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Sample records for helping teachers assist

  1. Helping Struggling Teachers.

    Tucker, Pamela

    2001-01-01

    About 5 to 15 percent of teachers in 2.7 million public-education classrooms are marginal or incompetent. Assistance plans offer structure, purpose, and remedial help. Plans have six components: definition of the problem, statement of objectives, intervention strategies, a timeline, data-collection procedures, and final judgment. (MLH)

  2. Helping Immigrants Become Teachers.

    Ross, Flynn

    2001-01-01

    Describes Newcomers Entering Teaching, a program designed by the Portland (Maine) Public Schools to prepare recent immigrants and refugees to enter local university's 9-month teacher-certification program. (PKP)

  3. How to help teachers' voices.

    Saatweber, Margarete

    2008-01-01

    It has been shown that teachers are at high risk of developing occupational dysphonia, and it has been widely accepted that the vocal characteristics of a speaker play an important role in determining the reactions of listeners. The functions of breathing, breathing movement, breathing tonus, voice vibrations and articulation tonus are transmitted to the listener. So we may conclude that listening to the teacher's voice at school influences children's behavior and the perception of spoken language. This paper presents the concept of Schlaffhorst-Andersen including exercises to help teachers improve their voice, breathing, movement and their posture. Copyright 2008 S. Karger AG, Basel.

  4. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  5. Helping Elementary Teachers Understand Children and Divorce.

    Hrymak, Marilyn J.; Smart, Laura S.

    1984-01-01

    Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)

  6. Teacher Burnout: Will Talking about It Help?

    Grossnickle, Donald R.

    1980-01-01

    Teachers are beginning to collectively voice their complaints about the stresses they face in school. While talking about the problems of low morale and poor school climate won't solve these problems, the public is being alerted that teachers need help, not further criticism. (SJL)

  7. Perceived Helpfulness of Teachers in Clinical Courses

    Moate, Randall M.; Holm, Jessica M.; West, Erin M.

    2017-01-01

    Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning…

  8. Perceptions of Helpfulness of Teachers in Didactic Courses

    Moate, Randall M.; Cox, Jane A.; Brown, Steven R.; West, Erin M.

    2017-01-01

    Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

  9. How Physical Education Teachers Can Help Encourage Students to Read

    Richardson, Maurine; Richardson, James; Sacks, Mary Kathleen

    2012-01-01

    The pressure to ensure that all children learn to read and become lifelong readers has never been as strong at it is now. For this to become a reality for all students, including those that are not motivated to read, teachers must use any and all appropriate strategies. With this in mind, literacy teachers should enlist assistance from other…

  10. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Indiana State Dept. of Public Instruction, Indianapolis.

    This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

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

    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…

  12. Helping Children Learn Vocabulary during Computer-Assisted Oral Reading

    Gregory Aist

    2002-04-01

    Full Text Available This paper addresses an indispensable skill using a unique method to teach a critical component: helping children learn to read by using computer-assisted oral reading to help children learn vocabulary. We build on Project LISTEN’s Reading Tutor, a computer program that adapts automatic speech recognition to listen to children read aloud, and helps them learn to read (http://www.cs.cmu.edu/~listen. To learn a word from reading with the Reading Tutor, students must encounter the word and learn the meaning of the word in context. We modified the Reading Tutor first to help students encounter new words and then to help them learn the meanings of new words. We then compared the Reading Tutor to classroom instruction and to human-assisted oral reading as part of a yearlong study with 144 second and third graders. The result: Second graders did about the same on word comprehension in all three conditions. However, third graders who read with the 1999 Reading Tutor, modified as described in this paper, performed statistically significantly better than other third graders in a classroom control on word comprehension gains – and even comparably with other third graders who read one-on-one with human tutors.

  13. Overseas Teachers and Assistants--Making Their Stay Worthwhile.

    Wilson, James; Sarre, Winifred

    1993-01-01

    Presents general comments outlining the major features of the needs of teachers and assistants from overseas and discusses in-school needs and roles of such teachers and assistants separately. These comments touch on salary, social networks, family support, accommodation, general induction, the position of the native-speaking teacher, important…

  14. Teacher Peer Assistance and Review: A Practical Guide for Teachers and Administrators.

    Anderson, Lorin W.; Pellicer, Leonard O.

    This book provides educators and administrators with the knowledge and skills needed to engage in peer assistance and review within the context of teacher evaluation, describing how to develop and implement an effective teacher peer assistance and review program. The book offers the following: components of successful peer assistance and review…

  15. Helping Children with Disabilities through Animal-Assisted Therapy

    Watts, Katie; Everly, Janet Stout

    2009-01-01

    The Delta Society defines animal-assisted therapy as "a goal-directed intervention in which an animal is incorporated as an integral part of the clinical healthcare treatment process." Unlike other animal-assisted activities, animal-assisted therapy, or AAT, is led by a professional such as a physical therapist, occupational therapist,…

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

    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

  17. Lending a helping hand: toward novel assistive robotic arms

    Groothuis, Stefan; Stramigioli, Stefano; Carloni, Raffaella

    Assistive robotics is an increasingly popular research field, which has led to a large number of commercial and noncommercial systems aimed at assisting physically impaired or elderly users in the activities of daily living. In this article, we propose five criteria based on robotic arm usage

  18. Helping Preservice Teachers (PSTs) Understand the Realities of Poverty: Innovative Curriculum Modules

    Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia

    2015-01-01

    The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…

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

    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.

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

    Wood, Lesley; Goba, Linda

    2011-01-01

    It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan…

  1. A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP: Summary

    National Centre for Vocational Education Research (NCVER), 2015

    2015-01-01

    This summary highlights the key findings from the report "A preliminary analysis of the outcomes of students assisted by VET FEE-HELP". VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education training (VET) courses with an approved provider by paying for all or part of…

  2. Helping Teachers Use Research Findings: The Consumer-Validation Process.

    Eaker, Robert E.; Huffman, James O.

    A program stressing teacher involvement and classroom implementation of educational research findings is described. The program was designed to familiarize teachers with current findings, have them apply the findings in their classrooms, analyze their own teaching behavior, and critically evaluate the findings in terms of their applicability to…

  3. Are Learning Assistants Better K-12 Science Teachers?

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

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

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

    Westbrook, Frances

    2011-01-01

    Most language teachers become teachers because they are fascinated by language. They like the way languages work, they are intrigued by differences between their native tongues and other languages, and they enjoy the process of helping their students learn. Most language teachers have had positive experiences as language students themselves…

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

    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

  6. The Learning Assistant Model for Science Teacher Recruitment and Preparation

    Otero, Valerie

    2006-04-01

    There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

  7. Music Teachers and Music Therapists: Helping Children Together.

    Patterson, Allyson

    2003-01-01

    Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

  8. Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

    Chao, Theodore; Murray, Eileen; Star, Jon R.

    2016-01-01

    Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

  9. Assessing Graduate Assistant Teacher Communication Concerns.

    Feezel, Jerry D.; Myers, Scott A.

    1997-01-01

    Finds that graduate teaching assistants (GTAs) experience eight interrelated types of communication concern (self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management). Shows that GTA variables of expected duties, prior teaching experience, newness to area, foreign or domestic birth, and age are likely…

  10. Teacher Exchange and Rotation Is Not Equivalent to Partner Assistance

    Guilin, Yuan

    2018-01-01

    Given that education quality has long lagged behind in China's rural schools, one-way "partner assistance" no longer conforms to the new situation of integrated urban-rural governance and the equalization of public services. Only two-way "exchange and rotation" with full participation can truly support schools and teachers in…

  11. Help!

    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.

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

    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…

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

    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...

  14. Suicide and Homosexual Teens: What Can Biology Teachers Do to Help?

    Smith, Mike U.; Drake, Mary Ann

    2001-01-01

    Discusses the teacher's role in helping students deal with homosexuality and suicide. Teachers can provide unbiased information about personal relevant biological issues; be good listeners and confidantes; and value each student without regard to race, gender, class, or sexual orientation. Provides useful information on addressing homosexuality in…

  15. Burnout does not help predict depression among French school teachers.

    Bianchi, Renzo; Schonfeld, Irvin Sam; Laurent, Eric

    2015-11-01

    Burnout has been viewed as a phase in the development of depression. However, supportive research is scarce. We examined whether burnout predicted depression among French school teachers. We conducted a 2-wave, 21-month study involving 627 teachers (73% female) working in French primary and secondary schools. Burnout was assessed with the Maslach Burnout Inventory and depression with the 9-item depression module of the Patient Health Questionnaire (PHQ-9). The PHQ-9 grades depressive symptom severity and provides a provisional diagnosis of major depression. Depression was treated both as a continuous and categorical variable using linear and logistic regression analyses. We controlled for gender, age, and length of employment. Controlling for baseline depressive symptoms, linear regression analysis showed that burnout symptoms at time 1 (T1) did not predict depressive symptoms at time 2 (T2). Baseline depressive symptoms accounted for about 88% of the association between T1 burnout and T2 depressive symptoms. Only baseline depressive symptoms predicted depressive symptoms at follow-up. Similarly, logistic regression analysis revealed that burnout symptoms at T1 did not predict incident cases of major depression at T2 when depressive symptoms at T1 were included in the predictive model. Only baseline depressive symptoms predicted cases of major depression at follow-up. This study does not support the view that burnout is a phase in the development of depression. Assessing burnout symptoms in addition to "classical" depressive symptoms may not always improve our ability to predict future depression.

  16. Understanding Emotions through Games: Helping Trainee Teachers to Make Decisions

    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…

  17. Middle school special education teachers' perceptions and use of assistive technology in literacy instruction.

    Flanagan, Sara; Bouck, Emily C; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

  18. Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

    DeGarmo, John

    2015-01-01

    "Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

  19. Peer group reflection helps clinical teachers to critically reflect on their teaching.

    Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

    2011-01-01

    Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

  20. Quality in Preschool Education: The Views of Teachers and Assistant Teachers

    Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin

    2017-01-01

    As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…

  1. A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP

    National Centre for Vocational Education Research (NCVER), 2015

    2015-01-01

    VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education and training (VET) courses (diploma, advanced diploma, graduate certificate and graduate diploma) with an approved provider by paying for all or part of their tuition costs. The tuition costs are paid directly to the provider.…

  2. Assistant professor wins grant to help enrich graduate student careers with e-portfolios

    Mackay, Steven D.

    2010-01-01

    Lisa McNair, an assistant professor with the department of engineering education, has won a $403,000 National Science Foundation Faculty Early Career Development (CAREER) grant to help engineering graduate students develop as reflective practitioners by using e-portfolios that could enrich their own careers.

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

    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.

  4. Care and support of orphaned and vulnerable children at school: helping teachers to respond

    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.

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

    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…

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

    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.

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

    Brodkin, Adele M.

    2005-01-01

    This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.

  8. Preschool Teachers' Perception and Use of Hearing Assistive Technology in Educational Settings

    Nelson, Lauri H.; Poole, Bridget; Munoz, Karen

    2013-01-01

    Purpose: This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. Method: The study used a cross-sectional survey…

  9. The Effect of Teacher's Assistance on Malaysian Rural Learners' Writing Self-Efficacy: A Case Study

    Jalaluddin, Ilyana; Yunus, Melor Md.; Yamat, Hamidah

    2011-01-01

    The purpose of the study is to explore the Malaysian rural learners' self-efficacy in writing after assistance given by a teacher. The social cognitive theory and socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher's assistance on learners' writing self-efficacy. A case study approach is…

  10. Secondary School Mathematics Teachers' and Students' Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

    Ardiç, Mehmet Alper; Isleyen, Tevfik

    2017-01-01

    This study aimed at determining the secondary school mathematics teachers' and students' views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adiyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the…

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

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

    2015-01-01

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

  12. Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

    Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora

    2011-01-01

    This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of…

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

    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.

  14. A Promising Tool for Helping Vulnerable Workers? An Exploration of the Use of Employee Assistance Programs (EAPs) to Help Low-Wage Workers on College Campuses

    Hahn, Andrew B.

    2005-01-01

    Employee assistance programs, or EAPs, are an employee benefit designed to help workers meet their work and family needs. However, questions have been raised about the design, utilization, and scale of services that EAPs make possible for low-wage workers. This article explores whether on college campuses an EAP benefit can simultaneously meet the…

  15. Is technology assisted guided self-help successful in treating female adolescents with bulimia nervosa?

    Wagner, Gudrun; Wagner, Gudrun; Penelo, Eva; Nobis, Gerald; Mayerhofer, Anna; Schau, Johanna; Spitzer, Marion; Imgart, Hartmut; Karwautz, Andreas

    2013-01-01

    This study aims to evaluate the long-term outcome of new technology assisted guided self-help in adolescents with bulimia nervosa (BN). One hundred and twenty-six patients with BN (29 adolescents and 97 adults) were randomly allocated to a cognitive behavioural therapy-based self-help program delivered by the Internet or bibliotherapy, both accompanied by e-mail guidance. Outcomes were assessed at baseline, month 4, 7 and 18 including remission rates and eating disorder associated psychopathology. In all, 44% of adolescents vs. 38.7% of adults were in remission at month 7, and 55% of adolescents vs. 62.5% of adults were in remission at follow-up. Objective binge eating and compensatory behaviour improved significantly over time in both groups, with the highest decrease during the first 4 months. A significant decrease over time and no group differences have been found in almost all EDI-2 subscales. E-mail guided self-help (delivered via the Internet or bibliotherapy) is equally effective for adolescents as for adults with BN, and can be recommended as an initial step of treatment for this younger age group.

  16. SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES

    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.

  17. Polarization encoded all-optical quaternary successor with the help of SOA assisted Sagnac switch

    Chattopadhyay, Tanay; Roy, Jitendra Nath

    2011-06-01

    The application of multi-valued (non-binary) signals can provide a considerable relief in transmission, storage and processing of large amount of information in digital signal processing. Optical multi-valued logical operation is an interesting challenge for future optical signal processing where we can expect much innovation. A novel all-optical quaternary successor (QSUC) circuit with the help of semiconductor optical amplifier (SOA)-assisted Sagnac switch is proposed and described. This circuit exploits the polarization properties of light. Different logical states are represented by different polarization state of light. Simulation result confirming described method is given in this paper. Proposed all-optical successor circuit can take an important and significant role in designing of all-optical quaternary universal inverter and modulo arithmetic unit (addition and multiplication).

  18. IAEA Assistance in Helping Member States Develop Effectively Independent and Robust Regulators for Nuclear Installation Safety

    Nicic, A., E-mail: A.Nicic@iaea.org [International Atomic Energy Agency (IAEA), Department of Nuclear Safety and Security, Wagramer Strasse 5, P.O. Box 100, 1400 Vienna (Austria)

    2014-10-15

    Full text: The International Conference on Topical Issues in Nuclear Installation Safety will be focused on the exchange of information on the latest thinking and advances in the implementation of the concept of Defence-in-Depth (DID) in nuclear installations, and the associated challenges. The focus will be on operating nuclear installations, including nuclear power plants, research reactors and fuel cycle facilities, and on how lessons learned from operating experience and recent events (e.g. the Fukushima Daiichi accident) are used to enhance safety. The implementation of DID covers a number of elements that are directly related to the different states and phases of a nuclear facility. This presentation will discuss the importance of the regulatory body in its oversight role as a cross-cutting element of DID in helping to assure the safety of nuclear installations. Taking note of the numerous challenges in developing an effectively independent and robust regulatory body, the presentation will describe how the IAEA assists Member States in their development of the appropriate regulatory infrastructure and necessary capacity to carry out their regulatory responsibilities – consistent with the IAEA Safety Standards. The presentation will describe the importance of the self-assessment process which serves as a starting point for helping Member States gain an understanding of what support they need and when the support should be provided as they develop into a competent regulatory authority. The presentation will discuss recent improvements in the self-assessment process and related IAEA services in this regard. Once regulatory bodies are established, it is essential that they seek continuous improvement. In this regard, the presentation will describe the IAEA’s assistance provided through the Integrated Regulatory Review Service (IRRS) and recent activities to improve the IRRS, consistent with the IAEA’s Action Plan on Nuclear Safety. (author)

  19. Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants

    Johnson, Genevieve Marie

    2013-01-01

    Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with…

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

    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…

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

    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,…

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

    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)

  3. An assistance device to help people with trunk impairment maintain posture.

    Ogura, Tomoka; Itami, Taku; Yano, Ken'ichi; Mori, Ichidai; Kameda, Kazuhiro

    2017-07-01

    People with trunk impairment cannot lean forward because of the dysfunction of the trunk resulting from events such as cervical cord injury (CCI). It is therefore difficult for such people to work at a table because they may easily fall from their wheelchair, and it is also hard for them to return to their original position. This limits the activities of daily living (ADLs) of people with trunk impairment. These problems can be solved to some extent with equipment such as a wheelchair belt or a spinal orthosis that can help the person to maintain his or her posture. However, people cannot move freely with this equipment. Furthermore, if this equipment is used for a long time, there is a risk of physical pain and skin issues. In this study, we developed a device that assists the trunk of people with trunk impairment when they lean forward. This device supports people with trunk impairment so that they may take their meals at the table and prevents them from falling over their wheelchair without hindering their daily performance when they are sitting normally. The effectiveness of our proposed device was verified by experiments involving having a meal, operating a wheelchair, and colliding with a curb. Our device can help people with trunk impairment by improving their ADLs and quality of life (QOL).

  4. Variables that Affect Math Teacher Candidates' Intentions to Integrate Computer-Assisted Mathematics Education (CAME)

    Erdogan, Ahmet

    2010-01-01

    Based on Social Cognitive Carier Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2002), this study tested the effects of mathematics teacher candidates' self-efficacy in, outcome expectations from, and interest in CAME on their intentions to integrate Computer-Assisted Mathematics Education (CAME). While mathematics teacher candidates' outcome…

  5. eTeacher: Providing Personalized Assistance to E-Learning Students

    Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

    2008-01-01

    In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

  6. Teaching for Application: A Model for Assisting Pre-Service Teachers with Technology Integration

    Hur, Jung Won; Cullen, Theresa; Brush, Thomas

    2010-01-01

    The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. Based on studies in teacher education, learning theory, and technology integration, the authors define five essential characteristics necessary for pre-service teacher…

  7. Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

    Baturay, Meltem Huri; Gökçearslan, Sahin; Sahin, Semsettin

    2017-01-01

    The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

  8. Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools

    Onivehu, Adams Ogirima; Ohawuiro, Onyiyeche Emilia; Oyeniran, Bunmi Juliana

    2017-01-01

    This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four…

  9. Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

    Rogers, Kimberly Cervello; Steele, Michael D.

    2016-01-01

    Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

  10. The Volcano Disaster Assistance Program—Helping to save lives worldwide for more than 30 years

    Lowenstern, Jacob B.; Ramsey, David W.

    2017-10-20

    What do you do when a sleeping volcano roars back to life? For more than three decades, countries around the world have called upon the U.S. Geological Survey’s (USGS) Volcano Disaster Assistance Program (VDAP) to contribute expertise and equipment in times of crisis. Co-funded by the USGS and the U.S. Agency for International Development’s Office of U.S. Foreign Disaster Assistance (USAID/OFDA), VDAP has evolved and grown over the years, adding newly developed monitoring technologies, training and exchange programs, and eruption forecasting methodologies to greatly expand global capabilities that mitigate the impacts of volcanic hazards. These advances, in turn, strengthen the ability of the United States to respond to its own volcanic events.VDAP was formed in 1986 in response to the devastating volcanic mudflow triggered by an eruption of Nevado del Ruiz volcano in Colombia. The mudflow destroyed the city of Armero on the night of November 13, 1985, killing more than 25,000 people in the city and surrounding areas. Sadly, the tragedy was avoidable. Better education of the local population and clear communication between scientists and public officials could have allowed warnings to be received, understood, and acted upon prior to the disaster.VDAP strives to ensure that such a tragedy will never happen again. The program’s mission is to assist foreign partners, at their request, in volcano monitoring and empower them to take the lead in mitigating hazards at their country’s threatening volcanoes. Since 1986, team members have responded to over 70 major volcanic crises at more than 50 volcanoes and have strengthened response capacity in 12 countries. The VDAP team consists of approximately 20 geologists, geophysicists, and engineers, who are based out of the USGS Cascades Volcano Observatory in Vancouver, Washington. In 2016, VDAP was a finalist for the Samuel J. Heyman Service to America Medal for its work in improving volcano readiness and warning

  11. Teachers' Initial and Sustained Use of an Instructional Assistive Technology Tool: Exploring the Mitigating Factors

    Bouck, Emily C.; Flanagan, Sara; Heutsche, Anne; Okolo, Cynthia M.; Englert, Carol Sue

    2011-01-01

    This qualitative research project explored factors that mitigated teachers implementing an instructional assistive technology and factors that mitigated its sustained use. Specifically, it explored these issues in relation to a social studies based instructional assistive technology (Virtual History Museum [VHM]), which was originally implemented…

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

    Piety-Jacobs, Sharon R.

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

  13. Assistive Technology WebQuest: Improving Learning for Preservice Teachers

    Manning, Jackie B.; Carpenter, Laura Bowden

    2008-01-01

    National and state standards from such organizations as the Council for Exceptional Children, the National Council for the Accreditation of Teacher Education (NCATE) and the Association for Childhood Education International promote instructional change. These organizations emphasize the importance of preservice teachers/candidates knowing about…

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

    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.…

  15. Predicting likelihood of seeking help through the employee assistance program among salaried and union hourly employees.

    Delaney, W; Grube, J W; Ames, G M

    1998-03-01

    This research investigated belief, social support and background predictors of employee likelihood to use an Employee Assistance Program (EAP) for a drinking problem. An anonymous cross-sectional survey was administered in the home. Bivariate analyses and simultaneous equations path analysis were used to explore a model of EAP use. Survey and ethnographic research were conducted in a unionized heavy machinery manufacturing plant in the central states of the United States. A random sample of 852 hourly and salaried employees was selected. In addition to background variables, measures included: likelihood of going to an EAP for a drinking problem, belief the EAP can help, social support for the EAP from co-workers/others, belief that EAP use will harm employment, and supervisor encourages the EAP for potential drinking problems. Belief in EAP efficacy directly increased the likelihood of going to an EAP. Greater perceived social support and supervisor encouragement increased the likelihood of going to an EAP both directly and indirectly through perceived EAP efficacy. Black and union hourly employees were more likely to say they would use an EAP. Males and those who reported drinking during working hours were less likely to say they would use an EAP for a drinking problem. EAP beliefs and social support have significant effects on likelihood to go to an EAP for a drinking problem. EAPs may wish to focus their efforts on creating an environment where there is social support from coworkers and encouragement from supervisors for using EAP services. Union networks and team members have an important role to play in addition to conventional supervisor intervention.

  16. Up from Dependency: A New National Public Assistance Strategy. Supplement 3: A Self-Help Catalog.

    Kotler, Martin; And Others

    Self-help among low-income people is vitally important. In no area is self-help more important than in overcoming poverty's burdens and energizing the escape from poverty. This document comprises an inventory of self-help and mutual-help programs that feature active involvement of members of the low-income population. The programs in this…

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

    McKenzie, Barbara K.; And Others

    1997-01-01

    As pressure increases to integrate technology into instruction, many teachers and library media specialists are having difficulty coping with "technostress." Presents suggestions and activities for teachers and library media specialists designed to reduce "technostress." (PEN)

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

    Beilock, Sian L.; Willingham, Daniel T.

    2014-01-01

    How does the mind work--and especially how does it learn? Teacher's instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves teachers well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of…

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

    Russ, Laura

    2015-01-01

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

  20. Computer Assisted Instruction in Teacher Education: A Full Length Course.

    Cartwright, G. Phillip

    Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on…

  1. Constraints in Teacher Training for Computer Assisted Language Testing Implementation

    Garcia Laborda, Jesus; Litzler, Mary Frances

    2011-01-01

    Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine…

  2. Pre-Service Teachers' Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs

    Samani, Ebrahim; Baki, Roselan; Razali, Abu Bakar

    2014-01-01

    Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14…

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

    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…

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

    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

  5. Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants

    Wright, Colleen Louise

    2017-01-01

    The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the…

  6. Preschool teachers' perception and use of hearing assistive technology in educational settings.

    Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

    2013-07-01

    This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

  7. Why do People Help Each Other? Motivations of Volunteers Who Assisted Persons with Disabilities During World Youth Day.

    Janus, Edyta; Misiorek, Anna

    2018-04-20

    A growing number of researchers attempt to identify the reasons why some people become volunteers. An analysis of the motives of people who helped persons with disabilities for free during World Youth Day, a renowned religious event, may contribute to this discussion. The aim of this article is to present the results of a survey encompassing 51 volunteers who assisted persons with disabilities during the 31st World Youth Day, which was held in Poland in 2016.

  8. Continuing education for Physical Education teachers: Assistive Technology in inclusive education

    Maria Luiza Salzani Fiorini

    2017-05-01

    Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

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

    Tõeväli, Paula-Karoliina; Kikas, Eve

    2016-01-01

    The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

  10. Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?

    Moon, Bob; Villet, Charmaine

    2017-01-01

    Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying…

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

    Cheung, Derek

    2011-01-01

    Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in…

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

    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…

  13. Help! They Don't Speak English: Partnering Preservice Teachers with Adult English Language Learners

    Hooks, Laura M.

    2008-01-01

    It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes…

  14. Working Together: Strategies That Support Cross-Cultural Engagement of Indigenous Teacher Assistants Working in Indigenous Contexts

    Armour, Danielle; Warren, Elizabeth; Miller, Jodie

    2016-01-01

    Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence…

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

    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…

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

    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.

  17. Using expanded individualized health care plans to assist teachers of students with complex health care needs.

    Heller, Kathryn Wolff; Tumlin, Jennifer

    2004-06-01

    As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.

  18. Role of the employee assistance program in helping the troubled worker.

    Fitzgerald, S T; Hammond, S C; Harder, K A

    1989-01-01

    The worksite has been identified as the most logical setting for providing primary preventive health care efforts that will reduce health care costs. Hazeldon Research Services in their review entitled, "The Cost-Impact of Employee Assistance and Chemical Dependency Treatment Programs," concluded that a significant savings for organizations has been demonstrated by EAP treatment programs. This group also concluded that work remains for service providers, the community, industry, and government to identify the balance between reasonable costs and quality of care. Roman has found that EAPs are becoming more acceptable to management as a means of addressing a broad range of employee problems. In addition, Roman has found that there is recognition by management that many employees have problems that affect job performance. Such problems may include substance abuse, relationship difficulties, absenteeism, and burnout. EAP services have evolved from occupational alcoholism programs to include a broad array of services, and they can be scaled to fit the size and needs of a particular company. Even if only limited services are offered, the EAP must adhere to high standards. Competent employee evaluation and appropriate referrals are necessary in EAPs with even the smallest of scopes.

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

    Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P

    2009-01-01

    Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.

  20. Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective

    Van de Vyver, Julie; Eurocall

    2016-01-01

    This paper focuses on the perceptions and uses of mobile technologies by 118 Belgian teachers in foreign language teaching and learning in secondary education. The purpose of the study is to analyze the teachers’ attitudes towards the use of mobile technologies in- and outside the classroom via an online questionnaire. The preliminary findings presented in this paper establish that the concept of a ‘Mobile-Assisted Language Learning (MALL) community’ does not yet exist in our context as the u...

  1. [End-of-life-care and euthanasia: medical assistance in dying or help to die].

    Müller-Busch, H Christof

    2008-01-01

    The debate on euthanasia that has been started all over Europe, but especially in Germany has been particularly complicated by unclear and inconsistent definitions. Medical decisions in end-of-life care gain increasing importance not only for the time of death but also for the kind and quality of the dying process. Though legal regulations can help to diminish doubts about the permissibility of various measures in end-of-life care, teaching and knowledge of ethical principles, communication skills, respect, transparency and knowledge of palliative care options seem to be the most important factors in accompanying the dying professionally and with dignity and even in achieving a consented compromise when aid in hastening death is asked for.

  2. The Effect of Teacher's Assistance on Malaysian Rural L Writing Self-efficacy: A Case Study

    Ilyana Jalaluddin

    2011-01-01

    Full Text Available The purpose of the study is to explore the Malaysian rural learners self-efficacy in writing after assistance given by a teacher. The social cognitive theory aid socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher’s assistance on learners writing self-efficacy. A case study approach is adopted where three learners and a teacher were chosen from a form four class through purposive sampling. Learnei-s’ Titing self-efficacy is evaluated using a writing self-efficacy scale adapted from Bottomley. Henk and Melnick (1998 and also classroom observation. Wang and Pape (2007 categories were used as guidelines to analyze observation data in order to understand the participants self-efficacy phenomena in their learning to write. Overall, this study places a heavy emphasis on the perceptions and actions of the selected form four learners and teacher through non-participant classroom observations, interviews with each learner and teacher.

  3. Employed women with alcohol problems who seek help from employee assistance programs. Description and comparisons.

    Blum, T C; Roman, P M; Harwood, E M

    1995-01-01

    After a brief description of employee assistance programs (EAP), we present data collected from 6,400 employees from 84 worksites who used the services of EAPs, a portion of whom were assessed by the EAP as having alcohol-related problems and/or received scores on the Alcohol Dependence Scale (ADS) indicative of a potential alcohol-related problem. In addition, data were collected at intake from the EAP administrators, and employment status of the employee clients was assessed 18 to 24 months later. These data indicate that EAPs are effective in sustaining the employment of most women with alcohol-related problems who seek services from EAPs and that EAPs' goal of early intervention is especially realized among women with alcohol problems. Other conclusions include: women with alcohol problems do not enter EAPs through routes that are strikingly different from those of men; many of the gender differences that are revealed are associated with job status differences; employed women with alcohol problems are detached from nuclear families, with markedly low rates of current marriage; even when married, spouses are less likely to play a role in the referral of women with alcohol problems than the spouses of the men; and, there is no clear indication that women are the target of any form of discrimination in the process of EAP utilization. However, women are considerably more likely to have less adequate insurance coverage, according to the EAP administrators' assessment reported at client intake, than their male counterparts, leading to treatment choices that may be less than appropriate.

  4. Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

    Pang, Ming Fai; Ling, Lo Mun

    2012-01-01

    The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

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

    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…

  6. Parental Expectations of Their Adolescents' Teachers.

    Tatar, Moshe; Horenczyk, Gabriel

    2000-01-01

    Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

  7. Design and Construction of Computer-Assisted Instructional Material: A Handbook for Reading/Language Arts Teachers.

    Balajthy, Ernest

    Intended for reading and language arts teachers at all educational levels, this guide presents information to be used by teachers in constructing their own computer assisted educational software using the BASIC programming language and Apple computers. Part 1 provides an overview of the components of traditional tutorial and drill-and-practice…

  8. The Effect of Simulation-Assisted Laboratory Applications on Pre-Service Teachers' Attitudes towards Science Teaching

    Ulukök, Seyma; Sari, Ugur

    2016-01-01

    In this study, the effects of computer-assisted laboratory applications on pre-service science teachers' attitudes towards science teaching were investigated and the opinions of the pre-service teachers about the application were also determined. The study sample consisted of 46 students studying science teaching Faculty of Education. The study…

  9. Tax-Assisted Approaches for Helping Canadians Meet Out-of-Pocket Health-Care Costs

    J.C. Herbert Emery

    2016-06-01

    generous tax treatment of current and future out-of-pocket health costs, including insurance premiums, is an obvious way for the federal government to support Canadians to meet their health care needs and improve their well-being. Two existing vehicles can play an essential part of this plan. The government can change the currently non-refundable Medical Expenses Tax Credit and the refundable Medical Expenses Supplement so that out-ofpocket health-care costs are eligible from the first dollar. This would place no added burden on government if the exemption of employer-provided health benefits from employees’ taxable income were removed. Making an altered METC available to Canadians who pay their out-of-pocket costs from a registered health savings vehicle, which could be created within an RRSP to avoid extra administrative burdens, would provide them with an incentive to save. They could then either self-insure for future out-of-pocket health costs, or purchase private health insurance. A grant component could be added for lower-income families to make such savings incentives more widely diffuse. Treating health benefits as taxable income subject to the modified Medical Expenses Tax Credit would address efficiency and equity issues with the existing tax treatments of health-care costs while extending tax assistance for out-of-pocket costs to more of the population. When the onus for decision making about payments and insurance purchases is placed on consumers, cost containment in health care and quality improvement incentives naturally follow.

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

    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.

  11. How Can Parents and Teachers Cultivate Creative Climates to Help Children Become Innovators?

    Kim, KH

    2018-01-01

    When we consider the ultimate goal of bringing innovation to our education programs, a key consideration is whether or not we are helping our students themselves become innovative, creative thinkers and actors.

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

    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

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

    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

  14. L'alternance de code de deux enseignants de francais dans l'enseignement assiste par ordinateur de niveau debutant de langue seconde (Codeswitching in Two French as a Second Language Teachers, Beginning Level, in Computer Assisted Instruction).

    Taylor, Alan M.

    2002-01-01

    Investigates the code switching of two French teachers in a computer-assisted language learning (CALL) environment. Highlights the importance of the social dynamic and technical aspects of teachers' codeswitching behaviors. (Author/VWL)

  15. A physics department's role in preparing physics teachers: The Colorado learning assistant model

    Otero, Valerie; Pollock, Steven; Finkelstein, Noah

    2010-11-01

    In response to substantial evidence that many U.S. students are inadequately prepared in science and mathematics, we have developed an effective and adaptable model that improves the education of all students in introductory physics and increases the numbers of talented physics majors becoming certified to teach physics. We report on the Colorado Learning Assistant model and discuss its effectiveness at a large research university. Since its inception in 2003, we have increased the pool of well-qualified K-12 physics teachers by a factor of approximately three, engaged scientists significantly in the recruiting and preparation of future teachers, and improved the introductory physics sequence so that students' learning gains are typically double the traditional average.

  16. DESIGNING AI TEACHER ASSISTANT ON ONLINE-COURSE BASED ON WORD2VEC TECHNOLOGY

    Pavel Aleksandrovich Rozhkin

    2018-05-01

    Full Text Available The purpose of this work is to develop an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Currently, there are already successful experiments on the use of artificial intelligence systems (IBM WATSON in online training. In this paper, we investigate the possibility of constructing such a system using word2vec technology. A two-stage method for finding an answer to a question is constructed. Method use word2vec technology for vector representation of questions and answers. At the first stage, the subject matter of the issue is determined and, if it corresponds to the theme of the forum, then the articles most relevant to the question are searched. A real situation was simulated with 16 themes and 80 answers to possible questions within the section of the online course “Linear Algebra and Geometry”. The question-answer system was designed and its performance was evaluated. The parameters have been chosen to achieve the best result. In 83% of the cases, the relevant answer to the formulated question was contained among the top 3 responses that the system offered. The issues of further development of applied approaches and increasing utility of the constructed question-answer system are considered. Purpose: developing an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Methodology: vectorization of questions and answers, neural network classification of the subject matter, construction of the answers rating. Results: acceptable accuracy in finding a relevant answer to a question are received. Practical implications: The results of the research can be used as a basis for designing an AI teacher assistant in online courses.

  17. Aquaculture. Teacher Edition.

    Walker, Susan S.

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

  18. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

    Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Hawken, Susan J; Hill, Andrew G

    2011-01-01

    Introduction International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest

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

    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.

  20. [Legal issues of physician-assisted euthanasia. Part II--Help in the dying process, direct and indirect active euthanasia].

    Laux, Johannes; Röbel, Andreas; Parzeller, Markus

    2013-01-01

    In Germany, physician-assisted euthanasia involves numerous risks for the attending physician under criminal and professional law. In the absence of clear legal provisions, four different categories of euthanasia have been developed in legal practice and the relevant literature: help in the dying process, direct active euthanasia, indirect active euthanasia and passive euthanasia. The so-called "help during the dying process" by administering medically indicated analgesic drugs without a life-shortening effect is exempt from punishment if it corresponds to the will of the patient. If the physician omits to give such analgesic drugs although the patient demands them, this is deemed a punishable act of bodily injury. The same applies if the physician administers analgesics against the will of the patient. Medically indicated pain treatment which has a potential or certain life-shortening effect (indirect active euthanasia) is permitted under certain conditions: if there are no alternative and equally suitable treatment options without the risk of shortening the patient's life, if the patient has given his consent to the treatment and if the physician does not act with the intention to kill. The deliberate killing of a dying or terminally ill patient for the purpose of ending his suffering (direct active euthanasia) is prohibited. This includes both deliberately killing a patient against or without his will (by so-called "angels of death") and the killing of a patient who expressly and earnestly demands such an act from his physician (killing on request/on demand). Physician-assisted suicide is generally not liable to punishment in Germany. Nevertheless, the action may be subject to punishment if the physician omits to rescue the life of an unconscious suicide victim. "Palliative sedation" is regarded as a special case. It may become necessary if certain symptoms in the terminal stage of a fatal disease unbearable for the patient cannot be controlled by any other

  1. Twenty-first century learning for teachers: helping educators bring new skills into the classroom.

    Wilson, John I

    2006-01-01

    The motivation behind every educator's dedication and hard work in the classroom is the knowledge that his or her teaching will result in students' success in life. Educators are committed to implementing twenty-first century skills; they have no question that students need such skills to be equipped for life beyond school. Members of the National Education Association are enthusiastic about the Partnership for 21st Century Skills framework, yet express frustration that many schools do not have adequate resources to make the necessary changes. Teaching these skills poses significant new responsibilities for schools and educators. To make it possible for teachers to build twenty-first century skills into the curriculum, physical and policy infrastructures must exist, professional development and curriculum materials must be offered, and meaningful assessments must be available. With an established understanding of what skills need to be infused into the classroom-problem solving, analysis, and com- munications-and educators' commitment to the new skill set, this chapter explores how to make such a dramatic reform happen. The author discusses existing strategies that will guide educators in infusing twenty-first century skills into traditional content areas such as math, English, geography, and science. Ultimately, public policy regarding educational standards, professional development, assessments, and physical school structures must exist to enable educators to employ twenty-first century skills, leading to student success in contemporary life. Any concern about the cost of bringing this nation's educational system up to par internationally should be offset by the price that not making twenty-first century skills a priority in the classroom will have on future economic well-being.

  2. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

    Yu TC

    2011-06-01

    Full Text Available Tzu-Chieh Yu¹, Nichola C Wilson², Primal P Singh¹, Daniel P Lemanu¹, Susan J Hawken³, Andrew G Hill¹¹South Auckland Clinical School, University of Auckland, Auckland, New Zealand; ²Department of Surgery, University of Auckland, Auckland, New Zealand; ³Department of Psychological Medicine, University of Auckland, Auckland, New ZealandIntroduction: International interest in peer-teaching and peer-assisted learning (PAL during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students.Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes.Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective

  3. PROGRAM NETWORK FOR CONTINUING EDUCATION TEACHER SPECIAL EDUCATION IN E-LEARNING INSTITUTION COURSE OF ASSISTIVE TECHNOLOGY

    Danielle Aparecida Nascimento dos Santos

    2012-12-01

    Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

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

    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.

  5. Teachers' Perceptions of the Use of Computer Assisted Language Learning to Develop Children's Reading Skills in English as a Second Language in the United Arab Emirates

    Al-Awidi, Hamed Mubarak; Ismail, Sadiq Abdulwahed

    2014-01-01

    This study investigated ESL teachers' perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated…

  6. Collaborative Action Research Approach Promoting Professional Development for Teachers of Students with Visual Impairment in Assistive Technology

    Argyropoulos, Vassilios; Nikolaraizi, Magda; Tsiakali, Thomai; Kountrias, Polychronis; Koutsogiorgou, Sofia-Marina; Martos, Aineias

    2014-01-01

    This paper highlights the framework and discusses the results of an action research project which aimed to facilitate the adoption of assistive technology devices and specialized software by teachers of students with visual impairment via a digital educational game, developed specifically for this project. The persons involved in this…

  7. The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

    Pilten, Pusat; Pilten, Gulhiz; Sahinkaya, Nihan

    2017-01-01

    The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups.…

  8. Help seeking in aggressive and nonaggressive boys as a function of social or mechanical mediation of assistance.

    Shea, B J; Routh, D K; Cottrell, N B; Brecht, J M

    1973-04-01

    The behavior of preadolescent and adolescent boys, rated as aggressive and nonaggressive, was examined to test predictions from Bandura and Walters' social-learning theory and from Weiss and Miller's punishment model of audience-observation effects. The subjects were given a bogus motor task, actually insoluble, with help available on each trial. For half the subjects, help was given through the mediation of a social agent; for the rest, help was on a nonsocial, mechanically mediated basis. The groups for whom help was socially mediated made fewer help-seeking responses and decreased the number of such responses over successive trial blocks. The predictions from Bandura and Walters' theory were not supported, since neither age nor degree of aggressiveness had an effect on help-seeking responses. The results were, however, consistent with the punishment model of audience effects.

  9. The Helping Horse: How Equine Assisted Learning Contributes to the Wellbeing of First Nations Youth in Treatment for Volatile Substance Misuse

    Adams, Cindy; Arratoon, Cheryl; Boucher, Janice; Cartier, Gail; Chalmers, Darlene; Dell, Colleen Anne; Dell, Debra; Dryka, Dominique; Duncan, Randy; Dunn, Kathryn; Hopkins, Carol; Longclaws, Loni; MacKinnon, Tamara; Sauve, Ernie; Spence, Serene; Wuttunee, Mallory

    2015-01-01

    There has been recent interest in Canada exploring the benefits of equine assisted interventions in the treatment of First Nations youth who misuse volatile substances. Using the richness of an exploratory case study involving the White Buffalo Youth Inhalant Treatment Centre and the Cartier Equine Learning Center, our community-based study examined the question of how an Equine Assisted Learning (EAL) program contributes to the wellbeing of First Nations female youth who misuse volatile substances. Both programs are grounded in a holistic bio-psycho-social-spiritual framework of healing. Our study shares how the EAL horses, facilitators and program content contributed to youths’ wellbeing in each area of the healing framework (bio-psycho-social-spiritual), with emphasis on the cultural significance of the horse and its helping role. The horse is a helper in the girls’ journeys toward improved wellbeing—the horse helps through its very nature as a highly instinctive animal, it helps the facilitators do their jobs, and it also helps put the treatment program activities into practice. In addition, the role of First Nations culture in the girls’ lives was enhanced through their encounters with the horses. The findings support the limited literature on equine assisted interventions and add important insights to the youth addictions treatment literature. Key implications to consider for EAL and volatile substance misuse policy, practice and research are identified. PMID:26793794

  10. The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-05-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

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

    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,…

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

    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…

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

    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…

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

    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…

  15. Help at 3:00 AM! Providing 24/7 Timely Support to Online Students via a Virtual Assistant

    Vu, Phu; Fredrickson, Scott; Meyer, Richard

    2016-01-01

    With a dearth of research on human-robot interaction in education and relatively high non-completion rates of online students, this study was conducted to determine the feasibility of using a virtual assistant (VA) to respond to questions and concerns of students and provide 24/7 online course content support. During a 16 week-long academic…

  16. Using Visual Support for Language and Learning in Children with SLCN: A Training Programme for Teachers and Teaching Assistants

    Wellington, Wendy; Stackhouse, Joy

    2011-01-01

    The majority of children with speech, language and communication needs (SLCN) are educated in mainstream classrooms where they can have difficulties with the language needed for learning. Although visual support in the classroom can help to scaffold children's learning and socialization, many teachers feel ill equipped to use this. They do not…

  17. 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?

    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…

  18. Enhancing prospective chemistry teachers cognitive structures in the topics of bonding and hybridization by internet-assisted chemistry applications

    Özge Özyalçın Oskay, Sinem Dinçol

    2011-01-01

    The purpose of this study is to determine the effects of internet-assisted chemistry applications on prospective chemistry teachers’ cognitive structures in the topics of bonding and hybridization. The sample of the study consisted of 36 prospective chemistry teachers attending Hacettepe University, Faculty of Education, the Department of Chemistry Education in 2010-2011 academic year and taking Basic Chemistry I lesson. In the study, students were separated into experimental and control gr...

  19. The school inclusion and use of assistive technology with myelomeningocele sequelae students: a view of the teachers

    Caroline Penteado Assis

    2011-06-01

    Full Text Available Myelomeningocele is a congenital malformation that affects the fetus during pregnancy. It can causes numerous consequences for the development of the child and consequently in their schooling process. So, there are several challenges that can be experienced by these children in their inclusion at school. The use of assistive technology in the school context has been implanted with goal to high from the functional abilities of these students. In Brazil are conducted a lot of studies to know the reality of children with myelomeningocele. Therefore, the goal of this study was to investigate, from the teacher ́s perspective of regular and multifunctional class, as was the process of schooling for students with myelomeningocele sequelae and resource utilization of assistive technology in the school context. The participants of this research were seven teachers and four students with myelomeningocele sequels enclosed in regular scholl.The researcher confectioned the instruments used in interviews. Data were analyzed using content of interview analysis. The results reveal that there are present challenges for inclusion of students with myelomeningocele sequelae and that teachers did not use assistive technology resources at school. It is considered that for the real practice of educational inclusion of these students the knowledge about meningomyelocele and various technologies that can be used in the school context must be published.

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

    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.

  1. EFL Teachers' Knowledge of the Use and Development of Computer-Assisted Language Learning (CALL) Materials

    Dashtestani, Reza

    2014-01-01

    Even though there are a plethora of CALL materials available to EFL teachers nowadays, very limited attention has been directed toward the issue that most EFL teachers are merely the consumers of CALL materials. The main challenge is to equip EFL teachers with the required CALL materials development skills to enable them to be contributors to CALL…

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

    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.

  3. The Views of Pre-Service Teachers Regarding the Effectiveness of Peer Assisted Learning Method in the Science and Technology Laboratory Practices Course

    Simsekli, Yeter; Özer, Dilek Zeren; Güngör, Sema Nur

    2017-01-01

    The purpose of this study is to show the views of pre-service teachers about peer-assisted learning method which is a common practice. The peer student group of the research sample (N:40) consisted of 2nd grade pre-service primary teachers attending the Uludag University Faculty of Education during the 2010-2011 academic year and taking the…

  4. Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

    Hsu, Liwei

    2016-01-01

    This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

  5. "We Were Told We're Not Teachers... It Gets Difficult to Draw the Line": Negotiating Roles in Peer-Assisted Study Sessions (PASS)

    Brown, Kim; Nairn, Karen; van der Meer, Jacques; Scott, Carole

    2014-01-01

    Peer learning models in pre-service teacher education are in the early stages of implementation. In this article, we evaluated a pilot Peer-Assisted Study Sessions (PASS) program that supplemented a course for pre-service teachers at one New Zealand university. PASS participants discussed experiences of the program, revealing tensions between what…

  6. With a little help from my assistant: buffering the negative effects of emotional dissonance on dentist performance.

    Rodríguez-Sánchez, Alma M; Hakanen, Jari J; Perhoniemi, Riku; Salanova, Marisa

    2013-10-01

    In this study, we hypothesized that dentist' interpersonal resources (good cooperation with one's assistant) together with their personal resources (optimism) buffer the negative effects of emotional dissonance (a demand that occurs when there is a difference between felt and displayed emotions) on job performance (in-role and extra-role performance) over time. We carried out Hierarchical Regression Modeling on a sample of 1954 Finnish dentists who participated in a two-wave 4-year longitudinal study. Results showed that good cooperation with dental assistants buffered the negative effects of emotional dissonance on both in-role and extra-role performance among the dentists in the long term. However, unexpectedly, dentists' high optimism did not buffer their in-role nor extra-role performance over time under conditions of experiencing high emotional dissonance. We conclude that interpersonal job resources such as good cooperation with one's colleagues may buffer the negative effect of emotional dissonance on dentists' job performance even in the long term, whereas the role of personal resources (e.g., optimism) may be less important for maintaining high job performance under conditions of emotional dissonance. The study novelties include the test of the negative effects of emotional dissonance on long-term performance in dentistry and the identification of the job rather than personal resources as the buffers against the negative effects of emotional dissonance on long-term performance. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  7. Predictors for good therapeutic outcome and drop-out in technology assisted guided self-help in the treatment of bulimia nervosa and bulimia like phenotype.

    Wagner, Gudrun; Penelo, Eva; Nobis, Gerald; Mayrhofer, Anna; Wanner, Christian; Schau, Johanna; Spitzer, Marion; Gwinner, Paulina; Trofaier, Marie-Louise; Imgart, Hartmut; Fernandez-Aranda, Fernando; Karwautz, Andreas

    2015-03-01

    Technology assisted guided self-help has been proven to be effective in the treatment of bulimia nervosa (BN). The aim of this study was to determine predictors of good long-term outcome as well as drop-out, in order to identify patients for whom these interventions are most suitable. One hundred and fifty six patients with BN were assigned to either 7 months internet-based guided self-help (INT-GSH) or to conventional guided bibliotherapy (BIB-GSH), both guided by e-mail support. Evaluations were taken at baseline, after 4, 7, and 18 months. As potential predictors, psychiatric comorbidity, personality features, and eating disorder psychopathology were considered. Higher motivation, lower frequency of binge eating, and lower body dissatisfaction at baseline predicted good outcome after the end of treatment. Lower frequency of binge eating predicted good outcome at long-term follow-up. Factors prediciting drop-out were higher depression and lower self-directedness at baseline. Technology assisted self-help can be recommended for patients with a high motivation to change, lower binge-eating frequency and lower depression scores. Copyright © 2014 John Wiley & Sons, Ltd and Eating Disorders Association.

  8. Acceptability of an e-learning program to help nursing assistants manage relationship conflict in nursing homes.

    Marziali, Elsa; Mackenzie, Corey Scott; Tchernikov, Illia

    2015-02-01

    Management of nursing assistants' (NAs) emotional stress from relationship conflicts with residents, families, and coworkers is rarely the focus of educational programs. Our objective was to gather feedback from NAs and their nursing supervisors (NSs) about the utility of our e-learning program for managing relationship stress. A total of 147 NAs and their NSs from 17 long-term care homes viewed the educational modules (DVD slides with voice-over), either individually or in small groups, and provided feedback using conference call focus groups. Qualitative analysis of NA feedback showed that workplace relationship conflict stress was associated with workload and the absence of a forum for discussing relationship conflicts that was not acknowledged by NSs. This accessible e-learning program provides NAs with strategies for managing stressful emotions arising from workplace relationship conflict situations and underscores the importance of supervisory support and team collaboration in coping with emotionally evoked workplace stress. © The Author(s) 2014.

  9. Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders.

    Wong, Dana; Sinclair, Kelly; Seabrook, Elizabeth; McKay, Adam; Ponsford, Jennie

    2017-11-01

    Smartphones have great potential as a convenient, multifunction tool to support cognition and independence following traumatic brain injury (TBI). However, there has been limited investigation of their helpful and less helpful aspects for people with TBI. We aimed to investigate patterns of smartphone use amongst individuals with TBI, identify potential barriers to use, and examine the relationships between smartphone use and daily functioning. Twenty-nine participants with TBI and 33 non-injured participants completed the Smartphone Survey, and measures of subjective and objective cognitive functioning, mood, and community integration. Smartphone use was equally common in both groups, and patterns of app use were similar. More participants with TBI than the comparison group listed using their smartphone as a memory aid as its main benefit. Difficulty in learning how to use the smartphone was identified by participants with TBI, however only 10% had been shown how to use it by a clinician. Those with poorer subjective cognitive function used memory/organisational apps more frequently; and higher communication app use with better social integration, in participants with TBI. These findings suggest that smartphones have potential in improving independence following TBI, but receiving support in using them is vital. Implications for Rehabilitation Smartphones are accessible, acceptable, convenient devices for most individuals with traumatic brain injury (TBI), and are perceived as a useful memory and organizational aid as well as having multiple other helpful functions. Use of communication apps such as text messages and social media is associated with better social and community integration in people with TBI. Direct instruction on how to use smartphone apps is more important for people with TBI than for non-injured individuals. Developers of apps designed for this population should prioritize ease of app use, large displays, and availability of technical support

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

    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

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

    Grinell, Smith; Rabin, Colette

    2017-01-01

    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…

  12. The DANGERTOME Personal Risk Threat Assessment Scale: An Instrument to Help Aid Immediate Threat Assessment for Counselors, Faculty, and Teachers

    Juhnke, Gerald A.

    2010-01-01

    Threats of violence are not uncommon to counselors, faculty, or teachers. Each must be taken seriously, quickly analyzed, and safety procedures implemented. Yet, there exists a paucity of brief, face-to-face, assessments designed to aid threat assessment. To address this paucity, the author created The DANGERTOME Personal Risk Threat Assessment…

  13. Peripheral Artery Disease and Continuous Flow Left Ventricle Assist Device: An Engaging Complement Analysis May Help to Guide Treatment.

    Falletta, Calogero; Pasta, Salvatore; Raffa, Giuseppe Maria; Crinò, Francesca; Sciacca, Sergio; Clemenza, Francesco

    2018-02-13

    Use of continuous flow left ventricle assist device (CF-LVAD) in advanced heart failure (HF) patients results in clinically relevant improvements in survival, functional capacity, and quality of life. Peripheral artery disease (PAD) can occur in patients with CF-LVAD due to the high rate of concomitance between risk factors for atherosclerosis and HF. Diagnosis of PAD can be difficult in the specific setting of a patient supported by this kind of device because of the marked alteration in waveform morphology and velocity created by the artificial physiology of an LVAD. We report the case of a 53-year-old man with HF secondary to ischemic cardiomyopathy supported by the HeartWare HVAD as bridge to transplant, who after the implant developed symptoms suggestive of PAD. We describe additional computational flow analysis for the study of PAD-related hemodynamic disturbances induced by a CF-LVAD. Flow simulations enhance the information of clinical image data, and may have an application in clinical investigations of the risk of hemodynamic disturbances induced by LVAD implantation. © 2018 International Center for Artificial Organs and Transplantation and Wiley Periodicals, Inc.

  14. Co-production in practice: how people with assisted living needs can help design and evolve technologies and services.

    Wherton, Joseph; Sugarhood, Paul; Procter, Rob; Hinder, Sue; Greenhalgh, Trisha

    2015-05-26

    The low uptake of telecare and telehealth services by older people may be explained by the limited involvement of users in the design. If the ambition of 'care closer to home' is to be realised, then industry, health and social care providers must evolve ways to work with older people to co-produce useful and useable solutions. We conducted 10 co-design workshops with users of telehealth and telecare, their carers, service providers and technology suppliers. Using vignettes developed from in-depth ethnographic case studies, we explored participants' perspectives on the design features of technologies and services to enable and facilitate the co-production of new care solutions. Workshop discussions were audio recorded, transcribed and analysed thematically. Analysis revealed four main themes. First, there is a need to raise awareness and provide information to potential users of assisted living technologies (ALTs). Second, technologies must be highly customisable and adaptable to accommodate the multiple and changing needs of different users. Third, the service must align closely with the individual's wider social support network. Finally, the service must support a high degree of information sharing and coordination. The case vignettes within inclusive and democratic co-design workshops provided a powerful means for ALT users and their carers to contribute, along with other stakeholders, to technology and service design. The workshops identified a need to focus attention on supporting the social processes that facilitate the collective efforts of formal and informal care networks in ALT delivery and use.

  15. Assistance received by employed caregivers and their care recipients: who helps care recipients when caregivers work full time?

    Scharlach, Andrew E; Gustavson, Kristen; Dal Santo, Teresa S

    2007-12-01

    This study examined the association among caregiver labor force participation, employees' caregiving activities, and the amount and quality of care received by care recipients. Telephone interviews were conducted with 478 adults who were employed full time and 705 nonemployed adults who provided care to a family member or friend aged 50 or older, identified through random sampling of California households. We assessed care recipient impairment and service problems; the amounts and types of assistance received from caregivers, family and friends, and paid providers; and caregiver utilization of support services. Care recipients of caregivers employed full time were less likely to receive large amounts of care from their caregivers, more likely to receive personal care from paid care providers, more likely to use community services, and more likely to experience service problems than were care recipients of nonemployed caregivers. Employed caregivers were more likely to use caregiver support services than were nonemployed caregivers. Accommodation to caregiver full-time employment involves selective supplementation by caregivers and their care recipients, reflecting increased reliance on formal support services as well as increased vulnerability to service problems and unmet care recipient needs. These findings suggest the need for greater attention to the well-being of disabled elders whose caregivers are employed full time.

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

    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.

  17. Energy-Smart Building Choices: How Parents and Teachers Are Helping to Create Better Environments for Learning

    Energy Smart Schools Team

    2001-01-01

    Most K-12 schools could save 25% of their energy costs by being smart about energy. Nationwide, the savings potential is$6 billion. While improving energy use in buildings and busses, schools are likely to create better places for teaching and learning, with better lighting, temperature control, acoustics, and air quality. This brochure, targeted to parents and teachers, describes how schools can become more energy efficient

  18. Randomized Controlled Trial Comparing Smartphone Assisted Versus Traditional Guided Self-Help for Adults with Binge Eating

    Hildebrandt, Tom; Michaelides, Andreas; Mackinnon, Dianna; Greif, Rebecca; DeBar, Lynn; Sysko, Robyn

    2017-01-01

    Objective Guided self-help treatments based on cognitive-behavior therapy (CBT-GSH) are efficacious for binge eating. With limited availability of CBT-GSH in the community, mobile technology offers a means to increase use of these interventions. The purpose of this study was to test the initial efficacy of Noom Monitor, a smartphone application designed to facilitate CBT-GSH (CBT-GSH+Noom), on study retention, adherence, and eating disorder symptoms compared to traditional CBT-GSH. Method Sixty-six men and women with DSM-5 binge eating disorder (BED) or bulimia nervosa (BN) were randomized to receive 8 sessions of CBT-GSH + Noom (n = 33) or CBT-GSH (n = 33) over 12 weeks. Primary symptom outcomes were Eating Disorder Examination objective bulimic episodes (OBEs), subjective bulimic episodes (SBEs), and compensatory behaviors. Assessments were collected at 0, 4, 8, 12, 24, and 36 weeks. Behavioral outcomes were modeled using zero-inflated negative-binomial latent growth curve models with intent-to-treat. Results There was a significant effect of treatment on change in OBEs (β =−0.84, 95%CI = −1.49, −0.19) favoring CBT-GSH + Noom. Remission rates were not statistically different between treatments for OBEs (βlogit =−0.73, 95%CI = −1.86, 3.27; CBT-GSH + Noom = 17/27, 63.0% vs. CBT-GSH 11/27, 40.7%, NNT = 4.5), but CBT-GSH + Noom participants reported greater meal and snack adherence and regular meal adherence mediated treatment effects on OBEs. The treatments did not differ at the 6-month follow-up. Discussion Smartphone applications for the treatment binge eating appear to have advantages for adherence, a critical component of treatment dissemination. PMID:28960384

  19. Randomized controlled trial comparing smartphone assisted versus traditional guided self-help for adults with binge eating.

    Hildebrandt, Tom; Michaelides, Andreas; Mackinnon, Dianna; Greif, Rebecca; DeBar, Lynn; Sysko, Robyn

    2017-11-01

    Guided self-help treatments based on cognitive-behavior therapy (CBT-GSH) are efficacious for binge eating. With limited availability of CBT-GSH in the community, mobile technology offers a means to increase use of these interventions. The purpose of this study was to test the initial efficacy of Noom Monitor, a smartphone application designed to facilitate CBT-GSH (CBT-GSH + Noom), on study retention, adherence, and eating disorder symptoms compared to traditional CBT-GSH. Sixty-six men and women with DSM-5 binge-eating disorder (BED) or bulimia nervosa (BN) were randomized to receive eight sessions of CBT-GSH + Noom (n = 33) or CBT-GSH (n = 33) over 12 weeks. Primary symptom outcomes were eating disorder examination objective bulimic episodes (OBEs), subjective bulimic episodes (SBEs), and compensatory behaviors. Assessments were collected at 0, 4, 8, 12, 24, and 36 weeks. Behavioral outcomes were modeled using zero-inflated negative-binomial latent growth curve models with intent-to-treat. There was a significant effect of treatment on change in OBEs (β = -0.84, 95% CI = -1.49, -0.19) favoring CBT-GSH + Noom. Remission rates were not statistically different between treatments for OBEs (β logit  = -0.73, 95% CI = -1.86, 3.27; CBT-GSH-Noom = 17/27, 63.0% vs. CBT-GSH 11/27, 40.7%, NNT = 4.5), but CBT-GSH-Noom participants reported greater meal and snack adherence and regular meal adherence mediated treatment effects on OBEs. The treatments did not differ at the 6-month follow-up. Smartphone applications for the treatment binge eating appear to have advantages for adherence, a critical component of treatment dissemination. © 2017 Wiley Periodicals, Inc.

  20. Enhancing prospective chemistry teachers cognitive structures in the topics of bonding and hybridization by internet-assisted chemistry applications

    Özge Özyalçın Oskay, Sinem Dinçol

    2011-08-01

    Full Text Available The purpose of this study is to determine the effects of internet-assisted chemistry applications on prospective chemistry teachers’ cognitive structures in the topics of bonding and hybridization. The sample of the study consisted of 36 prospective chemistry teachers attending Hacettepe University, Faculty of Education, the Department of Chemistry Education in 2010-2011 academic year and taking Basic Chemistry I lesson. In the study, students were separated into experimental and control groups according to their pre-cognitive structures. Students were requested to answer two open ended questions. Answers by each student were gathered and evaluated by flow map method. “Bonding and hybridization” topics were taught to control group with traditional teaching method and to experimental group besides traditional method internet-assisted applications were conducted. The same open-ended questions were given to both groups and their cognitive structures were examined once more. The differences between control and experimental groups’ cognitive structures were examined. A significant difference was identified in favour of experimental group (p<0, 05. The mean score of the Experimental group was X=19.94, and the mean score of the Control group was X=13.88. In addition, subsequent to internet assisted chemistry applications differences in terms of concepts and descriptions in prospective chemistry teachers’ in experimental and control group cognitive structure have been determined. When post flow maps of prospective chemistry teachers in experimental group, on whom internet assisted chemistry applications were made, are formed, it has been determined that there are more statements about hybridization, hybridization types, molecule geometry and bond angles compared to control grou

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

    Murphy, Michael D.

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

  2. The Talent Development Middle School. An Elective Replacement Approach to Providing Extra Help in Math--The CATAMA Program (Computer- and Team-Assisted Mathematics Acceleration). Report No. 21.

    Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephen B.

    In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course for about…

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

    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…

  4. Teachers' attitudes and perceptions about preparation of public schools to assist students with type 1 diabetes.

    Carral San Laureano, Florentino; Gutiérrez Manzanedo, José Vicente; Moreno Vides, Pablo; de Castro Maqueda, Guillermo; Fernández Santos, Jorge R; Ponce González, Jesús Gustavo; Ayala Ortega, María Del Carmen

    2018-04-01

    To assess teachers' attitudes and perceptions about preparation of public primary and secondary education schools in the Puerto Real University Hospital (Cádiz, Spain) area to care for students with type 1 diabetes mellitus (T1DM) METHODS: A descriptive observational study where answers to an attitude and perception questionnaire on the preparation of schools to care for pupils with T1DM were analyzed. A total of 765 teachers (mean age, 44.3±8.8 years; 61.7% women) from 44 public schools in the area of the Puerto Real University Hospital were selected by random sampling. Overall, 43.2% of teachers surveyed had or had previously had students with T1DM, but only 0.8% had received specific training on diabetes. 18.9% of teachers reported that one of their students with T1DM had experienced at least one episode of hypoglycemia at school, and half of them felt that their school was not prepared to deal with diabetic emergencies. 6.4% stated that their school had glucagon in its first aid kit, and 46.9% would be willing to administer it personally. Women, physical education teachers, and headmasters had a more positive perception of the school than their colleagues. Teachers with a positive perception of school preparation and with a positive attitude to administer glucagon were significantly younger than those with no positive perception and attitude. The study results suggest that teachers of public schools in our health area have not been specifically trained in the care of patients with T1DM and perceive that their educational centers are not qualified to address diabetic emergencies. Copyright © 2017 SEEN y SED. Publicado por Elsevier España, S.L.U. All rights reserved.

  5. Early Childhood Teacher Candidates\\' Attitudes towards Computer and Computer Assisted Instruction

    Oğuz, Evrim; Ellez, A. Murat; Akamca, Güzin Özyılmaz; Kesercioğlu, Teoman İ.; Girgin, Günseli

    2011-01-01

    The aim of this research is to evaluate preschool candidates’ attitudes towards computers andattitudes towards use of computer assisted instruction. The sample of this study includes 481 early childhoodeducation students who attended Dokuz Eylül University’s department of Early Childhood Education. Data werecollected by using “Scale of Computer Assisted Instruction Attitudes” developed by the Arslan (2006),“Computer Attitudes Scale” developed by Çelik & Bindak (2005) and “General Info...

  6. Changes in Pre-Service Teachers' Algebraic Misconceptions by Using Computer-Assisted Instruction

    Lin, ByCheng-Yao; Ko, Yi-Yin; Kuo, Yu-Chun

    2014-01-01

    In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice…

  7. Formative Observation of Teaching: Focusing Peer Assistance on Teachers' Developmental Goals

    Drew, Steve; Phelan, Liam; Lindsay, Katherine; Carbone, Angela; Ross, Bella; Wood, Kayleen; Stoney, Susan; Cottman, Caroline

    2017-01-01

    Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers' development goals. However, a review of peer observation of…

  8. 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

    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…

  9. Helping Them Grow.

    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.…

  10. Divorce: Helping Children Cope.

    Cook, Alicia S.; McBride, Jean

    1982-01-01

    Examines children's reactions to the divorce process and explores ways in which adults can promote growth and adjustment in children of divorce. Suggests ways in which parents, teachers, and counselors can help children. (RC)

  11. Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents.

    Karlsson, Petra; Johnston, Christine; Barker, Katrina

    2017-09-07

    This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results revealed that it is often untrained staff member who determine students' educational needs. The participants' experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students' needs. Students' motivation to use the technology was also found to be critical for its successful uptake. The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants' experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

  12. Promoting Creativity through Assessment: A Formative Computer-Assisted Assessment Tool for Teachers

    Cropley, David; Cropley, Arthur

    2016-01-01

    Computer-assisted assessment (CAA) is problematic when it comes to fostering creativity, because in educational thinking the essence of creativity is not finding the correct answer but generating novelty. The idea of "functional" creativity provides rubrics that can serve as the basis for forms of CAA leading to either formative or…

  13. Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

    Zervas, Panagiotis; Sampson, Demetrios G.

    2014-01-01

    Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

  14. Algerian EFL University Teachers' Attitudes towards Computer Assisted Language Learning: The Case of Djilali Liabes University

    Bouchefra, Miloud; Baghoussi, Meriem

    2017-01-01

    Computer Assisted Language Learning (CALL) is still groping its way into Algerian English as a Foreign Language (EFL) classroom, where Information Communications Technologies (ICTs) are defined in terms of occasional use of computers and data projectors for material presentation in the classroom. Though major issues in the image of the lack of…

  15. A Different Approach to Have Science and Technology Student-Teachers Gain Varied Methods in Laboratory Applications: A Sample of Computer Assisted POE Application

    Saka, Arzu

    2012-01-01

    The purpose of this study is to develop a new approach and assess the application for the science and technology student-teachers to gain varied laboratory methods in science and technology teaching. It is also aimed to describe the computer-assisted POE application in the subject of "Photosynthesis-Light" developed in the context of…

  16. The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers

    Chen, Ru-Si

    2015-01-01

    The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…

  17. Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35

    Grissom, Jason A.; Loeb, Susanna

    2009-01-01

    While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most…

  18. Stephen Hawking's Universe. Teacher's Guide.

    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…

  19. Assistive Technology

    ... Page Resize Text Printer Friendly Online Chat Assistive Technology Assistive technology (AT) is any service or tool that helps ... be difficult or impossible. For older adults, such technology may be a walker to improve mobility or ...

  20. Comparing Teacher-Directed and Computer-Assisted Instruction of Elementary Geography Place Vocabulary

    Salsbury, Denise E.

    2006-01-01

    Increased knowledge of geographic place name vocabulary continues to be important to student academic success. Place knowledge is a vital part of students' learning to be responsible citizens by helping them become more conscious of the world around them and preparing the world around them and preparing them to enter a global workplace. This study…

  1. Service users' perspectives in the design of an online tool for assisted self-help in mental health: a case study of implications.

    Gammon, Deede; Strand, Monica; Eng, Lillian Sofie

    2014-01-09

    The involvement of persons with lived experiences of mental illness and service use is increasingly viewed as key to improving the relevance and utility of mental health research and service innovation. Guided by the principles of Community-Based Participatory Research we developed an online tool for assisted self-help in mental health. The resulting tool, PsyConnect, is ready for testing in two communities starting 2014. This case study reports from the design phase which entailed clarifying very basic questions: Who is the primary target group? What are the aims? What functions are priorities? Roles and responsibilities? What types of evidence can legitimize tool design decisions? Here we highlight the views of service users as a basis for discussing implications of user involvement for service design and research. PsyConnect has become a tool for those who expect to need assistance over long periods of time regardless of their specific condition(s). The aim is to support service users in gaining greater overview and control, legitimacy, and sense of continuity in relationships. It has a personalized "my control panel" which depicts status → process → goals. Functionality includes support for: mapping life domains; medication overview; crisis management; coping exercises; secure messaging; and social support. While the types of evidence that can legitimize design decisions are scattered and indirectly relevant, recent trends in recovery research will be used to guide further refinements. PsyConnect has undoubtedly become something other than it would have been without careful attention to the views of service users. The tool invites a proactive approach that is likely to challenge treatment cultures that are reactive, disorder-focused and consultation-based. Service user representatives will need to play central roles in training peers and clinicians in order to increase the likelihood of tool usage in line with intentions. Similarly, their influence on tool

  2. Medical Laboratory Assistant. Laboratory Occupations Cluster.

    Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

    This task-based curriculum guide for medical laboratory assistant is intended to help the teacher develop a classroom management system where students learn by doing. Introductory materials include a Dictionary of Occupational Titles job code and title sheet, a career ladder, a matrix relating duty/task numbers to job titles, and a task list. Each…

  3. The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

    Diana, S.

    2018-05-01

    Research about the effect of Peer Assisted Learning (PAL) strategy on Plant Anatomy Course, which aims to improve anatomic competencies of prospective student’s biology teacher, has been done. This study used a quasi-experimental pre-test post-test control group design. The draft includes a group of students who were given a pre-test which is then followed by observing the PAL treatment process and post-test. The other students group (control) was given the pre-test and post-test only. The PAL program began with a discussion between the lecturer and the tutor about the pretest results and then discussion between the tutors and their tutees in the class about the responses items. After that, all students were assigned to answer a set of response items, and then did the posttest. The results showed that the PAL strategy can increase student’s anatomic literacy significantly and can increase student’s anatomic lab skills no significantly. Thus the PAL strategy implementation has a potential to improve student’s anatomic competencies. The generally students weaknesses were they lack practice in interpreting of research results in the graphs form and rarely shared about anatomic lab skills. All students respond positively to the PAL strategy.

  4. General design of a technical assistance program to help DOE/prime contractor buyers in doing business with small disadvantaged businesses

    Wood, M.T.; Radford, L.R.; Saari, L.M.; Wright, J.

    1986-04-01

    This report offers a design and recommendations for implementing a program of education to assist Department of Energy buyers and procurement officers in increasing the quality and quantity of small disadvantaged business (DB) participation in their contracted work. The recommendations are based on a previous companion report, ''Issues in Contracting with Small Minority Businesses,'' from which technical assistance and related needs were derived. The assistance program is based on buyer and disadvantaged-business needs, as determined from synthesizing the results of interviews with over two dozen minority business leaders and procurement officers.

  5. Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

    Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

    2011-01-01

    This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

  6. Getting Help

    ... Parents & Students Home > Special Features > Getting Help Getting Help Resources from NIAAA Treatment for Alcohol Problems: Finding ... and find ways to make a change. Professional help Your doctor. Primary care and mental health practitioners ...

  7. The Problem with Reform from the Bottom up: Instructional Practises and Teacher Beliefs of Graduate Teaching Assistants Following a Reform-Minded University Teacher Certificate Programme

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-01-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught…

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

    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…

  9. Barriers to help-seeking for a gambling problem: the experiences of gamblers who have sought specialist assistance and the perceptions of those who have not.

    Pulford, Justin; Bellringer, Maria; Abbott, Max; Clarke, Dave; Hodgins, David; Williams, Jeremy

    2009-03-01

    This paper presents barriers to help-seeking data as reported by users of a national gambling helpline (help-seekers, HS, N = 125) as well as data pertaining to perceived barriers to seeking help as reported by gamblers recruited from the general population (non-help-seekers, NHS, N = 104). All data were collected via a structured, multi-modal survey. When asked to identify actual or perceived barriers to seeking help, responses indicative of pride (78% of HS participants, 84% of NHS participants), shame (73% of HS participants, 84% of NHS participants) or denial (87% of NHS participants) were most frequently reported. These three factors were also most often identified as the real or perceived primary barrier to help-seeking (collectively accounting for 55% of HS, and 60% of NHS, responses to this question) and were the only barriers to be identified by more than 10% of either HS and NHS participants without prompting. It was of note, however, that participants in both groups identified multiple barriers to help-seeking (mean of 6.7 and 12.2, respectively) and that, when presented with a list of 21 possible barrier items, NHS participants endorsed 19 of the listed items significantly more often than their HS counterparts. The implications of these findings, with respect to promoting greater or earlier help-seeking activity amongst problem gamblers, are discussed.

  10. An "Elective Replacement" Approach to Providing Extra Help in Math: The Talent Development Middle Schools' Computer- and Team-Assisted Mathematics Acceleration (CATAMA) Program.

    Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephan B.

    1999-01-01

    Two studies evaluated the Computer- and Team-Assisted Mathematics Acceleration course (CATAMA) in Talent Development Middle Schools. The first study compared growth in math achievement for 96 seventh-graders (48 of whom participated in CATAMA and 48 of whom did not); the second study gathered data from interviews with, and observations of, CATAMA…

  11. Engaging Elementary School Pre-service Teachers in Modeling a Socioscientific Issue as a Way to Help Them Appreciate the Social Aspects of Science

    Evagorou, Maria; Puig Mauriz, Blanca

    2017-01-01

    Socioscientific issues are ill-structured problems that involve moral, ethical, and financial aspects, and lack clear-cut solutions. Teaching socioscientific issues necessarily puts a demand on teachers to draw on knowledge stemming from other domains, and to also appreciate, and present to the students the societal aspects of science. For new teachers, and those who have not tried integrating complex social issues into their instruction, SSI-based teaching may seem too great a hurdle to over...

  12. Two food-assisted maternal and child health nutrition programs helped mitigate the impact of economic hardship on child stunting in Haiti.

    Donegan, Shannon; Maluccio, John A; Myers, Caitlin K; Menon, Purnima; Ruel, Marie T; Habicht, Jean-Pierre

    2010-06-01

    Rigorous evaluations of food-assisted maternal and child health and nutrition programs are stymied by the ethics of randomizing recipients to a control treatment. Using nonexperimental matching methods, we evaluated the effect of 2 such programs on child linear growth in Haiti. The 2 well-implemented programs offered the same services (food assistance, behavior change communication, and preventive health services) to pregnant and lactating women and young children. They differed in that one (the preventive program) used blanket targeting of all children 6-23 mo, whereas the other (the recuperative program) targeted underweight (weight-for-age Z score effects on height-for-age Z scores (HAZ) and stunting (HAZ growth in a time of deteriorating economic circumstances.

  13. Does Ultrasound-Guided Directional Vacuum-Assisted Removal Help Eliminate Abnormal Nipple Discharge in Patients with Benign Intraductal Single Mass?

    Chang, Jung Min; Cho, Na Ri Ya; Moon, Woo Kyung [Seoul National University Hospital, Seoul (Korea, Republic of); Park, Jeong Seon [Hanyang University Hospital, Seoul (Korea, Republic of); Chung, Se Yeong [Seoul National University Boramae Hospital, Seoul (Korea, Republic of); Jang, Mi Jung [Seoul National University Bundang Hospital, Seongnam (Korea, Republic of)

    2009-12-15

    To evaluate whether the removal of an intraductal mass using an ultrasound (US)-guided directional vacuum-assisted device can eliminate symptoms in patients presenting with abnormal nipple discharge. Between March 2004 and October 2006, 36 patients who presented with abnormal nipple discharge, underwent US-guided, 11-gauge vacuum-assisted biopsy for a benign intraductal single mass on US. The ability of the procedure to eliminate nipple discharge was evaluated by physical examination during follow-up US. Lesion characteristics, biopsy variables, and histologic features were analyzed to identify factors affecting symptom resolution. Of the 36 lesions, 25 (69%) were intraductal papillomas, 10 (28%) were fibrocystic changes, and one (3%) was a fibroadenoma. The nipple discharge disappeared in 69% (25 of 36) of the women at a mean follow-up time of 25 months (range 12-42 month). There was no difference in the lesion characteristics, biopsy variables, and the histologic features between groups that eliminated the symptom compared those with persistent nipple discharge. US-guided directional vacuum-assisted removal of an intraductal mass appears to eliminate nipple discharge in only 69% of patients and thus, it should not be considered as an alternative to surgical excision.

  14. Can an International Field Experience Assist Health and Physical Education Pre-Service Teachers to Develop Cultural Competency?

    Winslade, Matthew

    2016-01-01

    An emerging focus of teacher education courses within countries such as Australia centres on the development of cultural competency. An international practicum experience or student mobility programme embedded within pre-service teacher education programmes is one way to provide such an opportunity. In subject areas such as Health and Physical…

  15. Employing the TPACK Framework for Researcher-Teacher Co-Design of a Mobile-Assisted Seamless Language Learning Environment

    Wong, Lung-Hsiang; Chai, Ching Sing; Zhang, Xujuan; King, Ronnel B.

    2015-01-01

    Integrating technologies into teaching and learning poses a significant challenge for many teachers who lack socio-techno-pedagogical know-how and time to design interventions. A possible solution is to design sound technology-enhanced learning (TEL) environments with relevant content and pedagogical tools to reduce teachers' design efforts.…

  16. PRACTICUM EXPERIENCE IN TEACHER EDUCATION

    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.

  17. Partnership for Prescription Assistance

    ... may use our name without our permission. The Partnership for Prescription Assistance will help you find the ... Events Blog Facebook Twitter Start living better. The Partnership for Prescription Assistance helps qualifying patients without prescription ...

  18. Is Contrast Enhanced Ultrasonography a useful tool in a beginner's hand? How much can a Computer Assisted Diagnosis prototype help in characterizing the malignancy of focal liver lesions?

    Moga, Tudor Voicu; Popescu, Alina; Sporea, Ioan; Danila, Mirela; David, Ciprian; Gui, Vasile; Iacob, Nicoleta; Miclaus, Gratian; Sirli, Roxana

    2017-08-23

    Contrast enhanced ultrasound (CEUS) improved the characterization of focal liver lesions (FLLs), but is an operatordependent method. The goal of this paper was to test a computer assisted diagnosis (CAD) prototype and to see its benefit in assisting a beginner in the evaluation of FLLs. Our cohort included 97 good quality CEUS videos[34% hepatocellular carcinomas (HCC), 12.3% hypervascular metastases (HiperM), 11.3% hypovascular metastases (HipoM), 24.7% hemangiomas (HMG), 17.5% focal nodular hyperplasia (FNH)] that were used to develop a CAD prototype based on an algorithm that tested a binary decision based classifier. Two young medical doctors (1 year CEUS experience), two experts and the CAD prototype, reevaluated 50 FLLs CEUS videos (diagnosis of benign vs. malignant) first blinded to clinical data, in order to evaluate the diagnostic gap beginner vs. expert. The CAD classifier managed a 75.2% overall (benign vs. malignant) correct classification rate. The overall classification rates for the evaluators, before and after clinical data were: first beginner-78%; 94%; second beginner-82%; 96%; first expert-94%; 100%; second expert-96%; 98%. For both beginners, the malignant vs. benign diagnosis significantly improved after knowing the clinical data (p=0.005; p=0,008). The expert was better than the beginner (p=0.04) and better than the CAD (p=0.001). CAD in addition to the beginner can reach the expert diagnosis. The most frequent lesions misdiagnosed at CEUS were FNH and HCC. The CAD prototype is a good comparing tool for a beginner operator that can be developed to assist the diagnosis. In order to increase the classification rate, the CAD system for FLL in CEUS must integrate the clinical data.

  19. Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder

    Bradley P Smith

    2016-02-01

    Full Text Available The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD. Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is emerging, little is known about the experiences and attitudes of those who implement it. We presented a series of open and close-ended questions via an online survey to Australian school teachers working with students on the autistic spectrum. Whether teachers had experienced companion animals in the classroom or not, companion animals were believed to provide a means for improving social skills and engagement within the classroom, as well as decreasing stress, anxiety, and the occurrence of problematic behaviours. Yet, despite an overall positive attitude, and 68% having had animals or pets in their classroom, only 16% of respondents had experience with ‘formal’ animal-assisted interventions. Explanations for why both formal and informal animal-assisted interventions were either not being adopted, or was not currently being considered, included a lack of knowledge, lack of support and resources, reactions of the student in relation to allergies and behaviour, and issues relating to animal welfare. It was also acknowledged that the evidence-base for animal-assisted interventions for students with ASD is currently lacking, and that such interventions were not suitable for all students, or all classroom situations. Moving forward, it is important that the inclusion of companion animals and more formal based animal intervention programs in classrooms be adequately designed and evaluated, because implementing or promoting time consuming and financially costly strategies without the evidence is problematic.

  20. HEPA Help

    Rathey, Allen

    2006-01-01

    Poor indoor air quality in school facilities can detract from the health and productivity of students, teachers and other employees. Asthma--often triggered or aggravated by dust--is the No. 1 cause of chronic absenteeism in schools. Using vacuum cleaners equipped with high-efficiency particulate air (HEPA) filters to clean education institutions…

  1. A review of technology-assisted self-help and minimal contact therapies for drug and alcohol abuse and smoking addiction: is human contact necessary for therapeutic efficacy?

    Newman, Michelle G; Szkodny, Lauren E; Llera, Sandra J; Przeworski, Amy

    2011-02-01

    Technology-based self-help and minimal contact therapies have been proposed as effective and low-cost interventions for addictive disorders, such as nicotine, alcohol, and drug abuse and addiction. The present article reviews the literature published before 2010 on computerized treatments for drug and alcohol abuse and dependence and smoking addiction. Treatment studies are examined by disorder as well as amount of therapist contact, ranging from self-administered therapy and predominantly self-help interventions to minimal contact therapy where the therapist is actively involved in treatment but to a lesser degree than traditional therapy and predominantly therapist-administered treatments involving regular contact with a therapist for a typical number of sessions. In the treatment of substance use and abuse it is concluded that self-administered and predominantly self-help computer-based cognitive and behavioral interventions are efficacious, but some therapist contact is important for greater and more sustained reductions in addictive behavior. Copyright © 2010 Elsevier Ltd. All rights reserved.

  2. Eliciting mentor and pre-service teachers’ practical knowledge using teacher-tagged classroom situations : Making teaching explicit: Approaches to assisting student teacher learning in practice

    Niek Bogert; Dr. Jan Bruggen; Dr. F.J.A.J. Crasborn; Prof. Dr. Wim Jochems

    2014-01-01

    EARLI SIG 11 Conference, Frauenchiemsee (Germany) - Symposium Situated learning plays a key role in internships and other practice-based learning settings in teacher education. The dominant assumption for a long time has been that the development of teaching competency is advanced most through

  3. Does Feeling Part of a Learning Community Help Students to Do Well in Their A-Levels? Exploring Teacher-Student Relationships

    Dziubinski, Julian P.

    2014-01-01

    Each year, around 250,000 16-year-olds in the United Kingdom finish their GCSEs and begin studying for their Advanced (A-) levels, many of them at further education (FE) college. Students study their A-level courses at FE college for a number of reasons, including a more mature relationship with teachers. As we approach the 64th anniversary of…

  4. Ayudando a Ninos Dotados a Volar: Una Guia Practica para Padres y Maestros (Helping Gifted Children Soar: A Practical Guide for Parents and Teachers).

    Strip, Carol A.

    Intended for parents of gifted children, this book, in Spanish, stresses the importance of positive relationships between parents and teachers as they work to meet children's academic, emotional, and social needs. Individual chapters address the following topics: (1) parenting the gifted child as a wild roller coaster ride; (2) determining whether…

  5. Evaluating the Effects of Lesson Study as a Way to Help Student Teachers Learn How to Use Student Thinking when Planning and Revising Mathematics Lesson Plans

    Sisofo, Eric Joseph

    2010-01-01

    The use of student thinking in teaching has been linked to improved instruction and learning. It is reasonable to assume that the University of Delaware's undergraduate program might be interested in figuring out ways to develop this skill in its mathematics specialist pre-service teachers. Currently, the student teaching experience at the…

  6. Teacher Stress Related to Student Mental Health Promotion: The Match between Perceived Demands and Competence to Help Students with Mental Health Problems

    Ekornes, Stine

    2017-01-01

    The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K-12…

  7. Animal-Assisted Activities for Students with Disabilities: Obtaining Stakeholders' Approval and Planning Strategies for Teachers

    Baumgartner, Erin; Cho, Jeong-il

    2014-01-01

    Animal-human interactions have been found to have positive influences on children across the world. In particular, research supports the benefits of animal-assisted activities in addressing students' social and behavioral problems within the classroom environment. The general information about animal-assisted activities provided in this…

  8. Help Yourself, Help Your Students

    Luft, Julie A.; Bang, EunJin; Hewson, Peter W.

    2016-01-01

    Science teachers often participate in professional development programs (PDPs) to improve their students' learning. They sign up for workshops, institutes, university classes, or professional learning communities to gain knowledge and new instructional practices and to find colleagues with whom to discuss their teaching. But with so many options…

  9. Fighting for life: a qualitative analysis of the process of psychotherapy-assisted self-help in patients with metastatic cancer.

    Cunningham, Alastair J; Phillips, Catherine; Stephen, Joanne; Edmonds, Claire

    2002-06-01

    This exploratory study is an attempt to define psychological attributes related to longer survival in patients with metastatic cancers. Previous published analyses have been limited in two ways. First, they have almost always been carried out on patients not receiving therapy; we have followed people receiving a year of group therapy, on the assumption that if mental qualities are to affect cancer progression, substantial mental change would be needed to alter the established balance between the cancer cells and host regulatory mechanisms. Second, the methods typically used to characterize patients' psychology have been self-report inventories, and many decades of research with such methods have largely failed to produce a consensus on what mental qualities, if any, promote survival. By contrast, we have used qualitative methods, allowing a much more in-depth analysis of the patients, without preliminary assumptions as to what would be important. The present report describes the results of a detailed qualitative analysis of data collected from 22 participants over a year of weekly group therapy. Using grounded methods, categories were derived from the extensive verbal data (comprising patients' written homework and therapists' notes), and linked in a model of change. By applying ratings to some of these categories, and combining these ratings, we derived a quantitative estimate of patients' "involvement in self-help." Rankings on degree of involvement corresponded quite closely with the quality of patients' experience and with their survival duration. There was a great range in degree of involvement, and various subgroupings could be discerned. Nine of the participants were classed as "highly involved," meaning that they devoted regular daily time, often several hours, to such self-help strategies as relaxation, mental imaging, meditation, cognitive monitoring and journalling. All but 1 of these patients enjoyed a good quality of life and lived at least 2 years

  10. Web-Based Decision Aid to Assist Help-Seeking Choices for Young People Who Self-Harm: Outcomes From a Randomized Controlled Feasibility Trial

    Patel, Krisna; French, Rebecca S; Henderson, Claire; Ougrin, Dennis; Slade, Mike; Moran, Paul

    2018-01-01

    Background Adolescents who self-harm are often unsure how or where to get help. We developed a Web-based personalized decision aid (DA) designed to support young people in decision making about seeking help for their self-harm. Objective The aim of this study was to evaluate the feasibility and acceptability of the DA intervention and the randomized controlled trial (RCT) in a school setting. Methods We conducted a two-group, single blind, randomized controlled feasibility trial in a school setting. Participants aged 12 to 18 years who reported self-harm in the past 12 months were randomized to either a Web-based DA or to general information about mood and feelings. Feasibility of recruitment, randomization, and follow-up rates were assessed, as was acceptability of the intervention and study procedures. Descriptive data were collected on outcome measures examining decision making and help-seeking behavior. Qualitative interviews were conducted with young people, parents or carers, and staff and subjected to thematic analysis to explore their views of the DA and study processes. Results Parental consent was a significant barrier to young people participating in the trial, with only 17.87% (208/1164) of parents or guardians who were contacted for consent responding to study invitations. Where parental consent was obtained, we were able to recruit 81.7% (170/208) of young people into the study. Of those young people screened, 13.5% (23/170) had self-harmed in the past year. Ten participants were randomized to receiving the DA, and 13 were randomized to the control group. Four-week follow-up assessments were completed with all participants. The DA had good acceptability, but qualitative interviews suggested that a DA that addressed broader mental health problems such as depression, anxiety, and self-harm may be more beneficial. Conclusions A broad-based mental health DA addressing a wide range of psychosocial problems may be useful for young people. The requirement

  11. Teachers' Support in Using Computers for Developing Students' Listening and Speaking Skills in Pre-Sessional English Courses

    Zou, Bin

    2013-01-01

    Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL…

  12. Adaptive and Nonadaptive Help Seeking with Peer Harassment: An Integrative Perspective of Coping and Self-Regulation

    Newman, Richard S.

    2008-01-01

    When harassed by peers, elementary school students often face a dilemma of whether to ask their teacher for help. Assistance may be useful, and perhaps necessary. However, there can be social costs; children generally are expected to resolve interpersonal conflicts on their own. Two theoretical perspectives (i.e., coping and self-regulation)…

  13. Turkish Teachers' and Students' Perceptions towards Computer Assisted Testing in Comparison with Spanish Teachers' and Students' Perceptions

    Berber, Aslihan; García Laborda, Jesús

    2015-01-01

    There are different opinions about using technology in the assessment field of education regarding computer-assisted assessments. People have some concerns such as its application, reliability and so on. It seems that those concerns may decrease with the developing technology in the following years since computer-based testing programs are…

  14. Pay Now or Pay Later: An Economic Rationale for State-Funded Helping Services to Assist Women Leaving an Abusive Relationship.

    DeRiviere, Linda

    2015-01-01

    There has been an increase in costing analysis of intimate partner violence in recent decades, including the monetary impact to government, society, and the individual. Using data collected in a Canadian longitudinal study, the empirical analysis in this article provides an economic rationale for mobilizing public resources that improve the well-being of women leaving an abusive relationship. I estimated six variants of a selection model and used a costing exercise to build an economic case for preventive and other helping services to support women over their healing journey. The removal of financial constraints suffered by abused women, in support of their training needs, as well as reduced barriers to preventive health care services, may potentially lead to fiscal resource savings in the long run.

  15. Data and material of the Safe-Range-Inventory: An assistance tool helping to improve the charging infrastructure for electric vehicles.

    Carbon, Claus-Christian; Gebauer, Fabian

    2017-10-01

    The Safe-Range-Inventory (SRI) was constructed in order to help public authorities to improve the charging infrastructures for electric vehicles [1; 10.1016/j.trf.2017.04.011]. Specifically, the impact of fast (vs slow) charging stations on people's range anxiety was examined. Ninety-seven electric vehicle users from Germany (81 male; M age =46.3 years, SD =12.1) were recruited to participate in the experimental design. Statistical analyses were conducted using ANOVA for repeated measures to test for interaction effects of available charging stations and remaining range with the dependent variable range anxiety . The full data set is publicly available via https://osf.io/bveyw/ (Carbon and Gebauer, 2017) [2].

  16. Search Help

    Guidance and search help resource listing examples of common queries that can be used in the Google Search Appliance search request, including examples of special characters, or query term seperators that Google Search Appliance recognizes.

  17. Assistive Devices

    If you have a disability or injury, you may use a number of assistive devices. These are tools, products or types of equipment that help you perform tasks and activities. They may help you move around, see, communicate, eat, or get ...

  18. Sweden's help

    1969-01-01

    The Government of Sweden has decided to provide funds for the Agency to use for agreed projects in developing countries, and the Board of Governors has authorized the Director General to conclude an agreement to bring the scheme into effect. The Agency will administer the funds and will select and process requests to be considered for their use; it will also be responsible for project supervision and control. Responsibility for implementing the agreement on behalf of the Swedish Government is entrusted to the Swedish International Development Authority (SIDA) which functions under the auspices of the Ministry of Foreign Affairs and administers Swedish bilateral technical, financial and humanitarian assistance. SIDA has already provided, or has agreed to provide, assistance for a number of Agency technical co-operation programmes and for the International Centre for Theoretical Physics in Trieste. (author)

  19. Teacher-to-Teacher Mentoring. For Tech Teachers

    Gora, Kathleen; Hinson, Janice

    2004-01-01

    Many principals want to provide effective professional development to assist teachers with technology integration, but they don't know where to begin. Sometimes teachers participate in professional development opportunities offered by local school districts, but these one-size-fits-all experiences seldom address teachers' specific needs or skill…

  20. The Deployment, Training and Teacher Relationships of Teaching Assistants Supporting Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools

    Symes, Wendy; Humphrey, Neil

    2011-01-01

    Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers.…

  1. Latina/o Pre-Service Teachers' Use of Language and Culture while Assisting Children in Mathematics

    Vomvoridi-Ivanovic, Eugenia

    2009-01-01

    Guided by symbolic interactionism and cultural historical activity theory this study investigated how four bilingual Latina/o pre-service teachers use language (Spanish and English) and culture, defined as social practices, as instructional resources in mathematics. The setting of the study was an after-school bilingual mathematics program, namely…

  2. Is there a way for clinical teachers to assist struggling learners? A synthetic review of the literature

    Boileau E

    2017-01-01

    Full Text Available Elisabeth Boileau,1 Christina St-Onge,2 Marie-Claude Audétat3 1Department of Family and Emergency Medicine, 2Department of Medicine, Université de Sherbrooke, Sherbrooke, QC, Canada; 3Unité des Internistes Généralistes et Pédiatres, Université de Genève, Geneva, Switzerland Abstract: Struggling medical trainees pose a challenge to clinical teachers, since these learners warrant closer supervision that is time-consuming and competes with time spent on patient care. Clinical teachers’ perception that they are ill equipped to address learners’ difficulties efficiently may lead to delays or even lack of remediation for these learners. Because of the paucity of evidence to guide best practices in remediation, the best approach to guide clinical teachers in the field remains to be established. We aimed to present a synthetic review of the empirical evidence and theory that may guide clinical teachers in their daily task of supervising struggling learners, reviewing current knowledge on the challenges and solutions that have been identified and explored. A computerized literature search was performed using Medline, Embase, Education Resources Information Center, and Education Source, after which final articles were selected based on relevance. The literature reviewed provided best evidence for clinical teachers to address learners’ difficulties, which is presented in the order of the four steps inherent to the clinical approach: 1 detecting a problem based on a subjective impression, 2 gathering and documenting objective data, 3 assessing data to make a diagnosis, and 4 planning remediation. A synthesized classification of pedagogical diagnoses is also presented. This review provides an outline of practical recommendations regarding the supervision and management of struggling learners up to the remediation phase. Our findings suggest that future research and faculty development endeavors should aim to operationalize remediation

  3. Thinking Systemically: Steps for States to Improve Equity in the Distribution of Teachers-- An Action-Planning Workbook to Help Guide Regional Comprehensive Center and State Education Agency Conversation to Address the Inequitable Distribution of Teachers

    National Comprehensive Center for Teacher Quality, 2009

    2009-01-01

    The National Comprehensive Center for Teacher Quality (TQ Center) is a resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching--especially in high-poverty, low-performing, and hard-to-staff schools--and for finding guidance in addressing specific needs, thereby…

  4. Teacher Portfolios.

    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…

  5. Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

    Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

    2016-01-01

    Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

  6. Let's Help Each Other. Economic Organization Booklet 3. Teacher's Edition=Ayudemonos uno al otro. Organizacion economica libro 3. Manual para El Maestro.

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  7. Practices of Assistive Technology Implementation and Facilitation: Experiences of Teachers of Students with Visual Impairments in Singapore

    Wong, Meng Ee; Law, Janet S. P.

    2016-01-01

    Assistive technology is defined by the Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability"…

  8. Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

    Black, Rhonda

    2016-01-01

    This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

  9. Toward an Understanding of Preservice English as a Foreign Language Teachers' Acceptance of Computer-Assisted Language Learning 2.0 in the People's Republic of China

    Mei, Bing; Brown, Gavin T. L.; Teo, Timothy

    2018-01-01

    Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People's Republic of China (PRC). This study aims to remedy this situation…

  10. The Effects of Computer-Assisted Instruction Designed According to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes

    Kocakaya, Serhat; Gonen, Selahattin

    2010-01-01

    The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…

  11. Burnout Syndrome of Teachers

    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

  12. Who in Your Class Needs Help?

    Merz, Sandy

    2018-01-01

    With the National Alliance for Mental Illness estimating that 20 percent of 13-18 year-olds live with a mental health condition, it is essential for teachers to know their legal and ethical obligations in assisting their students and creating a welcoming environment for them to thrive. Merz, a middle school teacher for 30 years, discusses what…

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

    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.

  14. Assisted Living

    ... a resident's needs depends as much on the philosophy and services of the assisted living facility as it does on the quality of care. The Administration on Aging, a part of the U.S. Department of Health and Human Services (HHS), offers these suggestions to help you ...

  15. Learning Together: The Instinct to Do Good and Peer-Assisted Strategies That Work

    Jellison, Judith A.; Draper, Ellary A.; Brown, Laura S.

    2017-01-01

    Children have a natural proclivity to teach, help, cooperate, and empathize with others, and these interactions can have positive benefits for children's emotional, social, and cognitive development. This article is about ways music teachers can design peer-assisted music learning activities that will benefit everyone in the class and ultimately…

  16. Learning with Teachers; A Scientist's Perspective

    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.

  17. Grief: Helping Young Children Cope

    Wood, Frances B.

    2008-01-01

    In their role as caregivers supporting the children they teach, it is important for teachers to understand the grieving process and recognize symptoms of grief. The author explains Elisabeth Kubler-Ross's five stages of grief and offers 10 classroom strategies to help young children cope with their feelings.

  18. Crossing a Broad Gray Line to Help Children

    Allen, Megan M.

    2015-01-01

    Helping students with mental health issues sometimes presents teachers with the dilemma of following the letter of school rules or doing what is best for the child. One teacher tells her story of crossing such lines, but only in service to children. She also outlines what teachers can and should do to help students who need mental health services.

  19. Teacher Training to Handle Bullying in the School in Indonesia

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  20. The Comparative Effect of Online Self-Correction, Peer- correction, and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners’ Grammar Knowledge The Prospect of Mobile Assisted Language Learning (MALL

    Mojtaba Aghajani

    2018-05-01

    Full Text Available 60 participants of the study were selected based on their scores on the Nelson proficiency test and divided into three Telegram groups comprising a peer-correction, a self-correction and a teacher-correction group, each with 20 students. The pretest was administered to measure the subjects' grammar knowledge. Subsequently, three Telegram groups each with 21 members (20 students + 1 teacher were formed. Then during a course of nearly one academic term the grammatical notions were taught by the teacher. The members were required to write on the prompt in about 50 to 70 words and post it on the group. Then, their writings were corrected through self-correction, peer-correction and teacher-correction under the feedback provided by the researcher. The study used a pretest-posttest design to compare the learners’ progress after the application of three different types of treatment. One-Way between-groups ANOVA was run to test whether there was any statistically significant difference in grammar knowledge in descriptive writing of intermediate EFL learners’ who receive mobile-assisted self-correction, peer-correction and teacher-correction. The researcher also used Post-Hoc Tests to determine the exact difference between correction methods. Online self-correction, peer-correction and teacher-correction were the independent variables and grammar knowledge was the dependent variable. Examining the result of the study prove that significance level between self-correction and teacher-correction was the strongest (sig. = 0.000 but the significance level was a little less strong between peer-correction and teacher-correction whereas no significance was observed between self-correction and peer-correction.

  1. Teachers' Health.

    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.

  2. Training Students as Technology Assistants.

    Onishi, Esther; Peto, Erica

    1996-01-01

    Describes a program where fifth and sixth graders are trained as school technology assistants. The childrens' duties include installation of software, making minor repairs, cleaning computer equipment, and assisting teachers and students. Outlines components of the program, lists forms the assistants use and skills they are taught, and provides…

  3. HELP: Healthy Early Literacy Program

    Rader, Laura A.

    2008-01-01

    A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language…

  4. Foreign assistance

    1991-07-01

    This paper reports that providing energy assistance to developing countries remains a relatively low priority of the Agency for International Development. AID is helping some developing countries meet their energy needs, but this assistance varies substantially because of the agency's decentralized structure. Most AID energy funding has gone to a handful of countries-primarily Egypt and Pakistan. With limited funding in most other countries, AID concentrates on providing technical expertise and promoting energy policy reforms that will encourage both energy efficiency and leverage investment by the private sector and other donors. Although a 1989 congressional directive to pursue a global warming initiative has had a marginal impact on the agency's energy programming, many AID energy programs, including those directed at energy conservation, help address global warming concerns

  5. Teacher Research Programs = Increased Student Achievement

    Dubner, J.

    2011-12-01

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

  6. Globalization and Teacher Education

    Flinders, David J.

    2009-01-01

    Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

  7. Perceived teacher support and language anxiety in Polish secondary school EFL learners

    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.

  8. Foreign Assistance: Treasury's Technical Assistance Program

    Ford, Jess

    1999-01-01

    After the collapse of communism in Central Europe and the dissolution of the Soviet Union, the United States developed programs of technical assistance to help countries transition to market economies and democracy...

  9. Help Options in CALL: A Systematic Review

    Cardenas-Claros, Monica S.; Gruba, Paul A.

    2009-01-01

    This paper is a systematic review of research investigating help options in the different language skills in computer-assisted language learning (CALL). In this review, emerging themes along with is-sues affecting help option research are identified and discussed. We argue that help options in CALL are application resources that do not only seem…

  10. Helping Youth Decide: A Workshop Guide.

    Duquette, Donna Marie; Boo, Katherine

    This guide was written to complement the publication "Helping Youth Decide," a manual designed to help parents develop effective parent-child communication and help their children make responsible decisions during the adolescent years. The workshop guide is intended to assist people who work with families to provide additional information and…

  11. Differentiation: Lessons from Master Teachers

    Carolan, Jennifer; Guinn, Abigail

    2007-01-01

    Carolan and Guinn assert that differentiated instruction helps diversity thrive. Observing how experienced teachers practice differentiation in real-life situations helps teachers who are reluctant to try such strategies take the plunge. The authors draw on two observational studies they conducted of five expert teachers in a high-performing,…

  12. Teachers and nuclear energy

    1994-01-01

    The aims of the seminar were: to exchange national experience in informing and assisting teachers in the nuclear field, and to determine the conditions for improving the effectiveness of these programmes; to develop an international understanding on the basic training and information requirements to assist secondary-school teachers in discussing nuclear energy in an appropriately wide and balanced context at school; to study the respective contributions of national authorities, industry and relevant institutes in this endeavour

  13. Evolution. Teacher's Guide.

    Bershad, Carol

    This teacher's guide was developed to assist teachers in the use of multimedia resources for the Public Broadcasting System (PBS) program, "Evolution." Each unit uses an inquiry-based approach to meet the National Science Education Standards. Units include: (1) "What is the Nature of Science?"; (2) "Who Was Charles Darwin?"; (3) "What is the…

  14. Horses Helping Children Grow

    Graham, Louise B.; Lindsey, Allison

    2017-01-01

    A review of Animal-Assisted Therapy and related terms such as "Animal-Assisted Activities" is presented as an introduction to the exploration of additional equine applications with children. Animal-Assisted Therapy has been studied, but Animal-Assisted Activities with children facing normal developmental struggles has not received much…

  15. How has my learning enabled me to create and share an animated video to assist newly qualified teachers in the creation of a safe critical space for their students?

    Gallagher, Emma

    2011-01-01

    This paper presents my emergent living theory as it developed while I attempted to address my concern “How has my learning enabled me to create and share an animated video to assist Newly Qualified Teachers in the creation of a safe critical space for their students?” I explore how my learning on the Masters in Education and Training Management (e-learning) has affected me both personally and professionally and how my learning has impacted the learning of others. In particular, I look at t...

  16. Correctional Education Teachers' Teaching Competence and Use of ...

    Correctional Education Teachers' Teaching Competence Genet G. and Haftu H. 83. ORIGINAL ARTICLE. Correctional Education Teachers' ... Educational and Behavioral Sciences, Bahir Dar University. ** Assistant Professor, Teacher Education ... evaluation of available research, it is obvious that education programs in.

  17. Technical Assistance Plan (TAP)

    A Technical Assistance Plan (TAP) enables community groups to retain the services of an independent technical advisor and to provide resources for a community group to help inform other community members about site decisions.

  18. Supporting teachers' technology integration in lesson plans

    Janssen, Noortje

    2017-01-01

    Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological,

  19. Attention Deficit Disorder (ADHD): Primary school teachers ...

    Hennie

    The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in ... education reforms would be the training of teachers in classroom management. ..... Assistive technology.

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

    Jorm, Anthony F; Kitchener, Betty A; Sawyer, Michael G; Scales, Helen; Cvetkovski, Stefan

    2010-06-24

    Mental disorders often have their first onset during adolescence. For this reason, high school teachers are in a good position to provide initial assistance to students who are developing mental health problems. To improve the skills of teachers in this area, a Mental Health First Aid training course was modified to be suitable for high school teachers and evaluated in a cluster randomized trial. The trial was carried out with teachers in South Australian high schools. Teachers at 7 schools received training and those at another 7 were wait-listed for future training. The effects of the training on teachers were evaluated using questionnaires pre- and post-training and at 6 months follow-up. The questionnaires assessed mental health knowledge, stigmatizing attitudes, confidence in providing help to others, help actually provided, school policy and procedures, and teacher mental health. The indirect effects on students were evaluated using questionnaires at pre-training and at follow-up which assessed any mental health help and information received from school staff, and also the mental health of the student. The training increased teachers' knowledge, changed beliefs about treatment to be more like those of mental health professionals, reduced some aspects of stigma, and increased confidence in providing help to students and colleagues. There was an indirect effect on students, who reported receiving more mental health information from school staff. Most of the changes found were sustained 6 months after training. However, no effects were found on teachers' individual support towards students with mental health problems or on student mental health. Mental Health First Aid training has positive effects on teachers' mental health knowledge, attitudes, confidence and some aspects of their behaviour. ACTRN12608000561381.

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

    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

  2. Going Online: Helping Technical Communicators Help Translators.

    Flint, Patricia; Lord van Slyke, Melanie; Starke-Meyerring, Doreen; Thompson, Aimee

    1999-01-01

    Explains why technical communicators should help translators. Offers tips for creating "translation-friendly" documentation. Describes the research and design process used by the authors to create an online tutorial that provides technical communicators at a medical technology company the information they need to help them write and…

  3. Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism.

    Mills, Caroline; Chapparo, Christine

    2018-02-01

    Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. A qualitative descriptive approach was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Three main categories and eight sub-categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools. © 2017 Occupational Therapy Australia.

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

    Norman, Patricia J.

    2011-01-01

    Planning is a central task of teaching and a central focus in learning to teach. But what does planning entail, and how is planning best learned? What challenges do experienced teachers serving as school-based teacher educators face in becoming teachers of planning? What role can university teacher educators play in helping mentor teachers learn…

  5. (Self-) Discovery Service: Helping Students Help Themselves

    Debonis, Rocco; O'Donnell, Edward; Thomes, Cynthia

    2012-01-01

    EBSCO Discovery Service (EDS) has been heavily used by UMUC students since its implementation in fall 2011, but experience has shown that it is not always the most appropriate source for satisfying students' information needs and that they often need assistance in understanding how the tool works and how to use it effectively. UMUC librarians have…

  6. Designing and Implementing an Assistive Technology Lab for Postsecondary Education

    Jones, Beth; Williams, Nichole; Rudinger, Belinda

    2018-01-01

    A literature review discusses how teacher knowledge of assistive technology significantly impacts student success with assistive technology and that many teachers enter the field feeling unprepared to implement these technologies with students. This article explores one university's process in setting up an assistive technology laboratory for…

  7. Teachers Know Best: Making Data Work for Teachers and Students

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

    As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

  8. The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills 150 Mini-Lessons for Correcting Common Mistakes

    Muschla, Judith A; Muschla, Erin

    2011-01-01

    Easy to apply lessons for reteaching difficult algebra concepts Many students have trouble grasping algebra. In this book, bestselling authors Judith, Gary, and Erin Muschla offer help for math teachers who must instruct their students (even those who are struggling) about the complexities of algebra. In simple terms, the authors outline 150 classroom-tested lessons, focused on those concepts often most difficult to understand, in terms that are designed to help all students unravel the mysteries of algebra. Also included are reproducible worksheets that will assist teachers in reviewing and r

  9. Teachers for Multicultural Education.

    Rivlin, Harry N.; Gold, Milton J.

    Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…

  10. "Dear Teacher, Johnny Copied."

    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)

  11. Helping Children Develop Resiliency: Providing Supportive Relationships

    Kersey, Katharine C.; Malley, Catherine Robertson

    2005-01-01

    Helping children develop resiliency begins with positive, meaningful connections between teachers and students. This article defines the importance of encouraging children to develop characteristics related to resiliency including confidence in their ability to bounce back from setbacks, overcome challenges and frustrations. Furthermore, critical…

  12. Helping Young Children See Math in Play

    Parks, Amy Noelle; Blom, Diana Chang

    2013-01-01

    The purpose of this article is to provide strategies for recognizing meaningful mathematics in common play contexts in early childhood classrooms and to offer suggestions for how teachers might intervene in these moments to help children attend to the mathematical ideas embedded in their play. In particular, the author's focus on the concepts of…

  13. Teaching Primary Science: How Research Helps

    Harlen, Wynne

    2010-01-01

    The very first edition of "Primary Science Review" included an article entitled "Teaching primary science--how research can help" (Harlen, 1986), which announced that a section of the journal would be for reports of research and particularly for teachers reporting their classroom research. The intervening 24 years have seen…

  14. Evolving minds: Helping students with cognitive dissonance

    Bramschreiber, Terry L.

    Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning about biological evolution. Some teachers deal with this pressure by undermining, deemphasizing, or even omitting the topic in their science curriculum. Others face the challenge and deliver solid scientific instruction of evolutionary theory despite the conflicts that may arise. The latter were the topic of this study. I interviewed five teachers that had experience dealing with resistance to learning evolution in their school community. Through these in-depth interviews, I examined strategies these teachers use when facing resistance and how they help students deal with the cognitive dissonance that may be experienced when learning about evolution. I selected the qualitative method of educational criticism and connoisseurship to organize and categorize my data. From the interviews, the following findings emerged. Experienced teachers increased their confidence in teaching evolution by pursuing outside professional development. They not only learned more about evolutionary theory, but about creationist arguments against evolution. These teachers front-load their curriculum to integrate the nature of science into their lessons to address misunderstandings about how science works. They also highlight the importance of learning evolutionary theory but ensure students they do not have an agenda to indoctrinate students. Finally these experienced teachers work hard to create an intellectually safe learning environment to build trusting and respectful relationships with their students.

  15. Help Teens Manage Diabetes

    Skip Navigation Bar Home Current Issue Past Issues Help Teens Manage Diabetes Past Issues / Spring 2008 Table ... healthy behaviors, and conflict resolution. The CST training helps diabetic teens to make good decisions when it ...

  16. Help prevent hospital errors

    ... this page: //medlineplus.gov/ency/patientinstructions/000618.htm Help prevent hospital errors To use the sharing features ... in the hospital. If You Are Having Surgery, Help Keep Yourself Safe Go to a hospital you ...

  17. Is CEUS (contrast enhanced ultrasonography a useful tool in a beginner’s hands? How much can CAD (computer assisted diagnosis prototype help us in the characterization of malignancy in focal lesions of the liver?

    Tudor Voicu Moga1,

    2016-12-01

    Full Text Available OBJECTIVES CEUS improved the characterization of focal lesions of the liver (FLLs, but it remains an operator-dependent method. The goal of this scientific paper was to test a computer assisted diagnosis (CAD prototype. MATERIALS AND METHODS 97 CEUS videos [34% hepatocellular carcinomas (HCC, 12.3% hypervascular metastases (HiperM, 11.3% hypovascular metastases (HipoM, 24.7% hemangiomas (HMG, 17.5% focal nodular hyperplasia (FNH] were used to develop a CAD prototype based on an algorithm that tested a binary decision classifier. Two young MDs, two experts and the CAD prototype, reevaluated 50 CEUS videos (diagnosis of benign vs. malignant lesions, in order to evaluate the beginner vs. expert diagnostic gap, the first being blinded by clinical data. RESULTS I-Beginner misdiagnosed 4/10-FNH, 3/10-HCC, 2/10-HMG, 1/10-HiperM, 1/10-HipoM. After being informed about the clinical data 2/10-FNH, 1/10-HCC. II-beginner misdiagnosed: 3/10-FNH; 3/10-HCC, 2/10- HMG, 1/10-HiperM. Unblinded: 1/10-HCC, 1/10- HMG. I-Expert: only 1/10-FNH, 1/10-HCC, 1/10- HMG misdiagnosed. Unblinded: all lesions were correctly diagnosed. II-Expert: 1/10-FNH, 1/10-HCC misdiagnosed. Unblinded: only 1/10-FNH was misdiagnosed. The CAD classifier managed a 75.2% overall correct classification rate. The overall classification before and after the uncovering of clinical data was: I beginner 78 %; 94%, II 82%; 96%. I expert 94%; 100%. II 96%; 98%. CONCLUSIONS The CAD prototype can assist a beginner for a better CEUS diagnostic accuracy. The integration of clinical data in the CAD algorithm is essential. Graphical abstract: Average Intensity variation in Arterial and Late Phase with supra unitary (meaning wash in and sub unitary pattern (meaning washout. REFERENCES 1.Sugimoto K, Shiraishi J, Moriyasu F, Doi K. Computer-aided diagnosis for contrast-enhanced ultrasound in the liver. World J Gastroenterol. 2010;2:215-223. 2. Gatos I, Tsantis S, Spiliopoulos S, Skouroliakou A, Theotokas I

  18. Help with Hives

    ... Staying Safe Videos for Educators Search English Español Help With Hives KidsHealth / For Kids / Help With Hives What's in this article? What Are ... about what happened. The doctor can try to help figure out what might be causing your hives, ...

  19. A helping hand

    Mirjam de Klerk; Alice de Boer; Sjoerd Kooiker; Inger Plaisier; Peggy Schyns

    2014-01-01

    Original title: Hulp geboden   The help provided to people with a care need is about to undergo major changes in the Netherlands. People who need help will be expected to rely more on help from members of their network. What are the opportunities for informal carers and volunteers, and where

  20. Helping for Change

    Neuringer, Allen; Oleson, Kathryn C.

    2010-01-01

    In "Helping for Change," Allen Neuringer and Kathryn Oleson describe another strategy that individuals can use to achieve their green goals. You might ask, "How can helping someone else help me change when I'm in the habit of not fulfilling my own promises?" The authors answer that question by explaining how the social reinforcement in a helping…

  1. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

    Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

    2008-01-01

    This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

  2. Documentation Panels Enhance Teacher Education Programs

    Warash, Bobbie Gibson

    2005-01-01

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

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

    Nicholson, Karen; Evans, Judith F.; Tellier-Robinson, Dora; Aviles, Leticia

    2001-01-01

    Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)

  4. Greek Teachers Programme 2015

    Hoch, Michael

    2015-01-01

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

  5. What Schools Are Doing To Help the Children of Divorce.

    Sammons, William A. H.; Lewis, Jennifer M.

    2000-01-01

    Describes how teachers' observations of children can help behavioral pediatricians identify family situations contributing to marked changes in children's behavior related to divorce. Discusses ways teachers can support children of divorce, including maintaining consistency and discipline, making children feel competent, listening to the child's…

  6. Helping Students Acquire Thinking Skills through Mathematics Instruction.

    Van Devender, Evelyn M.

    1992-01-01

    Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

  7. A framework for designing a research-based “maths counsellor” teacher programme

    Jankvist, Uffe Thomas; Niss, Mogens

    2015-01-01

    force” of so-called “maths counsellors”, i.e., mathematics teachers whose goal it is to help identify students with genuine learning difficulties in mathematics, investigate the nature of these difficulties, and carry out research-based interventions to assist the students in overcoming them. We present...... and discuss the various components of the programme, theoretical as well as practical, and account for how these make up a framework for designing a research-based “maths counsellor” teacher programme...

  8. Interior Design: Teacher's Instructional Guide.

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  9. Teacher's Guide to "Artes Latinae".

    Masciantonio, Rudolph; And Others

    The purpose of this guide is to assist teachers in the classroom utilization of "Artes Latinae", the Encyclopaedia Britannica Latin instructional system. This guide is intended as a supplement to the publisher's teacher's manual and presupposes familiarity with it. Stress has been placed on the early units of the textbook, since the inexperienced…

  10. Toddlers Help a Peer.

    Hepach, Robert; Kante, Nadine; Tomasello, Michael

    2017-09-01

    Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18- and 30-month-old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no-need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers' skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

  11. The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

    Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

    2017-06-01

    Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

  12. 34 CFR 300.119 - Technical assistance and training activities.

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Technical assistance and training activities. 300.119... Technical assistance and training activities. Each SEA must carry out activities to ensure that teachers and....114; and (b) Are provided with technical assistance and training necessary to assist them in this...

  13. Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

    Genevieve Marie Johnson

    2013-12-01

    Full Text Available Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l

  14. Handi Helps, 1985

    Handi Helps, 1985

    1985-01-01

    The six issues of Handi Helps presented here focus on specific issues of concern to the disabled, parents, and those working with the disabled. The two-page handi help fact sheets focus on the following topics: child sexual abuse prevention, asthma, scoliosis, the role of the occupational therapist, kidnapping, and muscular dystrophy. Each handi…

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

    Tajik, Leila; Pakzad, Kazem

    2016-01-01

    Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…

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

    Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

    2017-01-01

    Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

  17. Stay in the Box! Embedded Assistive Technology Improves Access for Students with Disabilities

    Katherine Koch

    2017-11-01

    Full Text Available Assistive technology is not only a required component of a student’s IEP; it can be an effective way to help students with (and without disabilities access their education and to provide them with required instructional accommodations. Teachers, however, are often not adequately prepared in their pre-service course work and ongoing professional development to address the technology needs of their special education students and have not had the opportunities to access technology due to limited availability and cost. While assistive technology can be purchased to augment an existing computer, it is often unnecessary to do that. Both Microsoft and Apple operating systems in “off-the-shelf” computers and handheld devices have embedded assistive technology that is easy to access and easy to use. This embedded technology can help teachers become familiar with technology and assist students with sensory, physical, learning, and attention disabilities, and it might have practical applications with Universal Design for Learning. This paper provides a discussion on how embedded technology can support students with disabilities in the school setting and provides examples for access and use.

  18. Teacher Activist Organizations and the Development of Professional Agency

    Quinn, Rand; Carl, Nicole Mittenfelner

    2015-01-01

    Teacher professional agency refers to the ability of teachers to control their work within structural constraints. In this paper, we show how teacher activist organizations can assist in the development of professional agency. We focus on a teacher activist organization in a large urban district in the United States and identify three…

  19. Assistance Focus: Africa

    2017-05-18

    The Clean Energy Solutions Center, an initiative of the Clean Energy Ministerial, helps countries throughout the world create policies and programs that advance the deployment of clean energy technologies. Through the Solutions Center's no-cost Ask an Expert service, a team of international experts has delivered assistance to countries in all regions of the world, including Africa.

  20. Hooked on Helping

    Longhurst, James; McCord, Joan

    2014-01-01

    In this article, teens presenting at a symposium on peer-helping programs describe how caring for others fosters personal growth and builds positive group cultures. Their individual thoughts and opinions are expressed.

  1. Pre-service teachers' professional learning experiences during rural ...

    teachers, as “a good teacher education programme must seek to assist individual ... more with less; issues of hard to staff, harder to stay; remotely located schools serving high poverty ...... https://www.researchgate.net/profile/Hilda_Borko/.

  2. Assisted Living

    ... it, too. Back to top What is the Cost for Assisted Living? Although assisted living costs less than nursing home ... Primarily, older persons or their families pay the cost of assisted living. Some health and long-term care insurance policies ...

  3. EPIC: Helping School Life and Family Support Each Other.

    Montgomery, David

    1992-01-01

    Born out of a 1981 murder, Buffalo (New York) Public Schools' EPIC (Effective Parenting Information for Children) program successfully combines parenting, effective teaching, and community programs to help family and school life support each other. Under EPIC, teachers are advised to help students acquire 23 skills involving self-esteem, rules,…

  4. Social Goals and Willingness to Seek Help for School Violence

    Yablon, Yaacov B.

    2012-01-01

    The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…

  5. Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY cluster randomized controlled trial and scale-up implementation evaluation

    Chris Lonsdale

    2016-08-01

    Full Text Available Abstract Background Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children’s physical activity, fundamental movement skills and cardiorespiratory fitness. The ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY study will focus largely on online delivery to enhance translational capacity. Methods/Design The intervention will be implemented at school and teacher levels, and will include six components: (i quality physical education and school sport, (ii classroom movement breaks, (iii physically active homework, (iv active playgrounds, (v community physical activity links and (vi parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6. These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW, Australia. A cluster randomized controlled trial (RCT, involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions, will assess effectiveness and cost-effectiveness at 12 and 24 months. Students’ cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students’ moderate-to-vigorous physical activity (via accelerometers, fundamental movement

  6. Examining Classroom Negotiation Strategies of International Teaching Assistants

    Williams, Gwendolyn M.

    2011-01-01

    From a constructivist point of view teacher identity evolves as the teacher interacts and negotiates with others. However, before negotiation can occur, instructors must establish their own teacher identity as a starting position. This narrative study analyzes how international teaching assistants negotiated with their American undergraduate…

  7. Assimilation or transformation? An analysis of change in ten secondary science teachers following an inquiry-based research experience for teachers

    Blanchard, Margaret R.

    2006-12-01

    It is argued that teachers must experience inquiry in order to be able to translate it to their classrooms. The National Science Foundation's (NSF's) Research Experiences for Teachers (RETs) offer promising programs, yet scant empirical support documents the effectiveness of these programs. In this study, ten experienced, secondary science teachers were followed back to the classroom after a five-week, marine ecology RET, addressing the questions: How do teachers' conceptions and enactment of classroom inquiry change after the program?; What are the program's goals?; What accounts for these differences?; and What do these findings imply for future RETs? Data collected includes pre and post program questionnaires, audiotapes and videotapes of pre and post program teaching, post program STIR instrument responses, interviews, and field notes. The study found that an extensive, reflective program model, conducted by scientists who are teacher-centered, successfully conveyed the program model of inquiry. Post program, teachers' conceptions of inquiry were more student centered, focused less on assessment and classroom management and more on authentic content, questions, and presentations, and incorporated program language. Question patterns during enactment shifted to fewer teacher questions, more student questions, and increased higher order questions by students and teachers. More procedural questions indicated role shifts. The STIR instrument fostered understanding of enactment and, with critical incidents analyses, highlighted underlying teacher value structures. Teachers with more theoretical sophistication and who had Rationalistic and Egalitarian value structures applied inquiry throughout their teaching and moved beyond contextual constraints. Implications suggest that those who develop and implement RETs need to be masterful "bridge builders" to help transition teachers and their learning back to the classroom. Reflection holds promise for illuminating teachers

  8. How to Help When Personal Problems Stymie Your Staff.

    Rice, Wandalyn

    1983-01-01

    A number of school districts have set up employee assistance programs (EAP) that offer help for employees having personal or family problems that affect their job performance. Guidelines for establishing an EAP are offered. (MLF)

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

    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…

  10. Being 'green' helps profitability?

    Austin, D.

    1999-01-01

    Pollution reduction beyond regulatory compliance is gaining momentum among firms, but managers ask if being 'green' helps profitability. Evidence suggests it doesn't hurt, but when we see environmentally attractive firms with sound financial performance, it cannot yet say which is cause and which is effect [it

  11. Helping Students Avoid Plagiarism.

    Wilhoit, Stephen

    1994-01-01

    Discusses how and why college students commit plagiarism, suggesting techniques that instructors can use to help student avoid plagiarism. Instructors should define and discuss plagiarism thoroughly; discuss hypothetical cases; review the conventions of quoting and documenting material; require multiple drafts of essays; and offer responses…

  12. Help with Hearing

    ... be placed early to help speech and language development. If your child needs “tubes” (see below), they can be put ... example, instead of saying the sound /t/, your child may always substitute the sound /k/. The words “toy” and "truck” then come out as “kay” and “ ...

  13. Helping Kids Handle Worry

    ... world around them, preteens also may worry about world events or issues they hear about on the news or at ... the news. Parents can help by discussing these issues, offering accurate ... and stress about a world event that's beyond your control, kids are likely ...

  14. ORIGINAL ARTICLE EFL Teachers' Conceptions and Attitudes of ...

    Keywords: Peer-Assisted Learning; EFL Teachers; Conceptions of learning; ..... people learn and thus effectiveness of ... feelings and how he/she assesses the value ..... to peer-assisted learning, their bad .... Disabilities, 31 (4), 284-292.

  15. Implementing the "Ways of Knowing Through the Realms of Meaning" to Assist Leaders in Retaining Alternatively Certified Teachers: Six National Recommendations for Improving Education in the United States of America

    Butcher, Jennifer; Kritsonis, William Allan

    2008-01-01

    With both high retirement and high attrition rates among educators and a nationwide increasing student population, more teachers are needed. With the impact of a teacher shortage, educational systems began to examine the alternative certification methods. Alternative routes to teacher education profoundly impact the teaching force. The "Ways…

  16. Novice Mathematics Teachers Create Themselves

    Schatz Oppenheimer, Orna; Dvir, Nurit

    2018-01-01

    This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…

  17. Key Issue: Enhancing Teacher Leadership

    National Comprehensive Center for Teacher Quality, 2007

    2007-01-01

    "Teachers are leaders when they function in professional communities to affect student learning; contribute to school improvement; inspire excellence in practice; and empower stakeholders to participate in educational improvement" (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). Enhancing teacher leadership can help schools and districts reach the…

  18. Reflective Methodology: The Beginning Teacher

    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)

  19. Why Blue-Collar Blacks Help Less

    Smith, Sandra Susan; Young, Kara Alexis

    2013-01-01

    Why are blue-collar blacks less likely to help jobseekers than jobholders from other ethnoracial groups or even than more affluent blacks? Drawing from in-depth, semi-structured interviews with 97 black and Latino workers at one large, public sector employer, we find that blue-collar black workers both helped less proactively and rejected more requests for assistance than did blue-collar Latino and white-collar black workers. We attribute blue-collar blacks’ more passive engagement to their...

  20. A Multicultural Fairy Tale for Teacher Educators

    Robinson, Scott

    2014-01-01

    The purpose of this narrative research is to examine cultural diversity among teacher candidates. A secondary purpose is to offer a pedagogical tool for teacher educators to use with their teacher candidates to help them develop a critical consciousness in their encounters with diverse students and their reflections on their own cultural…

  1. Introducing Rubrics to Physical Education Teacher Candidates

    Shaw, Gerard F.

    2014-01-01

    The importance of using rubrics as an assessment tool has been well established. Rubrics communicate to students what is expected of them, scaffold learning, provide feedback to students and teachers concerning the teaching-learning process, and allow teachers and students to self- and peer-assess. They also help teachers evaluate consistently and…

  2. Preservice Teachers Connecting Mathematics and Drumming

    Marshall, Anne Marie

    2014-01-01

    Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

  3. A Window into New Teachers' Minds

    Brooks, Jacqueline Grennon; Mammo, Behailu

    2016-01-01

    The authors--directors of the Noyce Teacher Scholarship Program that recruits new teachers to help students in high-needs schools learn math and science--gave participants in their program the chance to present a metaphor or symbol for good teaching. Each novice teacher presented an artifact or image and described what that artifact represented to…

  4. Providing Effective Feedback to EFL Student Teachers

    Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

    2013-01-01

    Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

  5. The Future of Instructional Teacher Leader Roles

    Mangin, Melinda M.; Stoelinga, Sara Ray

    2010-01-01

    In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

  6. Promoting Teacher Adoption of GIS Using Teacher-Centered and Teacher-Friendly Design

    Hong, Jung Eun

    2014-01-01

    This article reports the results of a case study that employed user-centered design to develop training tutorials for helping middle school social studies teachers use Web-based GIS in their classrooms. This study placed teachers in the center of the design process in planning, designing, and developing the tutorials. This article describes how…

  7. Teacher induction

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

    2010-01-01

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

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

    Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

    2017-01-01

    This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

  9. Teacher expertise

    Rasmussen, Jens

    Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study. The ques......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study....... The question is how teacher preparation leads to effective teachers. The study Expert in Teaching paid special attention to the intention of connecting coursework more directly to practice in pre-service teacher education. The overall objective of the study was to strengthen the relationship between theory...... that the three parties (college teachers, practice teachers and teacher students) found it difficult to perform and maintain their different roles....

  10. Corona helps curb losses

    Laasonen, M.; Lahtinen, M.; Lustre, L.

    1996-11-01

    The greatest power losses in electricity transmission arise through a phenomenon called load losses. Corona losses caused by the surface discharge of electricity also constitute a considerable cost item. IVS, the nationwide network company, is investigating corona- induced losses, and has also commissioned similar research from IVO International, the Technical Research Centre of Finland (VTT) and from Tampere University of Technology. The research work strives to gain more in-depth knowledge on the phenomenon of frosting and its impact on corona losses. The correct prediction of frost helps reduce corona losses, while also cutting costs considerably. (orig.)

  11. Foundation helps refurbish buildings

    Camenzind, B.

    2006-01-01

    This article looks at the activities of the Swiss 'Climate-Cent' foundation, which is helping support the energetic refurbishment of building envelopes. The conditions which have to be fulfilled to receive grants are explained. Work supported includes the replacement of windows and the insulation of roofs and attics as well as outside walls. Details on the financial support provided and examples of projects supported are given. The source of the finance needed to provide such support - a voluntary levy on petrol - and further support provided in certain Swiss cantons is commented on

  12. Tourette--and Teachers.

    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)

  13. Teacher Costs

    DINIS MOTA DA COSTA PATRICIA; DE SOUSA LOBO BORGES DE ARAUJO LUISA

    2015-01-01

    The purpose of this technical brief is to assess current methodologies for the collection and calculation of teacher costs in European Union (EU) Member States in view of improving data series and indicators related to teacher salaries and teacher costs. To this end, CRELL compares the Eurydice collection on teacher salaries with the similar Organisation for Economic Co-operation and Development (OECD) data collection and calculates teacher costs based on the methodology established by Statis...

  14. Teacher competencies

    Svatošová, Kateřina

    2012-01-01

    This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

  15. Technology for helping people

    Rosaria Marraffino

    2014-01-01

    The first THE Port hackathon problem-solving workshop was held at CERN from 31 October to 2 November in the framework of the 60th anniversary celebrations. The aim of the event was to develop technological projects that can help to solve the day-to-day needs of people living in areas of the planet that experience conflicts or natural disasters.   Collage of shots from THE Port hackathon. Credit: THE Port association The event was dedicated to humanitarian and social topics inspired by members of non-governmental organisations‬. “There is plenty of room for technology to help in humanitarian fields. That’s why we came up with the idea of bringing people together to work on these topics,” explains Ines Knäpper, Project Manager of THE Port hackathon. “We started six months ago setting up THE Port association.* The success of the event was only possible because of the joint effort of a team of roughly twenty people. They were inspired by the aim...

  16. Teacher Pay and Teacher Aptitude

    Leigh, Andrew

    2012-01-01

    Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

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

    Bohstedt, Jinx, Ed.; Eisenmann-Donahue, Pat, Ed.

    Throughout the southeastern United States, teacher centers share much in common. The conceptual framework of teachers helping teachers inspires the development of resources and services which are similar whether the center serves a large district or only a few schools. Although the teacher centers share similar philosophies, concerns, successes,…

  18. Empathy Research and Teacher Preparation: Benefits and Obstacles

    Bouton, Bobette

    2016-01-01

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

  19. International assistance. Licensing assistance project

    Aleev, A.

    1999-01-01

    Description of licensing assistance project for VATESI is presented. In licensing of unit No.1 of INPP VATESI is supported by many western countries. Experts from regulatory bodies or scientific organizations of those countries assist VATESI staff in reviewing documentation presented by INPP. Among bilateral cooperation support is provided by European Commission through Phare programme

  20. Assistance Focus: Africa

    2017-03-29

    The Clean Energy Solutions Center, an initiative of the Clean Energy Ministerial, helps countries throughout the world create policies and programs that advance the deployment of clean energy technologies. Through the Solutions Center's no-cost 'Ask an Expert' service, a team of international experts has delivered assistance to countries in all regions of the world. High-impact examples from Africa are featured here.

  1. Virtual Reality Lab Assistant

    Saha, Hrishikesh; Palmer, Timothy A.

    1996-01-01

    Virtual Reality Lab Assistant (VRLA) demonstration model is aligned for engineering and material science experiments to be performed by undergraduate and graduate students in the course as a pre-lab simulation experience. This will help students to get a preview of how to use the lab equipment and run experiments without using the lab hardware/software equipment. The quality of the time available for laboratory experiments can be significantly improved through the use of virtual reality technology.

  2. Teachers under examination: reflections on teacher assessment policies

    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.

  3. Teacher perspectives about using formative assessment

    Evans, Robert Harry; Clesham, Rose; Dolin, Jens

    2018-01-01

    This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored...... by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while...... trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application...

  4. Helping Students Discuss Race Openly

    Landsman, Julie

    2016-01-01

    One way teachers can disrupt inequities is by doing the work to foster discussions in which students talk about race--and racism--honestly together. Teachers also need to be ready to talk with students sensitively when the subject of race comes up spontaneously--in a student's work, connected to events outside school, or in response to a…

  5. Teacher Inequality

    Andrew J. Wayne

    2002-06-01

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

  6. Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

    Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

    2016-04-01

    We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

  7. 'Supermentoring' of assistant professors' teaching

    Lauridsen, Ole

    Aarhus University offers a mandatory pedagogical training program for assistant professors, required in order to obtain tenure at a Danish university. At Business and Social Sciences, this program is supplemented by voluntary observation and (first of all formative) supervision of the assistant...... professors’ teaching practice. This offer is given is (i) because many young university teachers face problems putting pedagogical theory into practice – even though the program mentioned is practice-oriented, and (ii) because many of them (partly due to (i)) lack self-confidence as to teaching...

  8. Evaluation of Webquest in Biology: Teachers' Perception

    Osman, Kamisah

    2014-01-01

    Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

  9. Secondary school teachers' experiences of teaching pregnant ...

    ... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

  10. Information training for secondary school level teachers

    Chateau Thierry, A. de

    1994-01-01

    The INSTN (National Institute for Nuclear Sciences and Techniques) in France, organizes each year an information training concerning the nuclear field for secondary school level teachers; created in 1957, the two-weeks session is concerned with radioactivity and nuclear reactor principles and a four-day practical teaching. Since 1968, 1150 teachers assisted to the session

  11. A Teacher's Bookshelf: The Historical Geography of the 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)

  12. Teacher Attitude to Inspectors and Inspection: Quality Control ...

    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.

  13. Student Teachers and CALL: Personal and Pedagogical Uses and Beliefs

    Hlas, Anne Cummings; Conroy, Kelly; Hildebrandt, Susan A.

    2017-01-01

    The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study…

  14. 34 CFR 300.18 - Highly qualified special education teachers.

    2010-07-01

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

  15. A Pedagogical Framework for Developing Innovative Science Teachers with ICT

    Rogers, Laurence; Twidle, John

    2013-01-01

    Background: The authors have conducted a number of research projects into the use of ICT in science teaching and most recently have collaborated with five European partners in teacher education to develop resources to assist teacher trainers in delivering courses for the professional development of science teachers. Purpose: 1. To describe the…

  16. How Social Bookmarking Can Help the 21st Century Teacher

    Gormley, Kathleen A.; McDermott, Peter

    2010-01-01

    Social bookmarking, as an important tool for connecting, organizing and retaining online information, is presented in this article. The authors demonstrate how they use diigo to communicate with others in their professional communities and groups as well as how they use this tool for developing their online libraries. Suggestions are offered for…

  17. Teacher Guidelines for Helping Students after a Tornado

    National Child Traumatic Stress Network, 2013

    2013-01-01

    Being in a tornado can be very frightening, and the days, weeks, and months following the storm can be very stressful. Most families recover over time, especially with the support of relatives, friends, and their community. But different families may have different experiences during and after a tornado, and how long it takes them to recover will…

  18. Exploring the Solar System? Let the Math Teachers Help!

    Charles, Karen; Canales, J. D.; Smith, Angela; Zimmerman, Natalie

    2012-01-01

    Scale measurement and ratio and proportion are topics that fall clearly in the middle-grades mathematics curriculum in Texas. So does the solar system. In their experience, the authors have found that students have trouble manipulating, much less comprehending, very large numbers and very small numbers. These concepts can be brought into students'…

  19. Teacher Guidelines for Helping Students after an Earthquake

    National Child Traumatic Stress Network, 2013

    2013-01-01

    Being in an earthquake is very frightening, and the days, weeks, and months following are very stressful. Most families recover over time, especially with the support of relatives, friends, and their community. But different families may have different experiences during and after the earthquake, including the experience of aftershocks which may…

  20. Teachers' Help of Students to Use English in Selected Secondary ...

    http://dx.doi.org/10.4314/star.v3i4.26 · AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians · for Authors · FAQ's · More about AJOL · AJOL's Partners · Terms and Conditions of Use · Contact AJOL · News. OTHER RESOURCES... for Researchers · for Journals · for Authors · for Policy Makers ...

  1. Reality Check: OK Extension Helps Teachers Meet Financial Education Requirements

    St. Pierre, Eileen; Simpson, Mickey; Moffat, Susan; Cothren, Phillis

    2011-01-01

    According to the Jump$tart Coalition, Oklahoma is one of 24 states to adopt financial education requirements for students (Jump$tart Coalition, 2010). The Passport to Financial Literacy Act of 2007, Oklahoma House Bill 1476, requires Oklahoma students in grades 7 through 12 to fulfill established financial literacy requirements to graduate with a…

  2. Teacher Guidelines for Helping Students after a Hurricane

    National Child Traumatic Stress Network, 2013

    2013-01-01

    Being in a hurricane can be very frightening, and the days, weeks, and months following the storm can be very stressful. Most families recover over time, especially with the support of relatives, friends, and their community. But different families may have different experiences during and after a hurricane, and how long it takes them to recover…

  3. Teacher's evaluation

    Šuranská, Ivana

    2014-01-01

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

  4. [Teacher Training.

    Palmatier, Robert A., Ed.

    1977-01-01

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

  5. Teacher Cooperatives

    Hawkins, Beth

    2009-01-01

    Twenty years ago, when the late Albert Shanker, then president of the American Federation of Teachers, endorsed the notion of innovative schools operating outside conventional district bureaucracies, his aim was to put teachers at the helm. Fast-forward two decades from Shanker's then-radical proposition and there are nearly 80 teacher-governed…

  6. Bodie State Historic Park. Teacher's Guide.

    California State Dept. of Parks and Recreation, Sacramento.

    This guide is intended to assist teachers in organizing and preparing a field trip to Bodie State Historic Park (California). Although it is intended to assist in the trip to Bodie, it also provides information for organizing group tours or family outings to other areas. Activities include before, during, and after visit exercises focusing on the…

  7. Helping the Child with a Cleft Palate in Your Classroom.

    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.…

  8. Mentoring and Coaching Tips: How Educators Can Help Each Other

    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…

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

    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,…

  10. Development: Ages & Stages--Helping Children Manage Fears

    Poole, Carla; Miller, Susan A.; Church, Ellen Booth

    2004-01-01

    By watching, listening, and offering gentle reassurance, you can help young children work through their fears. Sudden noises, movement, or unfamiliar people often frighten babies. After 12 months of nurturing experiences with familiar teachers and routines, a baby is more prepared and less easily startled. Preschoolers have a variety of fears such…

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

    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.…

  12. How Can We Help Hesitant Kindergarten Writers Become Risk Takers?

    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…

  13. Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems

    Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

    2016-01-01

    Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS.…

  14. Helping Your Child through Early Adolescence -- Helping Your Child Series

    ... Bibliography Acknowledgements Tips to Help Your Child through Early Adolescence No Child Left Behind Printable ... Information About... Transforming Teaching Family and Community Engagement Early Learning Helping Your Child Our mission is to promote student achievement and ...

  15. Mythbusting Medical Writing: Goodbye, Ghosts! Hello, Help!

    Hamilton, Cindy W; Gertel, Art; Jacobs, Adam; Marchington, Jackie; Weaver, Shelley; Woolley, Karen

    To meet ethical and scientific obligations, authors should submit timely, high-quality manuscripts. Authors, however, can encounter ethical (e.g., authorship designation) and practical (e.g., time and resource limitations) challenges during manuscript preparation. Could professional medical writers-not ghostwriters-help authors address these challenges? This essay summarizes evidence countering three myths that may have hindered authors from considering the use of professional medical writers. Authors with sufficient time, writing expertise, and reporting guideline knowledge may meet their obligations without writing assistance. Unfortunately, not all authors are in this position. Decisions about writing support should be based on evidence, not myths.

  16. Fundamentals of Welding. Teacher Edition.

    Fortney, Clarence; And Others

    These instructional materials assist teachers in improving instruction on the fundamentals of welding. The following introductory information is included: use of this publication; competency profile; instructional/task analysis; related academic and workplace skills list; tools, materials, and equipment list; and 27 references. Seven units of…

  17. Compensatory help-seeking in young and older adults: does seeking help, help?

    Alea, Nicole; Cunningham, Walter R

    2003-01-01

    Asking other people for help is a compensatory behavior that may be useful across the life span to enhance functioning. Seventy-two older and younger men and women were either allowed to ask for help or were not allowed to ask for help while solving reasoning problems. Although the older adults answered fewer problems correctly, they did not seek additional help to compensate for their lower levels of performance. Younger adults sought more help. There were no age differences, however, in the types of help sought: indirect help (e.g., hints) was sought more often than direct help (e.g., asking for the answer). Exploratory analyses revealed that one's ability level was a better indicator than age of the utility of help-seeking. Findings are interpreted in the context of social and task-related influences on the use of help-seeking as a compensatory behavior across the life span.

  18. Trade Adjustment Assistance for Firms: Economic, Program, and Policy Issues

    Hornbeck, J. F

    2007-01-01

    .... This report focuses on the trade adjustment assistance (TAA) program for firms, which provides technical assistance to help them develop strategies to remain competitive in the changing international economy...

  19. Helping HELP with limited resources: the Luquillo experience

    F.N. Scatena; JR Ortiz-Zayas; J.F. Blanco-Libreros

    2008-01-01

    By definition the HELP approach involves the active participation of individuals from a wide range of disciplines and backgrounds, including representatives of industry, academics, natural resource managers, and local officials and community leaders. While there is considerable enthusiasm and support for the integrated HELP approach, a central problem for all HELP...

  20. 10,000th teacher visits CERN

    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.

  1. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  2. Making Inclusive Education Happen: The Impact of Initial Teacher Education in Remote Aboriginal Communities

    Maher, Marguerite

    2013-01-01

    This paper discusses the "Growing Our Own" initial teacher education (ITE) pilot programme which allowed Indigenous assistant teachers in their own communities to study to become a teacher with the support of a non-Indigenous teacher. There are five sections in this paper, including: (1) the underpinning theory and philosophy of one…

  3. University Pedagogy for Assistant Professors at Aalborg University (Part 1)

    Kolmos, Anette; Krogh, Lone

    2003-01-01

    The article describes a course for assistant professors within the University Teacher Education at Aalborg University. The course focus is to develop knowledge, skills and methods from within the didactic, pedagogical, and learning theory-based fields....

  4. Effects of Help Options in a Multimedia Listening Environment on L2 Vocabulary Acquisition

    Mohsen, Mohammed Ali

    2016-01-01

    Several types of help options have been incorporated into reading and listening comprehension activities to aid second language (L2) vocabulary acquisition. Textbook authors, teachers, and sometimes even students may pick and choose which help options they wish to use. In this paper, I investigate the effects of two help options in a multimedia…

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

    Foran, Lucille M.

    2009-01-01

    Early education teachers are familiar with using music and rhythm as tools for learning language and building memory. However, the potential of music to help across all special education settings is largely unexplored. Work with music has been widely judged helpful in cases of psychological trauma, yet people do not know why it is helpful. The…

  6. New Vaccines Help Protect You

    ... Bar Home Current Issue Past Issues New Vaccines Help Protect You Past Issues / Fall 2006 Table of ... with a few deaths. Therefore, this vaccine will help reduce one of our most common and potentially ...

  7. Help My House Program Profile

    Learn about Help My House, a program that helps participants reduce their utility bills by nearly 35 percent through low-cost loans for EE improvements. Learn more about the key features, approaches, funding sources, and achievements of this program.

  8. Prototype and Evaluation of AutoHelp: A Case-based, Web-accessible Help Desk System for EOSDIS

    Mitchell, Christine M.; Thurman, David A.

    1999-01-01

    AutoHelp is a case-based, Web-accessible help desk for users of the EOSDIS. Its uses a combination of advanced computer and Web technologies, knowledge-based systems tools, and cognitive engineering to offload the current, person-intensive, help desk facilities at the DAACs. As a case-based system, AutoHelp starts with an organized database of previous help requests (questions and answers) indexed by a hierarchical category structure that facilitates recognition by persons seeking assistance. As an initial proof-of-concept demonstration, a month of email help requests to the Goddard DAAC were analyzed and partially organized into help request cases. These cases were then categorized to create a preliminary case indexing system, or category structure. This category structure allows potential users to identify or recognize categories of questions, responses, and sample cases similar to their needs. Year one of this research project focused on the development of a technology demonstration. User assistance 'cases' are stored in an Oracle database in a combination of tables linking prototypical questions with responses and detailed examples from the email help requests analyzed to date. When a potential user accesses the AutoHelp system, a Web server provides a Java applet that displays the category structure of the help case base organized by the needs of previous users. When the user identifies or requests a particular type of assistance, the applet uses Java database connectivity (JDBC) software to access the database and extract the relevant cases. The demonstration will include an on-line presentation of how AutoHelp is currently structured. We will show how a user might request assistance via the Web interface and how the AutoHelp case base provides assistance. The presentation will describe the DAAC data collection, case definition, and organization to date, as well as the AutoHelp architecture. It will conclude with the year 2 proposal to more fully develop the

  9. Preservice Teachers' Understanding of Children of Divorced Families and Relations to Teacher Efficacy

    Atiles, Julia T.; Oliver, Mallory I.; Brosi, Matthew

    2017-01-01

    Teachers are well-positioned to play a critical role in fostering resiliency in children of divorce and to assist in reducing the risk for adjustment problems. The purpose of this study was to determine whether preservice early childhood teachers have the awareness of the stress responses and effects of parental divorce on their students. Early…

  10. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

    Hernandez, Cecilia M.

    2011-12-01

    Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

  11. Musical competence of preschool teachers

    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, ...

  12. Teacher's Questions in Reading Classes

    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.

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

    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

  14. Teaching the teachers.

    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.

  15. Use of Augmentative and Alternative Communication Systems in Preschool: teacher perceptions

    Munique Massaro

    2013-06-01

    Full Text Available Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and sub-themes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.

  16. The Use of Personal Data Assistants in Early Childhood Assessment

    Ledoux, Michael W.; Yoder, Noreen N.; Hanes, Barbara

    2010-01-01

    Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their…

  17. The Training of Teaching Assistants in Departments of History.

    Black, Beverly; Bonwell, Charles

    1991-01-01

    Discusses the lack of teacher training provided for teaching assistants in history departments. Argues that emphasis on research and publication is misplaced because most new Ph.D.s will be teaching rather than publishing. Urges teacher training to prepare graduate students for their chosen profession and to improve undergraduate education. (DK)

  18. Public Sector Employee Assistance Programs.

    Kemp, Donna R.; Verlinde, Beverly

    This document discusses employee assistance programs (EAPs), programs which have been developed to help employees deal with personal problems that seriously affect job performance. It reviews literature which specifically addresses EAPs in the public sector, noting that there are no exact figures on how many public entities have EAPs. Previous…

  19. Stakeholders' views of the introduction of assistive technology in the classroom: How family-centred is Australian practice for students with cerebral palsy?

    Karlsson, P; Johnston, C; Barker, K

    2017-07-01

    With family-centred care widely recognized as a cornerstone for effective assistive technology service provision, the current study was undertaken to investigate to what extent such approaches were used by schools when assistive technology assessments and implementation occurred in the classroom. In this cross-sectional study, we compare survey results from parents (n = 76), school staff (n = 33) and allied health professionals (n = 65) with experience in the use of high-tech assistive technology. Demographic characteristics and the stakeholders' perceived helpfulness and frequency attending assessment and set-up sessions were captured. To evaluate how family-centred the assistive technology services were perceived to be, the parents filled out the Measure of Processes of Care for Caregivers, and the professionals completed the Measure of Processes of Care for Service Providers. Descriptive statistics and one-way analysis of variance were used to conduct the data analysis. Findings show that parents are more involved during the assessment stage than during the implementation and that classroom teachers are often not involved in the initial stage. Speech pathologists in particular are seen to be to a great extent helpful when implementing assistive technology in the classroom. This study found that family-centred service is not yet fully achieved in schools despite being endorsed in early intervention and disability services for over 20 years. No statistically significant differences were found with respect to school staff and allied health professionals' roles, their years of experience working with students with cerebral palsy and the scales in the Measure of Processes of Care for Service Providers. To enhance the way technology is matched to the student and successfully implemented, classroom teachers need to be fully involved in the whole assistive technology process. The findings also point to the significance of parents' involvement, with the support of

  20. Robot Teachers

    Nørgård, Rikke Toft; Ess, Charles Melvin; Bhroin, Niamh Ni

    The world's first robot teacher, Saya, was introduced to a classroom in Japan in 2009. Saya, had the appearance of a young female teacher. She could express six basic emotions, take the register and shout orders like 'be quiet' (The Guardian, 2009). Since 2009, humanoid robot technologies have...... developed. It is now suggested that robot teachers may become regular features in educational settings, and may even 'take over' from human teachers in ten to fifteen years (cf. Amundsen, 2017 online; Gohd, 2017 online). Designed to look and act like a particular kind of human; robot teachers mediate human...... existence and roles, while also aiming to support education through sophisticated, automated, human-like interaction. Our paper explores the design and existential implications of ARTIE, a robot teacher at Oxford Brookes University (2017, online). Drawing on an initial empirical exploration we propose...

  1. Virtual classroom helps medical education for both Chinese and foreign students.

    Shi, C; Wang, L; Li, X; Chai, S; Niu, W; Kong, Y; Zhou, W; Yin, W

    2015-11-01

    The rapid development of computer and internet technology has a strong influence over one's quality of education within different fields of study. To determine the potential benefits of introducing internet into medical school classes, a pilot study was conducted in three different Chinese medical schools. Seven hundred and eight medical school undergraduates, 385 dental school students and 366 foreign students were randomly recruited to complete a self-administered questionnaire. The contents included personal information, current usage of computer and internet, and attitudes towards the computerised teaching methods. Two forum groups were created using instant message software and were randomly assigned to two classes, allowing students to freely ask or discuss questions with the help of their teachers in these two virtual classrooms. All 1539 questionnaires were accepted and analysed. Although there were some differences between Chinese and foreign undergraduates, both group of students were highly proficient in internet usage and navigation. Overwhelmingly, 88.37% of the students owned a computer and frequently logged onto the internet. Most of them believed that the internet is a helpful adjunct to their studies and held positive attitudes towards computerised teaching. Compared to the classes that were not assigned internet forums, the two experimental classes performed significantly better on the examination. Our results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. How to implement the Science Fair Self-Help Development Program in schools

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

  3. Teacher Enhancement Institute

    Marshall-Bradley, Tina

    1994-01-01

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

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

    Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

    2012-02-01

    This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

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

    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…

  6. Peer support: helping to influence cultural change.

    Whitmore, Mary

    2015-02-01

    Breastfeeding peer support schemes in Blackpool and Lancashire work closely with midwifery and other partners to offer additional support and encouragement to breastfeeding mothers. Employed and volunteer peer supporters deliver a systematic service in target areas delivering workshops to pregnant mothers, supporting new mothers in hospital, including in the neonatal units, in mothers' homes and in groups at children's centres. Working with health, children's centres, public health and councils, the peer supporters were instrumental in Fleetwood town agreeing to always welcome breastfeeding. They worked with teachers, public health and infant feeding coordinators to deliver a month-long breastfeeding campaign at a local college and, working with health visitors, have engaged with grandmothers to find out how they feel they can help support new mothers. Skilled supervision is essential to ensuring peer supporters work safely and continue to develop their skills and knowledge. Volunteer coordinators play a key role in valuing and organising volunteers.

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

    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.

  8. Computer Assistance for Writing Interactive Programs: TICS.

    Kaplow, Roy; And Others

    1973-01-01

    Investigators developed an on-line, interactive programing system--the Teacher-Interactive Computer System (TICS)--to provide assistance to those who were not programers, but nevertheless wished to write interactive instructional programs. TICS had two components: an author system and a delivery system. Underlying assumptions were that…

  9. Arctic Collaboration: Developing a Successful Researcher/Teacher Expedition

    Skotnicki, S.; Loranty, M. M.

    2016-12-01

    Are you a researcher working in the polar regions of the world or a K-12 science teacher who would like to be part of a field research expedition in the polar regions? Researchers and K-12 science teachers can apply for funding from PolarTREC, a program that pairs researchers and teachers to conduct field science in Antarctica and the Arctic. Our poster presentation will offer details of one such successful researcher/teacher partnership. During the summer of 2016, Science Teacher Stan Skotnicki (Cheektowaga Central Middle School in Buffalo, NY) was teamed up with Assistant Professor Mike Loranty (Colgate University) to study vegetation and ecosystem impacts on permafrost vulnerability. Stan joined Mike and his research team in Northeastern Siberia preparing field sites, collecting data, processing samples, discussing methods, and planning daily activities. In order to raise awareness and broaden the impact of the research being conducted, Stan communicated the science through a series of journals on the PolarTREC website with his students, staff, and members of the community. Additionally, Mike and Stan held a live webinar from Siberia discussing the content of the research, the nature of the fieldwork, and why it was important to travel so far for this information. This expedition allowed Stan to experience working with a field research team for an extended period of time. Mike benefited from having a team member dedicated to learning about and communicating project details that also provided valuable field assistance. Stan gets to bring his hands-on experience back to his classroom in Buffalo and Mike has the opportunity to share his research with a new and different audience, including presenting to students at Cheektowaga Central with the help of his undergraduate students. This model of collaboration provides a number of valuable benefits for both teachers and researchers. While the PolarTREC program provides necessary logistics and funding to conduct these

  10. Assisted Living

    ... are not licensed by the federal government, the services provided and quality controls vary by state.) More than 500,000 ... residents ( Note : This does not mean that skilled nursing must be available 24 hours a day.) Social services Housekeeping and laundry Recreation and meals Help with ...

  11. State Teacher Policy Yearbook, 2009. Hawaii

    National Council on Teacher Quality, 2009

    2009-01-01

    The Hawaii edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

  12. 75 FR 8854 - Teacher Incentive Fund Program

    2010-02-26

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

  13. Collaboration Model for ESL and Content Teachers

    Broer, Kathleen

    2013-01-01

    This study will examine strategies that ESL teachers and content teachers can use to help middle school ESL students acquire science vocabulary and meta-cognitive strategies for writing skills in non-fiction text forms. Two appendixes are included. (Contains 3 figures and 2 footnotes.)

  14. Pre-Service Teachers' Conceptions of Probability

    Odafe, Victor U.

    2011-01-01

    Probability knowledge and skills are needed in science and in making daily decisions that are sometimes made under uncertain conditions. Hence, there is the need to ensure that the pre-service teachers of our children are well prepared to teach probability. Pre-service teachers' conceptions of probability are identified, and ways of helping them…

  15. Queer Teachers' Ethical Dilemmas regarding Queer Youth

    Russell, Vanessa Tamara

    2010-01-01

    Although all teachers are expected to be "role models," discursive trajectories reaching back to the West's gay liberation pressure queer teachers to be role models in specific ways--by "coming out" and helping queer students out of their "time of difficulty." Paradoxically, discourses that construct children as…

  16. Minority Teacher Recruitment and Retention Strategies

    Kearney-Gissendaner, Janet E.

    2010-01-01

    The tools and resources in this book help school leaders seamlessly incorporate minority teacher recruitment and retention programs into current human-resources activities. With details about exemplary minority teacher recruitment and retention programs, this book also showcases strategies for how to replicate such programs in your own school or…

  17. Attitude of Student Teachers towards Teaching Profession

    Bhargava, Anupama; Pathy, M. K.

    2014-01-01

    Teaching being a dynamic activity requires a favourable attitude and certain specific competencies from its practitioners. Teachers' proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on…

  18. Helping your teen with depression

    Teen depression - helping; Teen depression - talk therapy; Teen depression - medicine ... teen the most. The most effective treatments for depression are: Talk therapy Antidepressant medicines If your teen ...

  19. University Pedagogy for Assistant Professors at Aalborg University (Part 2)

    Kolmos, Anette; Krogh, Lone

    2003-01-01

    In issue 1-2003, Anette Kolmos and Lone Krogh reported on the two-semester study course " University Pedagogy for Assistant Professors at Aalborg University (DK)". Now, in part 2, they are adressing guidelines for supervison and advising of assistant professors in the university teacher education...

  20. Depression literacy and help-seeking in Australian police.

    Reavley, Nicola J; Milner, Allison J; Martin, Angela; Too, Lay San; Papas, Alicia; Witt, Katrina; Keegel, Tessa; LaMontagne, Anthony D

    2018-02-01

    To assess depression literacy, help-seeking and help-offering to others in members of the police force in the state of Victoria, Australia. All staff in police stations involved in a cluster randomised controlled trial of an integrated workplace mental health intervention were invited to participate. Survey questions covered sociodemographic and employment information, recognition of depression in a vignette, stigma, treatment beliefs, willingness to assist co-workers with mental health problems, help-giving and help-seeking behaviours, and intentions to seek help. Using the baseline dataset associated with the trial, the paper presents a descriptive analysis of mental health literacy and helping behaviours, comparing police station leaders and lower ranks. Respondents were 806 staff, comprising 618 lower-ranked staff and 188 leaders. Almost 84% of respondents were able to correctly label the problem described in the vignette. Among those who had helped someone with a mental health problem, both lower ranks and leaders most commonly reported 'talking to the person' although leaders were more likely to facilitate professional help. Leaders' willingness to assist the person and confidence in doing so was very high, and over 80% of leaders appropriately rated police psychologists, general practitioners, psychologists, talking to a peer and contacting welfare as helpful. However, among both leaders and lower ranks with mental health problems, the proportion of those unlikely to seek professional help was greater than those who were likely to seek it. Knowledge about evidence-based interventions for depression was lower in this police sample than surveys in the general population, pointing to the need for education and training to improve mental health literacy. Such education should also aim to overcome barriers to professional help-seeking. Interventions that aim to improve mental health literacy and help-seeking behaviour appear to be suitable targets for better

  1. Importance of Visual Arts in Education: A Challenge in Teacher Formation

    Ramón Esteban Cárdenas-Pérez

    2014-09-01

    Full Text Available This literature review addresses the redefinition of the Visual Arts curriculum as established by the Ministry of Education of Chile, as well as the action-reaction strategies that primary education teachers should consider when teaching different artistic skills to students grades 1 through 6. It is concluded that the proposed Visual Arts curriculum is a powerful educational tool to assist teachers to contextualize arts teaching; help students to express their ideas and emotions based on a critical, reflective, and permanent attitude; and generate opportunities for personal growth focused on the acquisition of creative skills and models of arts education which contribute, as a whole, to the development of human capacities.

  2. Teacher Burnout.

    USA Today, 1985

    1985-01-01

    Teacher burnout is characterized by three factors: emotional exhaustion and fatigue; negative, cynical attitudes towards students; and the loss of feelings of accomplishment on the job. Important predictors of burnout include a lack of participation in decision-making, inappropriate job expectations, a lack of teacher autonomy, and role conflict.…

  3. Teacher agency:

    Robinson, Sarah; Priestley, Mark; Biesta, Gert

    2015-01-01

    The concept of teacher agency has emerged in recent literature as an alternative means of understanding how teachers might enact practice and engage with policy (e.g. Lasky, 2005; Leander & Osbourne, 2008; Ketelaar et al., 2012; Priestley, Biesta & Robinson, 2013). But what is agency? Agency rema...

  4. COMPUTER-ASSISTED ACCOUNTING

    SORIN-CIPRIAN TEIUŞAN

    2009-01-01

    Full Text Available What is computer-assisted accounting? Where is the place and what is the role of the computer in the financial-accounting activity? What is the position and importance of the computer in the accountant’s activity? All these are questions that require scientific research in order to find the answers. The paper approaches the issue of the support granted to the accountant to organize and manage the accounting activity by the computer. Starting from the notions of accounting and computer, the concept of computer-assisted accounting is introduced, it has a general character and it refers to the accounting performed with the help of the computer or using the computer to automate the procedures performed by the person who is doing the accounting activity; this is a concept used to define the computer applications of the accounting activity. The arguments regarding the use of the computer to assist accounting targets the accounting informatization, the automating of the financial-accounting activities and the endowment with modern technology of the contemporary accounting.

  5. The Perceived Helpfulness of Rendering Emotional First Aid via Email

    Gilat, Itzhak; Reshef, Eyal

    2015-01-01

    The present research examined the perceived helpfulness of an increasingly widespread mode of psychological assistance, namely, emotional first aid via email. The sample comprised 62 naturally occurring email interactions between distressful clients and trained volunteers operating within the framework of the Israeli Association for Emotional…

  6. Evaluate Your EAP: Can It Help Support Employee Rights Legislation?

    Ryan, Katherine C.

    1997-01-01

    Employee assistance programs (EAPs) are emerging as an efficient way to address employee rights, particularly in light of the Americans with Disabilities Act and the Family and Medical Leave Act. Well-managed EAPs help maintain a healthy, motivated, productive workforce, show effort to provide reasonable accommodation of employee needs, and may…

  7. A Review of Literature on Teacher Efficacy and Classroom Management

    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…

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

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

    2016-01-01

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

  9. TEACHER-ADVISORS: Where There's a Skill There's A Way.

    Tamminen, Armas; And Others

    This report discusses a program to present the Teacher Advisement Training Model. This model for training teacher-advisors is based on the assumption that tentative commitment to making school a more rewarding experience for all is the first step in starting an effective program. The approach is to help teachers learn specific skills and methods…

  10. The Research Portfolio: Educating Teacher Researchers in Data Analysis

    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…

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

    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,…

  12. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    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…

  13. Measuring Teachers' Knowledge of Vocabulary Development and Instruction

    Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

    2016-01-01

    This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

  14. The First Summer--Critical for Vo-Ag Teachers.

    Vaughn, Paul R.; Vaughn, Roscoe C.

    1979-01-01

    To aid beginning New Mexico vocational agriculture teachers, the New Mexico State Department of Vocational Education initiated two activities: developing a first-year handbook to provide direction and guidance and making a visit to beginning teachers before the start of school. Beginning teachers indicated that both activities have been helpful.…

  15. Automated Intelligent Assistant for mass spectrometry operation

    Filby, E.E.; Rankin, R.A.; Yoshida, D.E.

    1991-01-01

    The Automated Intelligent Assistant is designed to insure that our mass spectrometers produce timely, high-quality measurement data. The design combines instrument interfacing and expert system technology to automate an adaptable set-point damage prevention strategy. When shutdowns occur, the Assistant can help guide troubleshooting efforts. Stored real-time data will help our development program upgrade and improve the system, and also make it possible to re-run previously-observed instrument problems as ''live'' training exercises for the instrument operators. Initial work has focused on implementing the Assistant for the instrument ultra-high vacuum components. 14 refs., 5 figs

  16. Helping Teens Resist Sexual Pressure

    ... Listen Español Text Size Email Print Share Helping Teens Resist Sexual Pressure Page Content Article Body Teens are more ... younger the first time they had intercourse. Helping Teens Resist Sexual Pressure “The pressure on teenagers to have sex ...

  17. Beyond Evolution: Addressing Broad Interactions Between Science and Religion in Science Teacher Education

    Shane, Joseph W.; Binns, Ian C.; Meadows, Lee; Hermann, Ronald S.; Benus, Matthew J.

    2016-03-01

    Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science-religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science-religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the general public with regard to religious beliefs to help us further understand our students' worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach.

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

    Asikainen, Mervi A.; Hirvonen, Pekka E.

    2010-01-01

    This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

  19. Iranian EFL Teachers' Perceptions of Teacher Self-Disclosure

    Rahimi, Ali; Askari Bigdeli, Rouhollah

    2016-01-01

    Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by increasing their engagement and class participation as well as helping them establish effective interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary…

  20. Psychological characteristics of remedial teachers of different altruism levels

    Dina Shulzhenko

    2015-12-01

    Full Text Available The authors of this paper studied psychological characteristics of remedial teachers with different altruism levels. Altruism is a motive to render assistance to anyone not consciously related to one’s own selfish interests. Subjectively it manifests itself in sympathy, being oriented towards helping others. Altruism is opposed to selfishness, which is incompatible with disinterested concern for the welfare of others and willingness to sacrifice personal interests for them. The main driving force behind altruistic behaviour is a drive to improve the situation of others rather than expecting some reward. In psychology, altruism is considered as a system of personality value priorities in which interests of another person or social community are a central motive and a moral evaluation criterion.

  1. Toddlers Selectively Help Fair Agents

    Luca Surian

    2017-06-01

    Full Text Available Previous research showed that infants and toddlers are inclined to help prosocial agents and assign a positive valence to fair distributions. Also, they expect that positive and negative actions directed toward distributors will conform to reciprocity principles. This study investigates whether toddlers are selective in helping others, as a function of others’ previous distributive actions. Toddlers were presented with real-life events in which two actresses distributed resources either equally or unequally between two puppets. Then, they played together with a ball that accidentally fell to the ground and asked participants to help them to retrieve it. Participants preferred to help the actress who performed equal distributions. This finding suggests that by the second year children’s prosocial actions are modulated by their emerging sense of fairness.HighlightsToddlers (mean age = 25 months are selective in helping distributors.Toddlers prefer helping a fair rather than an unfair distributor.Toddlers’ selective helping provides evidence for an early sense of fairness.

  2. Helping Your Heart with Nuclear Imaging

    Madsen, Michael Amdi

    2014-01-01

    The IAEA is helping in the fight against cardiovascular diseases (CVDs) by assisting its Member States in using nuclear science and technology to track and monitor CVDs. Nuclear imaging techniques allow doctors to look inside a patient’s body and see how organs function without running the risk of surgery. CVDs kill more people than just about anything else on the planet. The World Health Organization (WHO) estimates that roughly 30 per cent of all deaths in 2008 were caused by CVDs. That number is increasing, and by 2030 the WHO estimates that more than 23 million people will die annually from CVDs. For comparison, that is equivalent to roughly the entire population of a medium-sized country

  3. WORD ORIGIN HELPS EXPAND LEARNERS’ VOCABULARY A VOCABULARY TEACHING APPROACH

    Li Jing

    2012-01-01

    Word origin (motivation) deals with the connection between name and sense, explaining how a word originated. With the knowledge of how words are originated, learners can grasp a word easier and thus expand their vocabulary more quickly. The introduction to word origin (motivation) by teachers can also help the learners gain interest in the process of learning and learn more about the cultural and historical background of the English-speaking countries. This paper tries to clarify this method ...

  4. Microwave Oven Repair. Teacher Edition.

    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…

  5. Promoting Special Educator Teacher Retention

    Jeremy E. Vittek

    2015-01-01

    This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensi...

  6. Teaching Abroad: Why Teachers Prefer Teaching Overseas

    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.

  7. A psychotherapeutic approach with elementary school teachers.

    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.

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

    Thomas, Carol R.

    2013-01-01

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

  9. Equine-Assisted Therapies: Complementary Medicine or Not?

    Ratcliffe, Katherine T.; Sanekane, Cindy

    2009-01-01

    Equine-assisted therapies are interventions that use the unique qualities of a horse to assist persons with disabilities to improve their gross motor, language, social, and self-help skills. Programs offering these services are varied and operate on all major continents across the world. The effectiveness of equine-assisted therapies is generally…

  10. Assistance needed for the integration of orphaned and vulnerable ...

    More distanced families, friends and strangers also showed a strong willingness to incorporate children – provided they receive sufficient help. For all categories, the greater the assistance the more likely they would be to take in children. While direct financial assistance was important, assistance with education-related ...

  11. Going Local to Find Help

    ... Cover Story: Traumatic Brain Injury Going Local to Find Help Past Issues / Fall 2008 Table of Contents ... phone numbers, maps and directions, such as To Find Out More: Visit www.ninds.nih.gov/Disorders/ ...

  12. Menopause: Medicines to Help You

    ... For Consumers Consumer Information by Audience For Women Menopause--Medicines to Help You Share Tweet Linkedin Pin ... Email Print Print and Share (PDF 375 KB) Menopause (sometimes called “the change of life”) is a ...

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

    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…

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

    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…

  15. Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

    Haneda, Mari; Nespor, Jan

    2013-01-01

    English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…

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

    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…

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

    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…

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

    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…

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

    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…

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

    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…

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

    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…

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

    Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

    2017-01-01

    The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

  3. Intelligent assistive robots recent advances in assistive robotics for everyday activities

    Moreno, Juan; Kong, Kyoungchul; Amirat, Yacine

    2015-01-01

    This book deals with the growing challenges of using assistive robots in our everyday activities along with providing intelligent assistive services. The presented applications concern mainly healthcare and wellness such as helping elderly people, assisting dependent persons, habitat monitoring in smart environments, well-being, security, etc. These applications reveal also new challenges regarding control theory, mechanical design, mechatronics, portability, acceptability, scalability, security, etc.  

  4. Effective Teachers

    Beverly A. King Miller

    2015-09-01

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

  5. Perceptions of a computer-based instruction system in special education: high school teachers and students views.

    Chiang, Hsin-Yu Ariel; Jacobs, Karen

    2010-01-01

    Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

  6. THE METHOD OF APPLICATION OF A COLLECTIVE SEARCH ACTIVITY AS A TOOL DEVELOPING METHODOLOGICAL THINKING OF A TEACHER

    Ibragimova Luiza Vahaevna

    2013-02-01

    Full Text Available To realize any pedagogical theory into practice it is necessary to transform the theoretical concepts in teaching methods. The development of all abilities, including thinking, occurs only in the activity, which is specially organized by creating the required pedagogical conditions, in this case – it is a the application of enhanced mental activity in teachers training course and vocational training b establishment of a "virtual university" for teachers in an institute of professional training c the organization of interdisciplinary interaction of teachers, based on conditions of the nonlinear didactics (training teachers of different subjects. The presented method is implemented for two years and consists of three phases: the motivational and educational, intellectual and developmental, innovative and reflective. At the motivational and educational stage, possibilities of collective search activity actualize during the course of training, group goals are set and chosen methods of their achieving by using the first pedagogical conditions. At intellectual and developmental stage, the development of skills to the collective search for effective teaching decisions during intercourse training with the first-and second-pedagogical conditions is carried out. The innovative step is the promotion of teachers to self-determination of techniques and tools that improve the quality of the educational process, providing assistance to each other in the development of teaching manuals, which is achieved with the help of all three pedagogical conditions.

  7. THE METHOD OF APPLICATION OF A COLLECTIVE SEARCH ACTIVITY AS A TOOL DEVELOPING METHODOLOGICAL THINKING OF A TEACHER

    Луиза Вахаевна Ибрагимова

    2013-04-01

    Full Text Available To realize any pedagogical theory into practice it is necessary to transform the theoretical concepts in teaching methods. The development of all abilities, including thinking, occurs only in the activity, which is specially organized by creating the required pedagogical conditions, in this case – it is a the application of enhanced mental activity in teachers training course and vocational training b establishment of a "virtual university" for teachers in an institute of professional training c the organization of interdisciplinary interaction of teachers, based on conditions of the nonlinear didactics (training teachers of different subjects. The presented method is implemented for two years and consists of three phases: the motivational and educational, intellectual and developmental, innovative and reflective. At the motivational and educational stage, possibilities of collective search activity actualize during the course of training, group goals are set and chosen methods of their achieving by using the first pedagogical conditions. At intellectual and developmental stage, the development of skills to the collective search for effective teaching decisions during intercourse training with the first-and second-pedagogical conditions is carried out. The innovative step is the promotion of teachers to self-determination of techniques and tools that improve the quality of the educational process, providing assistance to each other in the development of teaching manuals, which is achieved with the help of all three pedagogical conditions.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-17

  8. Landau - Great scientist and teacher

    1968-01-01

    In 1962 a feeling of deep sadness was experienced by the whole scientific world when it was learned that L.D. Landau, one of the most distinguished physicists and teachers of the USSR, has been seriously injured in a road accident. All the resources of his own country and ready assistance from many others combined to save his life, but early this year the long fight to recover his faculties ended with his death. (author)

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

    Kulkin, Margaret

    2016-01-01

    Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

  10. How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students' Written Evaluations of Their Teachers.

    Lim, David W; White, Jonathan S

    2015-11-01

    There remains debate regarding the value of the written comments that medical students are traditionally asked to provide to evaluate the teaching they receive. The purpose of this study was to examine written teaching evaluations to understand how medical students conceptualize teachers' behaviors and performance. All written comments collected from medical students about teachers in the two surgery clerkships at the University of Alberta in 2009-2010 and 2010-2011 were collated and anonymized. A grounded theory approach was used for analysis, with iterative reading and open coding to identify recurring themes. A framework capturing variations observed in the data was generated until data saturation was achieved. Domains and subdomains were named using an in situ coding approach. The conceptual framework contained three main domains: "Physician as Teacher," "Physician as Person," and "Physician as Physician." Under "Physician as Teacher," students commented on specific acts of teaching and subjective perceptions of an educator's teaching values. Under the "Physician as Physician" domain, students commented on elements of their educator's physicianship, including communication and collaborative skills, medical expertise, professionalism, and role modeling. Under "Physician as Person," students commented on how both positive and negative personality traits impacted their learning. This framework describes how medical students perceive their teachers and how they use written language to attach meaning to the behaviors they observe. Such a framework can be used to help students provide more constructive feedback to teachers and to assist in faculty development efforts aimed at improving teaching performance.

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

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert

  12. Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

    Burns, Anne; Westmacott, Anne

    2018-01-01

    One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for…

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

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert recommendations were probed. Findings indicate that,…

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

    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.

  15. Teachers Who Grow As Collaborative Leaders

    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.

  16. How to be a brilliant English teacher

    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.

  17. Comparing teacher roles in Denmark and England

    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...

  18. Utilization of assistive devices for students with disabilities in the public schools

    Carolina Bastos Plotegher

    2013-04-01

    Full Text Available Introduction: Assistive technology is an area of expanding knowledge in Brazil. Its use in school can help students with disabilities in performing important tasks to participate in different activities. Objectives: to report the experience of using assistive devices in the academic achievement of students with disabilities included in the regular school system of the municipality of Sao Carlos, state of Sao Paulo. Method: it was developed from an extension project conducted in 2010. Thirteen students with various types of disabilities participated in the project. The interventions were based on the School Function Assessment with the teachers to know the students’ difficulties. The students were also observed performing school tasks. Results: Forty-seven adaptations were made: thickeners, rings for zippers, slants, communication boards, non-slip mats, among others. Besides the adjustments, orientation regarding use of the devices was provided for teachers and persons responsible for the students. Conclusion: we believe that the project benefited the students, because it produced higher academic achievement and provided better school conditions for their school inclusion. For the undergraduate students of Occupational Therapy, the project enabled the dealing with real issues of inclusion and school interventions, thus approaching theory to practice.

  19. Machine assisted histogram classification

    Benyó, B.; Gaspar, C.; Somogyi, P.

    2010-04-01

    LHCb is one of the four major experiments under completion at the Large Hadron Collider (LHC). Monitoring the quality of the acquired data is important, because it allows the verification of the detector performance. Anomalies, such as missing values or unexpected distributions can be indicators of a malfunctioning detector, resulting in poor data quality. Spotting faulty or ageing components can be either done visually using instruments, such as the LHCb Histogram Presenter, or with the help of automated tools. In order to assist detector experts in handling the vast monitoring information resulting from the sheer size of the detector, we propose a graph based clustering tool combined with machine learning algorithm and demonstrate its use by processing histograms representing 2D hitmaps events. We prove the concept by detecting ion feedback events in the LHCb experiment's RICH subdetector.

  20. Machine assisted histogram classification

    Benyo, B; Somogyi, P [BME-IIT, H-1117 Budapest, Magyar tudosok koerutja 2. (Hungary); Gaspar, C, E-mail: Peter.Somogyi@cern.c [CERN-PH, CH-1211 Geneve 23 (Switzerland)

    2010-04-01

    LHCb is one of the four major experiments under completion at the Large Hadron Collider (LHC). Monitoring the quality of the acquired data is important, because it allows the verification of the detector performance. Anomalies, such as missing values or unexpected distributions can be indicators of a malfunctioning detector, resulting in poor data quality. Spotting faulty or ageing components can be either done visually using instruments, such as the LHCb Histogram Presenter, or with the help of automated tools. In order to assist detector experts in handling the vast monitoring information resulting from the sheer size of the detector, we propose a graph based clustering tool combined with machine learning algorithm and demonstrate its use by processing histograms representing 2D hitmaps events. We prove the concept by detecting ion feedback events in the LHCb experiment's RICH subdetector.

  1. Smart assistants for smart homes

    Rasch, Katharina

    2013-01-01

    The smarter homes of tomorrow promise to increase comfort, aid elderly and disabled people, and help inhabitants save energy. Unfortunately, smart homes today are far from this vision – people who already live in such a home struggle with complicated user interfaces, inflexible home configurations, and difficult installation procedures. Under these circumstances, smart homes are not ready for mass adoption. This dissertation addresses these issues by proposing two smart assistants for smart h...

  2. The Twenty Statement Test in Teacher Development

    Ahmet Aypay

    2011-10-01

    Full Text Available The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST. Study group includes a total of thirty-five individuals, including teachers, guidance and counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question “Who I am?” in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective. No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed.

  3. The Twenty Statement Test in Teacher Development

    Ahmet Aypay

    2011-04-01

    Full Text Available The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST. Study group includes a total of thirty-five individuals, including teachers, guidance and counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question “Who I am?” in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective. No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed

  4. High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

    Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott

    2012-01-01

    Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…

  5. Anxiety in the Classroom: Implications for Middle School Teachers

    Moran, Kristen

    2016-01-01

    Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support middle school…

  6. Assessment of Teachers from a Social Psychological Perspective

    Madni, Ayesha; Baker, Eva L.; Chow, Kirby A.; Delacruz, Girlie C.; Griffin, Noelle C.

    2015-01-01

    The focus of this chapter is on the description and assessment of teachers' social psychological factors, using the scientific literature as a base. Research on teachers' social psychological domains has an ultimate goal of populating classrooms with competent people who can model and incite behaviors that assist students in their own learning.…

  7. Teacher's Guide to SERAPHIM Software V. Chemistry: The Central Science.

    Bogner, Donna J.

    Designed to assist chemistry teachers in selecting appropriate software programs, this publication is the fifth in a series of six teacher's guides from Project SERAPHIM, a program sponsored by the National Science Foundation. This guide is keyed to the chapters of the text "Chemistry: The Central Science." Program suggestions are…

  8. Introduction of ICT and Multimedia into Cambodia's Teacher Training Centres

    Dionys, David

    2012-01-01

    This article describes the integration of ICT in the teacher training centres of Cambodia. It focuses on the collaboration between the Teacher Training Department of the Ministry of Education, Youth and Sports (MoEYS) of Cambodia and VVOB (Flemish Association for Development Cooperation and Technical Assistance), which is aimed at improving ICT…

  9. Relationships between Prospective Middle Grades Mathematics Teachers' Beliefs and TPACK

    Smith, Ryan C.; Kim, Somin; McIntyre, Leighton

    2016-01-01

    As technology become more ubiquitous in the classroom, teachers need to overcome two types of barriers to use it effectively: access to resources (including the development of knowledge) and the development of appropriate beliefs. To assist teachers in overcoming these barriers, we must understand the relationships that exist among them. We…

  10. Mentoring a new science teacher in reform-based ways: A focus on inquiry

    Schomer, Scott D.

    The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the

  11. Assisted Vaginal Delivery

    ... Education & Events Advocacy For Patients About ACOG Assisted Vaginal Delivery Home For Patients Search FAQs Assisted Vaginal ... Vaginal Delivery FAQ192, February 2016 PDF Format Assisted Vaginal Delivery Labor, Delivery, and Postpartum Care What is ...

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

    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.

  13. 75 FR 27743 - Publication of State Plan Pursuant to the Help America Vote Act

    2010-05-18

    ... ELECTION ASSISTANCE COMMISSION Publication of State Plan Pursuant to the Help America Vote Act... previously submitted by New Mexico. DATES: This notice is effective upon publication in the Federal Register... 27744

  14. Exploring English as a Foreign Language (EFL) Teacher Trainers' Perspectives on Challenges to Promoting Computer Literacy of EFL Teachers

    Dashtestani, Reza

    2014-01-01

    Computer literacy is a significant component of language teachers' computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers' computer literacy levels. This qualitative study explored the perspectives of 39 Iranian EFL teacher…

  15. Translating Current Science into Materials for High School via a Scientist-Teacher Partnership

    Brown, Julie C.; Bokor, Julie R.; Crippen, Kent J.; Koroly, Mary Jo

    2014-01-01

    Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers' practices by supporting them in the…

  16. Computer Literacy of Iranian Teachers of English as a Foreign Language: Challenges and Obstacles

    Dashtestani, Reza

    2014-01-01

    Basically, one of the requirements for the implementation of computer-assisted language learning (CALL) is English as a foreign language (EFL) teachers' ability to use computers effectively. Educational authorities and planners should identify EFL teachers' computer literacy levels and make attempts to improve the teachers' computer competence.…

  17. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  18. Early Childhood Education Teachers: Life History, Life Course, and the Problem of Family-Work Balance

    Bullough, Robert V., Jr.

    2016-01-01

    In contrast to the wider education literature, rather little is known about the lives of early childhood education (ECE) teachers and the impact of those lives on their practice. Drawing on surveys completed by Head Start assistant and lead teachers, teacher lifelines, and interviews, and through the lens of life-course theory, the author portrays…

  19. Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers

    Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence

    2016-01-01

    This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…

  20. Head Start Teacher Well-Being: Implications for Policy and Practice

    Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.; MacKay, Kathryn Lake

    2012-01-01

    Surprisingly little is known about Head Start teachers; who teaches, why they teach, and how they think and feel about their work. To begin to address these issues, a survey was developed and distributed to Head Start teachers, assistant teachers, and aides in one three-county program to examine their motivation and well-being. Follow-up…