacher to solve problems, (3 motivational factors are internalized and operationalized, (4 to develop teacher to improve performance, (5 to help teacher to be a self confidence teacher, (6 to help teacher to acquire intellectual and technical ability, (7 to improve teacher's work satisfaction, (8 more   recognition on individual performance, (9 more independent teachers, and (10 lessen teacher's anxious toface future. Kata Kunci: Strategi manajemen, pascapelatihan, produktivitas.

Coping in an HIV/AIDS-dominated context: teachers promoting resilience in schools.

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Ebersöhn, Liesel; Ferreira, Ronél

2011-08-01

This paper explains how teachers in schools function as resources to buoy resilience in the face of human immunodeficiency virus/acquired immune deficiency syndrome-compounded adversities. We draw on participatory reflection and action data from a longitudinal study with teachers (n = 57, 5 males, 52 females) from six schools in three South African provinces. The study tracks the psychosocial support offered by teachers following their participation in the Supportive Teachers, Assets and Resilience project. Verbatim interview transcriptions were thematically analysed and three themes (as well as subthemes and categories) emerged: (i) Teachers use resources to promote resilience in schools [teachers use (a) systems and (b) neighbourhood health and social development services to identify and refer vulnerable cases]; (ii) Teachers form partnerships to promote resilience in schools [teacher partnerships include (a) children and families, (b) community volunteers and (c) community organizations, businesses and government] and (iii) School-based support is offered to vulnerable individuals [by means of (a) vegetable gardens, (b) emotional and health support and (c) capacity development opportunities]. We conclude that teachers can promote resilience in schools by establishing networks with service providers that function across systems to support vulnerable groups. We theorize that the core of systemic networks is relationships, that relationship-driven support networks mitigate the effects of cumulative risk and school-based networks can enable schools to function as resilience-promoting resources.

Teacher Education: Interface Between Practices and Policies: The Malaysian Experience 1979-1997.

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Ratnavadivel, Nagendralingan

1999-01-01

Describes preservice teacher education in Malaysia, focusing on the interface between policies and practices as orchestrated by the Teacher Education Division of the Ministry of Education. Looks at changes in the political, economic, and sociocultural spheres, both locally and internationally, that have helped ensure qualitative and quantitative…

Healthcare acquired infection (HAIs): a deadly problem that is preventable: UV can help, what's holding it back?

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Cowan, Troy E.

2018-02-01

Healthcare Acquired Infections (HAIs) pose a significant health risk to our nation, especially to those most in need of healthcare. One in every 25 people admitted to a hospital will be infected by one or more HAIs. Significant reductions in HAI risks can be advanced through innovative technologies, such as UV antimicrobial disinfecting devices. Development of such technologies, along with the associated Behavioral, Chemical and Technological protocols to combat infectious HAIs is a worthwhile pursuit for the public good. A significant good will be accomplished by engaging optical scientists and engineers as well as healthcare professionals in opportunities to advance light-driven antimicrobial devices to halt infections. Fundamental change can be effected through a path of advancing standards and methods including optical measurements, and testing the efficacy of UV light antimicrobial devices and related technologies.

Professionalizing the Self-Reflection of Student Teachers by Using a Wiki

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Wegner, Claas; Remmert, Kathrin; Strehlke, Friederike

2014-01-01

Critics encourage the process of "reflection" as a prerequisite for professionalizing how teachers behave in the classroom. Reflection helps in recognizing areas in need of improvement. Self-reflection is hence one of the teacher's most important skills in order to work constantly on one's teaching and how to improve it. However, the…

The Teacher as Instructional Designer: A Search Through the Curriculum Maze.

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Jacko, Carol M.; Garman, Noreen M.

The vast amount of literature on curriculum and instructional design does not establish a clear frame of reference to help teachers utilize and operationalize concepts and information. Four specific problem areas are of special concern in the literature: (1) the terminology and definitions are confusing; (2) the place of the classroom teacher is…

Beneath the Golden Arches: The McDonald's Corporation [and] Teacher's Guide.

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Brufke, Edward F.

This teacher developed case study which surveys the meteoric rise of the McDonald's Corporation and that of its chief promoter, Ray Kroc, is intended to help secondary students develop an understanding of economics and of the decision-making process. A teacher's guide containing questions for discussion and suggestions for class activities is…

Cognitive Coaching: An Examination of the Reflective Journaling of Teacher Candidates

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Henry, Aiyana Genae

2012-01-01

Cognitive Coaching is a method of instruction that recognizes the strength in thinking about thinking and fosters independent learning. Cognitive Coaching is one method of instruction that can help to better prepare teachers for the classroom. The purpose of this study was to determine the impact that Cognitive Coaching had on teacher candidates…

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

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Gibbone, Anne; Mercier, Kevin

2014-01-01

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

Teachers' Mindset and Responsibilities in Using Virtual Learning Environment (VLE) in Icelandic Schools

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Thorsteinsson, Gisli

2013-01-01

Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers'…

In-service teacher education: asking questions for higher order thinking in visual literacy

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Visvaganthie Moodley

2013-01-01

Full Text Available The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP facilitator, I demonstrate that within the framework of a carefully structured subject-specific PDP, teachers can be taught how to enhance thinking skills in the English visual literacy (VL learning classroom. Guided by an earlier taxonomy of cognition, and using qualitative methodology, the paper analyses data obtained from: (i observation notes and examination equivalents of 40 teachers from various public schools in Gauteng who were engaged in the Advanced Certificate in Education (ACE, English specialization programme; and (ii a case study of three teachers by means of semi-structured interviews, and a study of their lesson plans and worksheets.The paper examines, specifically, teachers' choice of texts and questions asked, for English second-language learners for the teaching of VL. It concludes by suggesting that if teachers themselves are first engaged in the cognitive processes they wish learners to acquire, they are better positioned to promote higher order among their learners.

Analyzing the Online Environment: How Are More Effective Teachers Spending Their Time?

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Barrentine, Scott Davis

Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they'll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students' self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

Urban Pre-Service K-6 Teachers' Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards

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Marri, Anand R.; Michael-Luna, Sara; Cormier, Maria Scott; Keegan, Patrick

2014-01-01

To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question--how do urban K-6 pre-service teachers currently enrolled in an urban education…

Task Persistence Mediates the Effect of Children's Literacy Skills on Mothers' Academic Help

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Kikas, Eve; Silinskas, Gintautas

2016-01-01

This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children's literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times--at the…

Using Facet Clusters to Guide Teacher Professional Development

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Seeley, Lane; DeWater, L. S.; Vokos, S.; Kraus, P.

2006-12-01

The Department of Physics and the School of Education at Seattle Pacific University, together with FACET Innovations, LLC, are beginning the second year of a five-year NSF TPC project, Improving the Effectiveness of Teacher Diagnostic Skills and Tools. We are working in partnership with school districts in Washington State to help teachers make their classrooms into better diagnostic learning environments. In this talk, we describe initial efforts to construct content-rich professional development courses for teachers, which are infused with diagnostic assessment that target the fine structure of student ideas in specific topical areas. * Supported in part by NSF grant #ESI-0455796, The Boeing Corporation, and the SPU Science Initiative.

I-LLINI Partnerships for 21st Century Teachers

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Read, K.; Wong, K.; Charlevoix, D. J.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

Quest data loggers. The participants also took pictures with the digital cameras provided through the partnership. During the afternoon session, water and air data was analyzed using TinkerPlots. The science teachers helped the math teachers understand the process of data collection, the physical environment where data was collected and the limitations of the instruments. The math teachers helped the science teachers to use the TinkerPlots software and find statistical representations of the data. A group discussion ensued with regard to the meaning of various statistical measures such as average and median and what they really mean when using real data. Feedback from the teachers was overwhelmingly positive, in particular the modeling of using science data to understand mathematical concepts. Several teachers planned to borrow the instruments and conduct similar activities in their science and math classrooms. Future work include conduct workshops for the participating teachers throughout the academic year to solicit from in-service teachers how university level science classes can be better tailored to pre-service teacher needs.

Learning with Teachers; A Scientist's Perspective

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Czajkowski, K. P.

2004-12-01

Over the past six years, as an Assistant Professor and now as an Associate Professor, I have engaged in educational outreach activities with K-12 teachers and their students. In this presentation I will talk about the successes and failures that I have had as a scientist engaged in K-12 educational outreach, including teaching the Earth System Science Education Alliance (ESSEA) distance learning course, teaching inquiry-based science to pre-service teachers through the NASA Opportunities for Visionary Academics (NOVA) program, GLOBE, school visits, and research projects with teachers and students. I will reflect on the potential impact this has had on my career, negative and positive. I will present ways that I have been able to engage in educational outreach while remaining a productive scientist, publishing research papers, etc. Obtaining grant funding to support a team of educational experts to assist me perform outreach has been critical to my groups success. However, reporting for small educational grants from state agencies can often be overwhelming. The bottom line is that I find working with teachers and students rewarding and believe that it is a critical part of me being a scientist. Through the process of working with teachers I have learned pedagogy that has helped me be a better teacher in the university classroom.

Student Teachers' Conceptions of Teaching Biology

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Subramaniam, Karthigeyan

2014-01-01

The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology…

A storied-identity analysis approach to teacher candidates learning to teach in an urban setting

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Ibourk, Amal

While many studies have investigated the relationship between teachers' identity work and their developing practices, few of these identity focused studies have honed in on teacher candidates' learning to teach in an urban setting. Drawing upon narrative inquiry methodology and a "storied identity" analytic framework, I examined how the storied identities of science learning and becoming a science teacher shape teacher candidates' developing practice. In particular, I examined the stories of three interns, Becky, David, and Ashley, and I tell about their own experiences as science learners, their transitions to science teachers, and the implications this has for the identity work they did as they navigated the challenges of learning to teach in high-needs schools. Initially, each of the interns highlighted a feeling of being an outsider, and having a difficult time becoming a fully valued member of their classroom community in their storied identities of becoming a science teacher in the beginning of their internship year. While the interns named specific challenges, such as limited lab materials and different math abilities, I present how they adapted their lesson plans to address these challenges while drawing from their storied identities of science learning. My study reveals that the storied identities of becoming a science teacher informed how they framed their initial experiences teaching in an urban context. In addition, my findings reveal that the more their storied identities of science learning and becoming a science teacher overlapped, the more they leveraged their storied identity of science learning in order to implement teaching strategies that helped them make sense of the challenges that surfaced in their classroom contexts. Both Becky and Ashley leveraged their storied identities of science learning more than David did in their lesson planning and learning to teach. David's initial storied identity of becoming a science teacher revealed how he

Shadow Puppet Plays in Elementary Science Methods Class Help Preservice Teachers Learn about Minority Scientists

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Gray, Phyllis; Rule, Audrey C.; Gentzsch, Anneliese; Tallakson, Denise A.

2016-01-01

This practical article describes an arts-integrated project with engineering design and science concepts from the Next Generation Science Standards, art principles from the National Arts Standards, as well as ideas under the theme of "Culture" from the National Council for the Social Studies Standards. Preservice teachers in an…

Making Invisible Intersectionality Visible through Theater of the Oppressed in Teacher Education

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Powers, Beth; Duffy, Peter B.

2016-01-01

The arts generally and theater specifically offer effective strategies to help educators recognize and make visible the multiple student and teacher identities within classrooms. Without student and teacher agency in schools, there cannot be equitable and liberatory learning environments. Noted Brazilian theater artist and activist Augusto Boal's…

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

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Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

Promoting Evidence-Based Practices: New Teaching Module for Early Childhood Teacher Educators

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Young Children, 2009

2009-01-01

Linda Halgunseth, head of NAEYC's Office of Applied Research (OAR), tells readers about Child Care and Early Education Research Connections, a Web site (www.researchconnections.org/teaching_modules) to help teacher educators integrate knowledge about evidence-based practices into teacher education programs. In addition, the article touts the…

What Coping Strategies and Support Mechanisms Have Elementary Teachers Found Most Effective?

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Byrd, Kristie M.

2017-01-01

This basic qualitative research study explored the lives of 14 elementary teachers in their classroom environment to answer two central research questions which are: what coping strategies do teachers find most effective and what coping mechanisms provided by administration helps them cope with classroom stress? Data were collected through…

Science Teachers' Beliefs about the Influence of Their Summer Research Experiences on Their Pedagogical Practices

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Miranda, Rommel J.; Damico, Julie B.

2013-01-01

This study sought to determine the beliefs that tenured, in-service high school science teachers hold about how their participation in a large mid-Atlantic university's 6-week summer research experiences for teachers (RET) program might influence their pedagogical practices. The findings show a number of factors that teachers believed helped them…

Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia

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Alhamad, Rufaida

2018-01-01

The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the…

Profesijos mokytojų požiūris į savo gebėjimus vertinti = Vocational education teachers' attitude towards development of assessment skills

OpenAIRE

Miliušienė, Monika; Teresevičienė, Margarita

2009-01-01

This article discusses learning achievement assessment process, focusing on identification of VET teacher assessment skills. Together with the changes in the conception of assessment, i.e. transferring from knowledge based assessment to learning achievement assessment, requirements for assessment procedure also change; therefore, the development of VET teacher assessment skills acquires particular relevance.

Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

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Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

2017-06-01

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

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Barnett, Ellen; Friedrichsen, Patricia J.

2015-11-01

Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers

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Baysal, Zeliha Nurdan

2017-01-01

This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one…

The Role of Socioscientific Issues in Biology Teaching: From the Perspective of Teachers

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Tidemand, Sofie; Nielsen, Jan Alexis

2017-01-01

Previous research has documented that students who engage with socioscientific issues can acquire some of the complex competences and skills typically related to scientific literacy. But an emerging field of research on science teachers' understanding and use of socioscientific issues, has documented that a range of challenges hinders the uptake…

Caregiver wellbeing: an examination of the coping-appraisel process of caring for individuals with an acquired brain injury

LENUS (Irish Health Repository)

2011-12-09

Objective: Previous literature has demonstrated empirical support for a stress process model of caregiving (Chronister & Chan, 2006). This study examined whether a coping–appraisal stress model helps in our understanding of the experience of caregiving for people with an acquired brain injury.\\r\

Students Losing Interest? How to Help them Adapt to Changes in the Classroom.

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Fawcett, Gay

1999-01-01

Discusses how reform affects students and how teachers can help them adapt to change. After explaining the principles of change and how they affect students, the paper examines the stages of change (comfortable dependence, anxiety, and comfortable independence); discusses students and the process of change; explains the supports that students need…

Situating teacher learning in the practice of mathematics and science teaching

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Hartman, Monica Louise

Education reforms propose new content and pedagogy for students. Making such reforms possible in schools depends on creating new content and pedagogy for teachers' learning. This study investigated an approach to support teachers' learning which has been rapidly growing in popularity. Specifically, the study was designed to learn how a collaborative professional development experience, situated in teachers' own practice, might help elementary teachers develop knowledge for teaching. Eleven fourth and fifth grade teachers from two public schools participated in this professional development which was modeled after Japanese Lesson Study. A qualitative research methodology of critical inquiry was used to analyze the data. The researcher was both designer and participant. This intervention gave these teachers opportunities to learn content, pedagogy, and skills for collaborative inquiry, but not all the teachers continued their involvement. Challenges of time, talk and individualism were problems for all and were among the main reasons teachers in one group gave for leaving the program. Three characteristics of the teachers who completed the project included: (a) dissatisfaction with the learning outcomes of their students; (b) participation with colleagues in social activities throughout the school year; (c) an existing trusting relationship with the program facilitator. The features of this new pedagogy of professional development require teachers to break from typical orientations to practice. This produces a paradox. On one hand, many American teachers do not have the skills needed to be expert at this, for the professional culture does not support such work. On the other hand, if teachers are not given opportunities to collaborate in meaningful ways, the skills they need cannot develop. Although, these teachers were not yet experts in this collaborative inquiry process, the skills required began to develop in the course of engaging in this professional development

Primary school teachers' resilience and their readiness for enhancing children's resilience

OpenAIRE

Bon, Barbara

2017-01-01

Resilience is an important trait, which enables people to successfully recover from difficulties and stress. For teachers, resilience is of vital importance, as it offers different ways and solutions to successfully cope with difficult and stressful situations they face on a daily basis. The way teachers experience and react to stress often affects their pupils, who are under a lot of stress as well. Teachers could help and teach them how to cope with stressful situations by spending some sch...

Resolution on the status of helping spouses in the professions, 26 May 1989.

Science.gov (United States)

1989-01-01

In 1989, the European Parliament (EP) recognized that spouses (usually women) who help their husbands in a profession have no legal, fiscal, or social status as a result of their work, and, thus, lack access to social security or taxation schemes. The "helping spouse" performs work which is not comparable to that of the actual professional and has a special status which cannot be compared to the joint operation of a family business. Because there is no specific contract for the work of a helping spouse, there is a risk that the spouse will lose her widow's pension rights if she acquires rights of her own or may be prohibited from simultaneously holding pension rights of her own and secondary pension rights. Helping spouses find themselves in a difficult position when their spouse stops working or when the marriage ends. In addition, they have no maternity rights in European Economic Council (EEC) member states and, if they do choose to get paid, they often receive far less than market value for their work. The EP, therefore, hopes that all EEC member states will recognize the status of helping spouses in an "unpaid helping spouse's professional contract." Laws which penalize the professions exclusively and obstruct recognition of the work of a spouse and payment of a fair wage should be abolished. The EP hopes that all EEC states will pay maternity leave benefits and allowances to helping spouses, that they will be able to acquire their own pension rights, that the helping spouses will be allowed to share in the capital appreciation on the operating capital, and that the actual costs of a helping spouse's activities will be set off against the income tax liability of a professional. Further, when a spouse helps in a professional activity on a regular basis, a statement of involvement may be lodged with a professional association. That spouse will be eligible for benefits under social security schemes covering the various professions in cases where they contribute

Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis, and Inuit Infusion in Mainstream Teacher Education

Directory of Open Access Journals (Sweden)

Melissa Marilyn Fern Blimkie

2014-10-01

Full Text Available This exploratory case study shares teacher candidates’ perspectives and experiences of the First Nation, Métis, and Inuit Infusion at ABC University’s Faculty of Education field site in XYZ, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.

Child Abuse: What Teachers in the '90s Know, Think, and Do.

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Hinson, Janice; Fossey, Richard

2000-01-01

Investigated elementary teachers' ability to recognize signs of abuse, perceptions of the reporting process, and understanding of liability. Teachers often could not recognize signs of abuse and were confused about reporting procedures. Some chose not to report because they believed child welfare agencies would not help; some were ignorant of laws…

Teachers' Role Breadth and Perceived Efficacy in Supporting Student Mental Health

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Mazzer, Kelly R.; Rickwood, Debra J.

2015-01-01

Teachers are considered well placed to identify issues concerning students' mental health and well-being and can play a critical role in the helping process for their concerns. However, little is known about the views of teachers regarding their role in supporting student mental health and how well-equipped they feel to fulfil it. The aim of this…

Meeting Unique Student Needs: Dual-Identified Students and Teacher Self-Efficacy

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Dornayi, Hassan Mohsen

2017-01-01

This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students.…

Enlist micros: Training science teachers to use microcomputers

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Baird, William E.; Ellis, James D.; Kuerbis, Paul J.

A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K-12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985-86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to

Utilising a construct of teacher capacity to examine national curriculum reform in mathematics

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Zhang, Qinqiong; Stephens, Max

2013-12-01

This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum documents, understanding of students' thinking, and design of teaching. While these key elements connect to what other researchers refer to as mathematical knowledge for teaching, several differences are made clear. Qualitative and quantitative analyses show that our construct was robust and effective in distinguishing between different levels of teacher capacity.

Foreign Language Usage by Secondary Education EFL Teachers

Directory of Open Access Journals (Sweden)

Sophia Kakavoula

2010-02-01

Full Text Available In the last few decades there is growing interest in pre- and in- service teacher education which aims to help teachers keep up to date with new trends and developments in the field of education. Although this movement has resulted in upgraded approaches to the design and implementation of teacher training courses, most of them focus mainly on theoretical and methodological issues neglecting the systematic improvement and development of English teachers’ language proficiency and competence. However, it is a reality that several teachers sometimes feel uncomfortable with using the foreign language inside and outside the classroom. The present research investigates how comfortable teachers feel with their foreign language proficiency, whether their confidence in using it influences in any way their teaching practices and whether there is a need for in-service teacher training courses targeting teachers’ language development and improvement. From the analysis of the research data we are able to assume that teachers of English feel that there are deficiencies in their foreign language proficiency and competence and admit that their participation in training courses targeting their language development would improve not only their language proficiency but their actual teaching practices as well.

Effects of the learning assistant experience on in-service teachers' practices

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Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2012-02-01

The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models.

Using Student Work to Develop Teachers' Knowledge of Algebra

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Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis

2005-01-01

This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

Microwave Oven Repair. Teacher Edition.

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Smreker, Eugene

This competency-based curriculum guide for teachers addresses the skills a technician will need to service microwave ovens and to provide customer relations to help retain the customer's confidence in the product and trust in the service company that performs the repair. The guide begins with a task analysis, listing 20 cognitive tasks and 5…

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

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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.

Work-related musculoskeletal disorders and ergonomic risk factors in special education teachers and teacher's aides.

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Cheng, Hsin-Yi Kathy; Wong, Man-Ting; Yu, Yu-Chung; Ju, Yan-Ying

2016-02-10

Work-related musculoskeletal disorders (WMSDs) have become increasingly common among health-related professionals. Special education personnel who serve students with disabilities often experience physical strains; however, WMSDs have been overlooked in this population. The objectives of this study were to investigate the work-related ergonomics-associated factors in this population and to evaluate their correlation with the WMSDs prevalence. A questionnaire with three domains, namely demographics, prevalence of work-related musculoskeletal disorders, and ergonomic factors, designed by our research team was delivered to educators who work in special education schools. Approximately 86 % of the 388 special education school teachers and teacher's aides in this study experienced musculoskeletal disorders. The lower back, shoulder, and wrist were the three most affected regions. A logistic regression analysis revealed that the participants' background factors, namely >5.5 years of experience (odds ratio [OR] = 4.090, 95 % CI: 1.350-12.390), students with multiple disorders (OR = 2.412, 95 % CI: 1.100-5.287), and other work-related ergonomic factors (assistance in diaper changing and others duties), were strongly associated with the prevalence of WMSD. Nap habit (OR = 0.442, 95 % CI: 0.230-0.851) and having teaching partners in the same class (OR = 0.486, 95 % CI: 0.250-0.945) resulted in low possibility of acquiring WMSDs. The use of supportive devices was associated with a low WMSD prevalence. The present study revealed an association between WMSDs and specific job features among teachers and teacher's aides in special education schools. Future efforts should emphasize examining safe student-handling ergonomics, formulating policies regarding student-teacher ratio, incorporating mandatory break times at the workplaces, and promoting personal health for preventing work-related injuries.

Elementary Teachers' Selection and Use of Visual Models

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Lee, Tammy D.; Gail Jones, M.

2018-02-01

As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems.

Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment

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Furtak, Erin Marie

2012-01-01

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan

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Wu, Pei-Fang

2017-01-01

The purpose of this study was to investigate whether through a series of teacher training. The participants could acquire better knowledge on Positive Behavior Support (PBS), and develop high quality behavior intervention plans. Thirty-six teachers from three public schools participated in the study. The competency-based training consisted of 12…

"Boys Press All the Buttons and Hope It Will Help": Upper Secondary School Teachers' Gendered Conceptions about Students' Mathematical Reasoning

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Sumpter, Lovisa

2016-01-01

Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students' mathematical reasoning by studying the symbols that were attributed to boys and girls,…

Physics Teacher Candidates' Opinions on Fiber Optics and New Technologies in This Field

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Çildir, Sema

2016-01-01

Factors such as innovations brought in by the developing technology, also rapidly changing social structures casted various roles to both the student and the teacher. Therefore, it is necessary to associate such knowledge acquired in courses with implications of the knowledge in our real lives and to constantly enrich course contents, namely to…

Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program

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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

The Power of Caring to Help Kids Adjust and Achieve Is Now Documented

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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…

Impacting Early Childhood Teachers' Understanding of the Complexities of Place Value

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Cady, Jo Ann; Hopkins, Theresa M.; Price, Jamie

2014-01-01

In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers' familiarity with the base-ten number system and/or lack of an understanding of…

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

Directory of Open Access Journals (Sweden)

Adnan Baki

2009-11-01

Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers‟ competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; YeĢilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özpınar, 2009. As the common result of these studies indicate that teachers‟ interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of

The pace of vocabulary growth helps predict later vocabulary skill

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Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

2011-01-01

Children vary widely in the rate at which they acquire words—some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (SES, parent input, child gesture) of vocabulary growth between 14 and 46 months (n=62), and then uses growth estimates to predict children's vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low socioeconomic backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness, and may help identify children at risk for starting behind. PMID:22235920

Helping the child with cancer: what school personnel want to know.

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Fryer, L L; Saylor, C F; Finch, A J; Smith, K E

1989-10-01

As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.

Textiles. Teacher Edition. Marketing Education LAPs.

Science.gov (United States)

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency: how to use knowledge of textile design to gain expertise in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys.…

Using Google Docs to Enhance the Teacher Work Sample: Building e-Portfolios for Learning and Practice

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Gugino, Jessica

2018-01-01

The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates' performance in special education…

Quality insights of university teachers on dying, death, and death education.

Science.gov (United States)

Mak, Mui-Hing June

One of the main responsibilities of teachers is to help individual students cope with life difficulties such as grief following a death. However, very little research explores teachers' views on death, dying, and how they handle grief and loss in schools. This study aims to explore university teachers' knowledge and attitudes on dying, death, and death education. Fifteen university teachers were recruited using a qualitative method. This study reveals that most teachers' views on death and related issues are largely affected by their death experiences, religious beliefs, professional background, and the mass media. Although they have a general negative response toward death and dying, some teachers begin to affirm their meanings of life and death. Most teachers agree that they do not feel adequate about managing and teaching on life and death issues, so they strongly support including death education in the formal programs in Hong Kong.

Professional development strategies for teaching urban biology teachers to use concept maps effectively

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McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

RITES: Online (Reaching In-service Teachers with Earth Sciences Online)

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Baptiste, H.

2003-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believed that the power of technology could not be effectively utilized unless it was grounded in new models of teaching and learning based on a student centered and project based curriculum, that increased opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believed the aforementioned ideas and points to be equally true for the teacher candidates and inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses were delivered by distance learning via the university WebCt distance education system to teacher candidates (preservice teachers) and inservice teachers. Teacher candidates and inservice teachers were encouraged to use technology when involving their students in science inquiry activities and to record their students' involvement in science activities with digital cameras. Teacher candidates and inservice teachers involve in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight teacher candidates and inservice teachers in the roles of designer, researcher, and collaborator. Examples of student works will also be a part of the Power point presentation. As a result of our courses our teachers have attained the following positive outcomes: 1) Teacher candidates and

Teacher Research Programs = Increased Student Achievement

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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.

Why don't men seek help? Family physicians' perspectives on help-seeking behavior in men.

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Tudiver, F; Talbot, Y

1999-01-01

Men tend to underuse primary care health services despite their susceptibility to particular types of illness. The purpose of this study was to report the family physician's perspective on why men do not access the health care system for medical problems. We used focus group interviews to identify major themes. The participants were family physicians in active practice randomly selected from a list of 500 full- and part-time teachers. Four focus groups were formed from 18 participants (12 men, 6 women), in practice an average of 17 years. Eleven of the physicians were in community practice. Three key themes were identified: (1) Support: Men appear to get most of their support for health concerns from their female partners, little from their male friends. Their pattern of seeking support tends to be indirect rather than straightforward. (2) Help Seeking: Perceived vulnerability, fear, and denial are important influences on whether men seek help. They look for help for specific problems rather than for more general health concerns. (3) Barriers: Personal barriers involved factors related to a man's traditional social role characteristics: a sense of immunity and immortality; difficulty relinquishing control; a belief that seeking help is unacceptable; and believing men are not interested in prevention. Systematic barriers had to do with time and access; having to state the reason for a visit; and the lack of a male care provider. Many of these findings are supported by psychological theories. Future research should apply these theories in more transferable populations and settings. However, an in-depth understanding of the patterns of men's use of primary care services is needed before we can determine if a regular source of primary care would have a positive impact on their health.

Professional development and poststructural analysis: Stories of African-American science teachers

Science.gov (United States)

Moore, Felicia Michelle

2003-10-01

This interpretivist study focused on the professional development of three African American science teachers from a small rural school district, Carver School District (pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in teacher professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers

Roosevelt's World War II Army of Community Service Workers. Children and Their Teachers.

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Field, Sherry L.

1996-01-01

Profiles the extraordinary World War II public support efforts conducted by school children and teachers across the United States. Encouraged by the Roosevelt administration, teachers and pupils mobilized support for war bond sales and salvage collection drives. Many children raised "Victory Gardens" producing food to help the war…

Developing Teacher Oral Competency Framework for Secondary School Teachers: Moving Towards Meaningful Teaching of English Language

Directory of Open Access Journals (Sweden)

Fahainis Mohd. Yusof

2011-01-01

Full Text Available The secondary school English curriculum in Malaysia advocates that English could provide greater opportunities for students to improve their knowledge and skills in cross cultural settings. Additionally, they will be able to interact with students from other countries and improve their proficiency in English. Given the increasing importance of international interactions among English users from different backgrounds and the current approaches in ELT pedagogy in literature, this paper examines the oral competency skills of a group of English teachers. Data was collected in a seminar specially carried out for a group of selected English teachers. Through micro-teachings sessions, the English teachers demonstrated their use of oral communication skills in delivering the content of the subjects. This seminar was an attempt to establish the collaboration among recognised Excellent English Teachers and their colleagues to enhance their oral communication skills in classrooms. The results indicated the potential of developing an oral competency framework that could be constructed and referred to by secondary English teachers so as to enhance their effectiveness of teaching the content knowledge to their students. This oral competency framework would provide an excellent opportunity to help realise the purpose of using English as the medium of instruction as proposed within the curriculum.

managing teachers work safety for quality service delivery

African Journals Online (AJOL)

Global Journal

The contributions of teachers work safety to learning in secondary schools were ... absence of threats of danger to a workers life, property .... therefore helps to balance the social needs of the ... proffer solutions to the challenges confronting the.

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

Directory of Open Access Journals (Sweden)

Nicole LUONGO

2012-01-01

Full Text Available This study was designed to increase gender equity awareness in elementary school teachers withrespect to student computer and technology usage. Using professional development methods with agroup of teachers, the writer attempted to help them become more aware of gender bias intechnology instruction. An analysis of the data revealed that teachers who were exposed to genderequity professional development training sessions were more likely to exhibit gender equitableteaching behaviors than they did prior to the sessions. The data also indicated that teachers providedmore equitable assistance to their classroom students after being presented with gender equityinterventions.

Application of Principles of Total Quality Management (TQM) in Teacher Education Institutions

Science.gov (United States)

Manivannan, M.; Premila, K. S.

2009-01-01

The indomitable spirit of higher education paves the way for the growth of a nation in the political, economic, social, intellectual and spiritual dimensions. Teacher education is one of the areas in higher education which trains student-teachers in pedagogy, which in turn helps them to train the young minds of educational institutions. The…

PUPIL-TEACHER RELATIONSHIPS--MAJOR FACTORS IN DEVELOPING LANGUAGE ARTS IN SLOW LEARNERS.

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PRINDIVILLE, SISTER FRANCIS DE SALES

TEACHERS INCREASE THEIR STUDENTS' DISCOURAGEMENT AND CONFUSION BY IGNORING THEIR PERSONAL GROWTH AND BY NOT RELATING SCHOOL SITUATIONS TO LIFE PROBLEMS. FOR SLOW LEARNERS, THIS MAY LEAD TO FAILURE, FRUSTRATION, AND BEHAVIOR PROBLEMS. IF THE TEACHER IS TO HELP SLOW LEARNERS, HE MUST BE ABLE TO IDENTIFY THEM, KNOW WHAT THEY EXPECT FROM EDUCATION,…

Social communication features in children following moderate to severe acquired brain injury: a cross-sectional pilot study.

Science.gov (United States)

Breau, Lynn M; Clark, Brenda; Scott, Ori; Wilkes, Courtney; Reynolds, Shawn; Ricci, Florencia; Sonnenberg, Lyn; Zwaigenbaum, Lonnie; Rashid, Marghalara; Goez, Helly R

2015-04-01

We compared the social communication deficits of children with moderate to severe acquired brain injury or autism spectrum disorder, while accounting for the role of attention-deficit hyperactivity disorder (ADHD) symptoms. Parents of 20 children aged 6 to 10 years (10 acquired brain injury; 10 autism spectrum disorder) completed the Social Communication Questionnaire, and Conners 3 Parent Short. A multivariate analysis of covariance revealed significant differences between groups in Social Communication Questionnaire restricted repetitive behavior scores, but not reciprocal social interaction or social communication. Multiple linear regressions indicated diagnosis did not predict reciprocal social interaction or social communication scores and that Conners 3 Parent Short Form hyperactivity scores were the strongest predictor of Social Communication Questionnaire reciprocal social interaction scores after accounting for age and Intelligence Quotient. The lack of difference in social communication deficits between groups may help in understanding the pathophysiology underlying the behavioral consequences of acquired brain injury. The link between hyperactivity and reciprocal interaction suggests that targeting hyperactivity may improve social outcomes in children following acquired brain injury. © The Author(s) 2014.

The Freshman Nine: Helping High School Freshmen Be Successful in AP Human Geography

Science.gov (United States)

Garner, Jennifer

2012-01-01

Teaching AP Human Geography to freshmen seems like a daunting task and while there are many arguments both for and against offering the course to freshmen, for many teachers it is reality. In this article, the author offers nine tips to help high school freshmen be successful in the course and on the AP exam.

How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices

NARCIS (Netherlands)

Civitillo, S.; Denessen, E.J.P.G.; Molenaar, I.

2016-01-01

Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their

Determining discourses: Constraints and resources influencing early career science teachers

Science.gov (United States)

Grindstaff, Kelly E.

This study explores the thinking and practices of five early-career teachers of grades eight to ten science, in relation to their histories, schools, students, and larger cultural and political forces. All the teachers are young women, two in their fourth year of teaching, who teach together in an affluent suburb, along with one first-year teacher. The other two are first-year teachers who teach in an urban setting. All of these teachers most closely associated good science teaching with forming relationships with students. They filtered science content through a lens of relevance (mostly to everyday life) and interest for students. Thus they filtered science content through a commitment to serving students, which makes sense since I argue that the primary motivations for teaching had more to do with working with students and helping people than the disciplines of science. Thus, within the discourse of the supremacy of curriculum and the prevalence of testing, these teachers enact hybrid practices which focus on covering content -- to help ensure the success of students -- and on relevance and interest, which has more to do with teaching styles and personality than disciplines of science. Ideas of good teaching are not very focused on science, which contradicts the type of support they seek and utilize around science content. This presents a challenge to pre- and in-service education and support to question what student success means, what concern for students entails and how to connect caring and concern for students with science.

Mathematics teachers' beliefs about scientific approach (SA) and implementation in mathematics learning

Science.gov (United States)

Mutholib, Ahmad Abdul; Sujadi, Imam; Subanti, Sri

2017-08-01

SA is the approach used for the exploration of research and answer questions. Teachers' beliefs have a greater influence than the teacher's knowledge of designing lesson plans in the classroom. The objectives of this study are to explore the teachers' beliefs in SA, to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of mathematics. This qualitative research applied case study. The data was gained from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman were used to examine the data. Results of the study: 1) The teachers believe about the conception of SA. They also believe that the SA is important and gives impact to students' progress. They believe that by applying SA, the target of mathematics learning is acquired. As to learning procedure, they believe that SA steps are conducted in sequence by combining some steps for each. 2) Teachers formulate their beliefs of applying the five scientific step of integrating all steps by keeping the sequence. Teachers argue that target of mathematics learning can be attained by some ways, namely presence of theoretical and practical support, teachers' guidance, providing variety of media and motivation to students. 3) There are five factors which influence teachers' beliefs and practices of SA, namely learning and teaching experience, teachers' motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in the classroom.

Differences between Students' and Teachers' Perceptions of Education: Profiles to Describe Congruence and Friction