WorldWideScience

Sample records for higher teacher ratings

  1. Gender differences in the effects of oppositional behavior on teacher ratings of ADHD symptoms.

    Science.gov (United States)

    Jackson, David A; King, Alan R

    2004-04-01

    H. Abikoff, M. Courtney, W. E. Pelham, and H. S. Koplewicz (1993) presented elementary school teachers with a videotape of a 4th-grade male child exhibiting behavior associated with either Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD). Comparisons with ratings generated from a control tape (same child exhibiting unremarkable behavior) suggested that oppositional tendencies inflated teacher ratings of ADHD for boys. The term "halo effect" has been used in the literature to refer to the impact of one class of behavior on the perception of another. This study replicated this procedure using identical scripts with both male and female child models. Oppositional behavior was associated with higher teacher ratings of hyperactivity and inattentiveness. Portrayals of behavior associated with ADHD generated higher teacher ratings of oppositional conduct. This bidirectional effect differed in magnitude as a function of child gender. The boy actor exhibiting oppositional behavior received teacher ratings of hyperactivity and inattention that were roughly half of those elicited by his portrayal of ADHD itself. The girl actor portraying ADHD generated oppositional defiant ratings that were roughly two thirds of those elicited from her performance as a child with ODD. These teacher rating tendencies could contribute to higher diagnostic rates of ADHD among boys and ODD among girls. Available epidemiologic data indicate a much higher rate of ADHD among boys and prevalence differentials for ODD (girls initially lower) that disappear by adolescence. Future research will be required to determine the extent to which these teacher response sets generalize to other evaluators such as parents, physicians and mental health professionals.

  2. Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.

    Science.gov (United States)

    DuPaul, George J; Reid, Robert; Anastopoulos, Arthur D; Lambert, Matthew C; Watkins, Marley W; Power, Thomas J

    2016-02-01

    Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. Development of a work environment rating scale for kindergarten teachers.

    Science.gov (United States)

    Wong, Yau-ho P

    2015-08-01

    Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. Parent and Teacher Ratings of Communication among Children with Severe Disabilities and Visual Impairment/Blindness

    Science.gov (United States)

    Cascella, Paul W.; Trief, Ellen; Bruce, Susan M.

    2012-01-01

    Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for…

  5. Oppositional Defiant Disorder: prevalence based on parent and teacher ratings of Malaysian primary school children.

    Science.gov (United States)

    Gomez, Rapson; Hafetz, Nina; Gomez, Rashika Miranjani

    2013-08-01

    This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. The theoretical, diagnostic and cultural implications of the findings are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

  6. The Validity of Teacher Ratings of Adolescents' Social Skills.

    Science.gov (United States)

    Ogden, Terje

    2003-01-01

    Examined the validity of teacher ratings of adolescents' social skills in a followup of a cohort sample of 395 students from seventh to ninth grades. Findings show multi-informant consistency in ratings; teacher ratings consistently covaried with teacher ratings of problem behavior and academic competence, nominations by peer students, and grade…

  7. Teachers' Conceptions of Student Creativity in Higher Education

    Science.gov (United States)

    Jahnke, Isa; Haertel, Tobias; Wildt, Johannes

    2017-01-01

    Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and…

  8. Teachers' Definitions of Self-Esteem When Rating Preschool Children.

    Science.gov (United States)

    Bell, Nancy J.; And Others

    1980-01-01

    Female teachers rated 107 preschool boys and girls on their self-esteem and on a sex role rating scale. Although the validity of such ratings remains an issue, it appears that children rated high in self-esteem by their teachers are those perceived as assertive, active, athletic--stereotypically masculine traits. (Author/SJL)

  9. Influence of subject choice, work overload and work stress on expatriate higher education teachers.

    OpenAIRE

    Naithani, Pranav

    2013-01-01

    Subject choice, work overload and work stress influence personal and professional lives of higher education teachers. Though the majority of higher education teachers in the Gulf Cooperation Council (GCC) countries are expatriates, yet research on expatriate higher education teachers working in the GCC countries is limited. This paper presents one part of the work life balance survey and focuses on the influence of subject choice, work overload and work stress on higher education teachers in ...

  10. Teacher professionalisation and dropout rates in adult education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    in by the teachers, interviews with the teachers, and by the teachers’ written logbooks. The preliminary conclusion is that it is the general attitude in the teacher groups towards the importance of improving retention that is of significance for the documented effects on the drop-out rates.......This article reports findings from a research project titled New roles for the teacher - Increased completion through social responsibility. This research, designed as an intervention project, has an overall aim of reducing absence and drop-out rates in the Danish vocational and general adult...... educational system by developing and improving the teachers’ competences. This has been pursued in the research project through engaging teachers in training aimed at improving their socio-pedagogical competences. The effect of this training has been measured by electronic questionnaires filled...

  11. Factors influencing elementary school teachers' ratings of ADHD and ODD behaviors.

    Science.gov (United States)

    Stevens, J; Quittner, A L; Abikoff, H

    1998-12-01

    Examined factors that influence teachers' ratings of children with either attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD). 105 teachers watched 2 videotapes--1 depicting a normal child and the other a child with either ADHD or ODD--and rated each child using 2 different questionnaires. Results indicated that teachers accurately rated the child on the ADHD versus ODD tape as having significantly more inattention and hyperactivity but significantly less oppositionality. However, effect sizes indicated the presence of a unidirectional, negative halo effect of oppositional behaviors on ratings of hyperactivity and inattention. Teachers appeared less biased in their judgments when using a well-operationalized rating scale. Finally, knowledge, education, and experience with children with ADHD generally had no effect on the accuracy of teachers' ratings.

  12. Peer Assessment in the Digital Age: A Meta-Analysis Comparing Peer and Teacher Ratings

    Science.gov (United States)

    Li, Hongli; Xiong, Yao; Zang, Xiaojiao; Kornhaber, Mindy L.; Lyu, Youngsun; Chung, Kyung Sun; Suen, Hoi K.

    2016-01-01

    Given the wide use of peer assessment, especially in higher education, the relative accuracy of peer ratings compared to teacher ratings is a major concern for both educators and researchers. This concern has grown with the increase of peer assessment in digital platforms. In this meta-analysis, using a variance-known hierarchical linear modelling…

  13. Charting Teachers' Perspective on Utilizing Distance Learning in Higher Education

    OpenAIRE

    Ålander, Heidi; Karukka, Minna

    2016-01-01

    E-learning activities are likely to grow significantly and the area has potential to generate more possibilities for both teachers and students especially in higher education. It creates alternative ways to partake, tutor and utilize new learning environment. In this paper we present our on-going work on exploring current usage and attitudes towards using eLearning technologies in teaching. The aim was to investigate advantages, challenges and needs for support among teachers in higher educat...

  14. MULTIPLE INTELLIGENCES PRACTICE OF HIGHER SECONDARY SCHOOL TEACHERS OF THIRUVANANTHAPURAM DISTRICT: A STATUS RESEARCH.

    OpenAIRE

    Pooja. S.

    2018-01-01

    The present study aims to find out the awareness of Higher Secondary School English teachers on Multiple Intelligences. Each teacher needs to be aware of different forms of intelligences. The objectives of the study are to find out the level of awareness of Higher Secondary School teachers on Multiple Intelligences and to compare the awareness on Multiple Intelligences among Higher Secondary School teachers based on gender and locality. Survey method is used for collecting data from 150 highe...

  15. Determinants of Teachers' Attitudes towards E- Learning in Tanzanian Higher Learning Institutions

    Science.gov (United States)

    Kisanga, Dalton H.

    2016-01-01

    This survey research study presents the findings on determinants of teachers' attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were…

  16. Teachers' ratings of disruptive behaviors: the influence of halo effects.

    Science.gov (United States)

    Abikoff, H; Courtney, M; Pelham, W E; Koplewicz, H S

    1993-10-01

    This study evaluated the accuracy of teachers' ratings and examined whether these ratings are influenced by halo effects. One hundred thirty-nine elementary school teachers viewed videotapes of what they believed were children in regular fourth-grade classrooms. In fact, the children were actors who followed prepared scripts that depicted a child engaging in behaviors characteristic of an attention-deficit hyperactivity disorder (ADHD), an oppositional defiant disorder or a normal youngster. The findings provide support for a bias that was unidirectional in nature. Specifically, teachers rated hyperactive behaviors accurately when the child behaved like an ADHD youngster. However, ratings of hyperactivity and of ADHD symptomatic behaviors were spuriously inflated when behaviors associated with oppositional defiant disorder occurred. In contrast, teachers rated oppositional and conduct problem behaviors accurately, regardless of the presence of hyperactive behaviors. The implications of these findings regarding diagnostic practices and rating scale formats are discussed.

  17. Psychosocial risks evaluation factors: study with higher education teachers

    Directory of Open Access Journals (Sweden)

    Sara Lopes Borges

    2018-02-01

    Method: The study consisted of the administration of two instruments, one for the characterization of the sample and the other for assessing psychosocial risk factors — the Copenhagen Psychosocial Questionnaire — consisting of 76 items (5-point Likert scale, distributed in five dimensions, which measure indicators of exposure to psychosocial risks and their effects. Results: The study included 59 teachers, mostly men (50.8%, aged between 41 - 50 years (45.8%, with master's degree (59%, assistant professors (47.5%; with a stable employment relationship (68%, years of service between 14-17 years (18.7% and teaching between 11 - 17 hours a week (64.4%. The analysis of the various subscales revealed a psychosocial risk, showing that teachers are in a situation of vulnerability. There were significant differences between the risks experienced in public higher education and those experienced in private higher education. Gender, age, academic background, and professional category influenced the type of psychosocial risk. Conclusions: The study confirms the importance of the evaluation of psychosocial risk factors in the exercise of the teaching profession in higher education. It is recognized that it is necessary to assess and manage psychosocial risks in order to promote healthy working conditions, ensure respect and fair treatment, and encourage the promotion of work / family life balance, in order to minimize psychosocial risks and situations of vulnerability in higher education teachers.

  18. A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers

    Science.gov (United States)

    Benedicta, A. Sneha

    2014-01-01

    This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and…

  19. Illinois Ratings of Teacher Effectiveness Manual. Grades 9-12.

    Science.gov (United States)

    Blanchard, B. Everard

    The Illinois Ratings of Teacher Effectiveness (IRTE) is an instrument for recording senior high school student perceptions of teacher performance in ten trait areas: teacher appearance, ability to explain, friendliness, grading fairness, discipline, outside classroom assignments, enjoyment of teaching, voice, mannerisms, and command of subject…

  20. Development and Validation of a Questionnaire Measuring Teachers' Motivations for Teaching in Higher Education

    Science.gov (United States)

    Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter

    2012-01-01

    A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers' motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important…

  1. Quality Of Life And Prevalence Of Burnout Syndrome In Higher Education Teachers

    Directory of Open Access Journals (Sweden)

    Maria de Lourdes Campos

    2017-09-01

    Full Text Available Introduction: Burnout Syndrome, in the twenty-first century, appears among the most common mental disorder among teachers resulting from the interaction between  individual aspects and the working environment, interpreted as a response to chronic job stress.  Objective: To evaluate the prevalence of burnout syndrome and quality of life of higher education teachers in the city of Cajazeiras, Paraíba, Brazil.  Method: This is a descriptive cross-sectional study performed with 174 teachers from institutions of higher education.  Results: The burnout syndrome was observed in only 3.4% of teachers. However, the recorded data require a closer look at the health of the teachers investigated, since a considerable part of them are in the score limit for disease development. Regarding the quality of life of teachers who presented the manifestations of the syndrome, the physical and psychological domains were shown to be the worst for most subjects.  Conclusion: There are teachers in higher education, executing their  profession, affected by burnout syndrome, suggesting a  relationship between this psychosocial phenomenon and the labor context, permeating  the three dimensions proposed by Maslach and Leiter: emotional exhaustion, depersonalization and the lack of personal fulfillment.   DOI: https://doi.org/10.3823/2512

  2. Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?

    Science.gov (United States)

    Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.

    2018-01-01

    Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…

  3. Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings?

    Science.gov (United States)

    Boerboom, Tobias B B; Mainhard, Tim; Dolmans, Diana H J M; Scherpbier, Albert J J A; Van Beukelen, Peter; Jaarsma, A D C

    2012-01-01

    Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.

  4. Institutos Superiores de Formacion Docente: Profesorado de Nivel Elemental (Higher Institutes for Teacher Training: Elementary School Teachers).

    Science.gov (United States)

    Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

    This booklet describes and explains the Argentine educational reform, instituted in March 1971, concerning the training of elementary school teachers in institutions of higher learning. The legislation cited here establishes areas of study and qualifications. The document also contains a discussion of previous teacher education and the bases and…

  5. Rating Students' Problem Behaviour: The Role of Teachers' Individual Characteristics

    Science.gov (United States)

    Kokkinos, Constantinos M.; Kargiotidis, Apostolos

    2016-01-01

    This study examined the role of teachers' personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student's behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout.…

  6. Children's and Teachers' Perspectives on Children's Self-Control: The Development of Two Rating Scales.

    Science.gov (United States)

    Humphrey, Laura Lynn

    1982-01-01

    Compared parallel scales of children's self-control developed for teachers and children. Self-control ratings by teachers and children related to naturalistic observations and to teacher ratings of frustration tolerance and acting-out/aggressive problems. Teachers' ratings of self-control related to IQ and achievement. Supported the validity of…

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

    NARCIS (Netherlands)

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

    2004-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Visvaganthie Moodley

    2013-01-01

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

  9. Preferred teacher-student interpersonal behaviour: Differences between Polish primary and higher education students' perceptions

    NARCIS (Netherlands)

    Sztejnberg, A.; Brok, den P.J.; Hurek, J.

    2004-01-01

    This study investigated differences between students’ perceptions of their best teachers in primary and higher education in Poland. Teacher behavior was conceptualized in terms of the teacher-student interpersonal relationship and described in terms of eight behavioral sectors – leadership,

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

    Science.gov (United States)

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

    2015-01-01

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

  11. Understanding Higher Education-Based Teacher Educators' Identities in Hong Kong: A Sociocultural Linguistic Perspective

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    Yuan, Rui

    2016-01-01

    While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional…

  12. Characteristics and Activities of Teachers on Distance Learning Programs that Affect Their Ratings

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    Svetlana M. Stanišić Stojić

    2014-09-01

    Full Text Available This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Moodle platform and from the Singidunum University information system, and then analysed with SPSS statistical software. The parameters considered as potentially affecting teacher ratings are: number of teachers engaged in a particular course, total number of courses in which the teacher is engaged, teacher’s gender and age, total number of the available resources, and so forth. The results imply that scores assigned to individual teachers are consistent in both traditional and distance learning programs. The average rate was perceived to be lower when there were several teachers in a single course; such an effect was enhanced in cases where there was a significant age discrepancy among them. The other factors considered did not show a significant association with teacher ratings. Students’ main remarks about the work of the teachers have been summarised at the end of this paper. Possible explanations and implications of the results are discussed and recommendations are given.

  13. Indigenous Teachers and Learners: Higher Education and Social Justice

    Science.gov (United States)

    Sumida Huaman, Elizabeth; Abeita, Shawn

    2018-01-01

    Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices…

  14. Organizational Culture as Determinant of Knowledge Sharing Practices of Teachers Working in Higher Education Sector

    Science.gov (United States)

    Areekkuzhiyil, Santhosh

    2016-01-01

    The current study aims to explore the influence of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The data required for the…

  15. In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy

    Science.gov (United States)

    Moodley, Visvaganthie

    2013-01-01

    The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that…

  16. Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings

    Science.gov (United States)

    Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.

    2014-01-01

    This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a…

  17. Discipline-Specific Compared to Generic Training of Teachers in Higher Education.

    Science.gov (United States)

    Silva-Fletcher, Ayona; May, Stephen A

    A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs.

  18. Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

    Science.gov (United States)

    Kim, Helyn; Murrah, William M.; Cameron, Claire E.; Brock, Laura L.; Cottone, Elizabeth A.; Grissmer, David

    2015-01-01

    Children's early motor competence is associated with social development and academic achievement. However, few studies have examined teacher reports of children's motor skills. This study evaluated the psychometric properties of the Motor Skills Rating Scale (MSRS), a 19-item measure of children's teacher-reported motor skills in the classroom.…

  19. The Future of European Teacher Education in the Heavy Seas of Higher Education

    Science.gov (United States)

    Zgaga, Pavel

    2013-01-01

    The aim of this paper is to reconsider recent pan-European developments in teacher education and to discuss some aspects of its future. Teacher education across Europe has been largely "universitised"; therefore, both its present and future should be discussed within the context of the general changes in European higher education deeply…

  20. Evaluating Teacher Preparation Using Graduates' Observational Ratings

    Science.gov (United States)

    Ronfeldt, Matthew; Campbell, Shanyce L.

    2016-01-01

    Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183…

  1. Advancing the Multi-Informant Assessment of Sluggish Cognitive Tempo: Child Self-Report in Relation to Parent and Teacher Ratings of SCT and Impairment.

    Science.gov (United States)

    Sáez, Belén; Servera, Mateu; Burns, G Leonard; Becker, Stephen P

    2018-04-27

    Despite increasing interest in sluggish cognitive tempo (SCT) in children and advancements in its measurement, little research has examined child self-reported SCT. Child self-report of SCT is important for the multi-informant assessment of SCT. The current study used a large, school-based sample of children and a multi-informant design to examine child self-reported SCT using the Child Concentration Inventory - Version 2 (CCI-2) which was recently revised based on meta-analytic findings and parallels the item content of validated parent and teacher rating scales. The study involved 2142 unique children (ages 8-13 years, 50.51% males). Children (n = 1980) completed measures of SCT, loneliness, and preference for solitude. Mothers (n = 1648), fathers (n = 1358), and teachers (n = 1773) completed measures of SCT, attention-deficit/hyperactivity disorder-IN (ADHD-IN), academic impairment, social impairment, and conflicted shyness. Children's self-reported SCT demonstrated good reliability with the 15 SCT symptoms showing moderate to strong loadings on the SCT factor. The child self-report SCT factor also showed moderate convergent validity with mother, father, and teacher ratings of children's SCT. In addition, higher child-reported SCT predicted greater mother, father, and teacher ratings of children's academic impairment even after controlling for mother, father, and teacher ratings of children's SCT and ADHD-IN. Higher child-rated SCT also predicted greater mother ratings of children's social impairment after controlling for mother ratings of children's SCT and ADHD-IN. The present study provides initial empirical support for the reliability and validity of child-reported SCT as part of the multi-informant assessment of SCT. A key direction for future research includes evaluating the unique contributions of different informants and their utility within specific contexts to guide evidence-based recommendations for assessing SCT.

  2. The Contribution of Non-Formal Learning in Higher Education to Student Teachers' Professional Competence

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H.

    2017-01-01

    This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…

  3. Influence of Children's Physical Attractiveness on Teacher Expectations.

    Science.gov (United States)

    Kenealy, Pamela; And Others

    1988-01-01

    Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

  4. High School Teachers' Perspectives on Supporting Students with Visual Impairments toward Higher Education: Access, Barriers, and Success

    Science.gov (United States)

    Reed, Maureen; Curtis, Kathryn

    2011-01-01

    The objective of the study presented here was to understand the experiences of teachers in assisting students with visual impairments in making the transition to higher education. The teachers reported barriers in high school that affect students' access to and success in higher education. Furthermore, institutions of higher education provided…

  5. Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change

    Science.gov (United States)

    McNaughton, Susan Maree; Billot, Jennie

    2016-01-01

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

  6. Elements of satisfactory online asynchronous teacher behaviour in higher education

    NARCIS (Netherlands)

    Smits, A.; Voogt, J.

    2017-01-01

    In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with

  7. Teacher evaluation system, institutions of technology higher education: quality guidelines

    Directory of Open Access Journals (Sweden)

    Laura Belkis Parada Romero

    2016-01-01

    Full Text Available Due to the globalization of education, it has become prevalent to strengthen the quality systems to ensure that educational actors in higher education institutions are the best. In this context teachers are given a main role since they are cornerstones in educational processes. Currently, teacher quality is assessed through an assessment or evaluation system. Almost every university evaluates its teachers, but there is no legal regulation on how to do it, in most institutions there is a professional in charge of designing and applying assessment instruments according to the authors he/she prefers. In most universities, on the one hand, it is used a traditional questionnaire aiming to collect data about dimensions associated with teaching, on the other hand, there is another option in which assessment models include self-evaluation, as in some cases in Chile. That’s why one of the concerns of this research is to propose guidelines for a more qualitative and formative assessment not exclusively following political parameters –based on administrative decisions–, but following emerging proposals with a deeper analysis. Nowadays the main actors in teacher evaluation are teachers, students and administrative staff, every six months these actors are evaluated by using an assessment tool that they usually do not know. The research investigates the perception actors in teacher evaluation have regarding its objectives, methods and stages, so they put forward ideas on how to restructure the current institutional assessment and propose improvements aiming at both the quantitative aspect and the qualitative analysis of performances and skills.

  8. NATURE OF TEACHER-STUDENTS’ INTERACTION IN ELECTRONIC LEARNING AND TRADITIONAL COURSES OF HIGHER EDUCATION- A REVIEW

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    Sufiana Khatoon MALIK

    2011-10-01

    Full Text Available Present paper explores differential teacher-student interaction in electronic learning (el and in face to face traditional learning (tl courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes it was found that teacher-students interaction is significantly different in el and tl higher education courses. There are fewer opportunities for developing students’ moral judgment, critical thinking, communication and interpersonal skills in teacher-students interaction in el courses at higher education level. Courses of tl do provide opportunities to students for developing their developing moral judgment, critical thinking, communication and interpersonal skills through face to face interaction with the teacher in direct communication and group discussions on past and current issues along with learning achievement. Arrangement for conducting local educational conference for some e. courses may arrange and participation in such conferences for e. learners may be made mandatory for qualifying a particular degree. El course may be redesigned and practical activities may be incorporate for developing in students’ moral judgment, critical thinking, communication and interpersonal skills.

  9. Do Higher Salaries Buy Better Teachers?

    OpenAIRE

    Eric A. Hanushek; John F. Kain; Steven G. Rivkin

    1999-01-01

    Important policy decisions rest on the relationship between teacher salaries and the quality of teachers, but the evidence about the strength of any such relationship is thin. This paper relies upon the matched panel data of the UTD Texas School Project to investigate how shifts in salary schedules affect the composition of teachers within a district. The panel data permit separation of shifts in salary schedules from movement along given schedules, and thus the analysis is much more closely ...

  10. Teacher training in the formation of the higher education system in the state of Bahia, Brazil

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    Daisi Teresinha Chapani

    2012-05-01

    Full Text Available The higher education system in the state of Bahia, Brazil, comprises four universities offering, altogether, several undergraduation and graduation courses, in a number of areas. The system configuration is around 20 years old, but the colleges which gave rise to it were structured back in the late sixties. The aim of this study is to highlight the teacher training role in the system formation. Also, it is presented a discussion on the possibilities and limitations originated from the teacher training colleges in the higher education democratization process. The conclusion is that, although the teacher training courses have been the driving force of the higher education system in Bahia for more than 40 years, the number of vacancies offered by the course is not sufficient to equate the historical problem regarding the lack of titled teachers in the state.

  11. On Teachers' Sound Personality in Modern Higher Education

    Institute of Scientific and Technical Information of China (English)

    加鹏飞; 黄丽颖; 姜丽

    2009-01-01

    This paper aims at the discussion on teachers' personality. Personality education has already been regarded as a part of whole education. Thus it is very necessary for those who are teachers or who are going to be teachers to know something about teachers' personality. This paper intends to discuss teachers' personality from the following aspects: what is teachers' personality; what are the standards of a sound personality of a teacher; what the effects of teacher's personality on students are; how to develop a sound personality.

  12. Teacher's voices in the context of higher education : reforms in Armenia

    NARCIS (Netherlands)

    Karakhanyan, S.; Veen, S.J.; Bergen, T.C.M.

    2011-01-01

    In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The

  13. Education of Music Teachers: A Study of the Brazilian Higher Education Programs

    Science.gov (United States)

    Mateiro, Teresa

    2011-01-01

    With reference to educational policies in the globalization process, the purpose of this article is to show the status of higher Music Teacher Education Programs in Brazil after the enactment of the "Directives and Bases Act No. 9.394", in 1996. This law emphasizes the evaluation process for higher education, including teaching quality…

  14. A Cross-Cultural Comparison of Teacher Ratings of Child Adjustment and Behavioral Problems

    Science.gov (United States)

    Rowe, Ellen W.; Rivers, Lanee; Kamphaus, Randy W.

    2013-01-01

    This study examines similarities and differences in teacher ratings of behavioral problems and adaptive skills between a sample of 320 students from Anguilla, BWI and 315 children from the United States of America using the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992). The study also compared teacher ratings of…

  15. Elements of Satisfactory Online Asynchronous Teacher Behaviour in Higher Education

    Science.gov (United States)

    Smits, Anneke; Voogt, Joke

    2017-01-01

    In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages…

  16. The formation continues of teachers in higher education: a challenge of Ecuadorian society

    Directory of Open Access Journals (Sweden)

    Somaris Fonseca-Montoya

    2017-01-01

    Full Text Available This article presents a theoretical reflection on the process of continuous training of university teachers by the constant need to improve the training process, in the search for higher levels of excellence. This process must materialize through proposals that respond to the parameters of quality and efficiency in the professional practice of teachers, in accordance with the demands and particularities of the university level, the institutional perspectives and the characteristics of the context of action and the educational community, Where the actors intervene and develops the formative process. It starts from the resignification of the process of continuous training of the university teachers in exercise, interpreted as a process of formation of the system of pedagogical competences required for each teacher.

  17. Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment

    Science.gov (United States)

    Lindstrom, William A., Jr.; Lease, A. Michele; Kamphaus, Randy W.

    2007-01-01

    External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether…

  18. Salary and Ranking and Teacher Turnover: A Statewide Study

    Science.gov (United States)

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

    2009-01-01

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

  19. Factors Influencing the Organizational Stress among Teachers Working in Higher Education Sector in Kerala: An Empirical Analysis

    Science.gov (United States)

    Areekkuzhiyil, Santhosh

    2014-01-01

    The study aims to explore the various factors that influence the organizational stress of teachers working in higher education sector in the state of Kerala. The data required for the study has been conveniently collected from 200 teachers working in higher education sector. Exploratory factor analysis revealed nine factors, which significantly…

  20. Teachers' Voices in the Context of Higher Education Reforms in Armenia

    Science.gov (United States)

    Karakhanyan, Susanna; van Veen, Klaas; Bergen, Th. C. M.

    2011-01-01

    In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian…

  1. The questionnaire on teacher interaction from the primary to the higher education context in Turkey

    NARCIS (Netherlands)

    Telli, S.; Brok, den P.J.; Wubbels, Th.; Brok, den P.; Tartwijk, van J.; Levy, J.; Fraser, B.

    2010-01-01

    The purpose of the study was to compare the three versions of Questionnaire on Teacher Interaction (QTI) developed for the Turkish context from the point of Model Teacher Interpersonal Behaviour (MITB) and its scales. Total number 1767 students from primary, secondary and higher education

  2. Teachers' Perceptions and Undergraduate Students' Experience in E-Exam in Higher Institution in Nigeria

    Science.gov (United States)

    Hamsatu, Pur; Yusufu, Gambo; Mohammed, Habib A.

    2016-01-01

    This study was conducted to explore teachers' perceptions, and students' experiences in e-Examination in University of Maiduguri. Questionnaires were distributed to 30 teachers and 50 students, and the 80 collated instruments were valid for data analysis, representing a response rate of 100%. The validity of the questionnaire was approved by some…

  3. THE CURRENT ASSESSMENT OF TEACHERS IN HIGHER EDUCATION AT THE INSTITUTO POLITÉCNICO NACIONAL

    Directory of Open Access Journals (Sweden)

    Juan José Arenas-Romero

    2014-07-01

    Full Text Available In this paper, the current form of teacher assessment at a higher level and criteria used, based on surveys of student opinion is analyzed. Such surveys do not reflect the real capacity of teachers and only serves as a form of administrative control. This paper establishes the utility of these assessments as a tool for improvement and as part of an early detection of needs, be altered by the biased way he handles himself. In addition, a criticism of this type of evaluation is done; the results are disclosed extemporaneously, which also restricts the development of teachers through the bureaucratic control of that information not timely feedback to teachers in order to improve their performance.

  4. The Role of Religious Higher Education in the Training of Teachers of Russian "Orthodox Culture"

    Science.gov (United States)

    Ladykowska, Agata

    2012-01-01

    This article provides an ethnographic account of the tensions arising from the different ways of building authority as teachers and the role of higher education in establishing teachers' legitimacy in Russia through the specific example of religious education. After state atheism was abandoned in 1991, an unprecedented demand for religious…

  5. Satisfaction of Social and Legal Sciences teachers with the introduction of the European Higher Education Area

    Directory of Open Access Journals (Sweden)

    Tania Ariza

    2014-01-01

    Full Text Available University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA. The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach´s alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.

  6. A Comparison of Teacher Stress and School Climate across Schools with Different Matric Success Rates

    Science.gov (United States)

    Milner, Karen; Khoza, Harriet

    2008-01-01

    Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided…

  7. A comparison of teacher stress and school climate across schools with different matric success rates

    Directory of Open Access Journals (Sweden)

    Karen Milner

    2008-05-01

    Full Text Available Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.

  8. Followership in Higher Education: Academic Teachers and their Formal Leaders

    Directory of Open Access Journals (Sweden)

    Jennie Billot

    2013-09-01

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

  9. Student-Teachers in Higher Education Institutions' (HEIs) Emotional Intelligence and Mathematical Competencies

    Science.gov (United States)

    Eustaquio, William Rafael

    2015-01-01

    As manifested by various studies conducted, the present state of Mathematics education in the teaching-learning process is relatively declining and the existing effort to identify emotional intelligence and mathematics competencies of Mathematics major student-teachers at Higher Education Institutions in Isabela is an attempt to help alleviate the…

  10. Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy

    Science.gov (United States)

    Fiore, Lisa; Rosenquest, Barbara

    2010-01-01

    This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…

  11. An Exemplary Program in Higher Education for Chemists, Engineers, and Chemistry Teachers.

    Science.gov (United States)

    Ayers, Jerry B.; And Others

    This paper presents the rationale, structure, and specifications for a model program for the preparation of chemists, chemical engineers, and high school chemistry teachers. The model (an application of systems technology to program development in higher education) is based on the structure provided by the Georgia Educational Model Specifications…

  12. FORMATION OF THE LEADING TEACHER IN EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

    Directory of Open Access Journals (Sweden)

    I. B. Bicheva

    2017-01-01

    Full Text Available The publication purpose – to reveal intrinsic characteristics of the leading teacher and to develop pedagogical conditions of formation of leadership skills of students – future preschool teachers in educational process of higher education institution. Methodological principles of article are the theory of leadership and development of the personality. When carrying out a research were used the analysis of scientific-theoretical provisions of the concept "leader" of the system of modern professional and pedagogical knowledge.Content – the analysis of the studied problem has allowed authors to define that the leading teacher is a personality to whom trust and who is recognized; capable to lead group of children (parents, colleagues, awakening their activity and interest; to influence interaction process, regulating relationship; to responsibly organize performance of this or that activity. The conclusion is drawn that in the conditions of modernization of educational system the leading teacher becomes the important strategic resource of all transformations capable to generate and perceive innovations, ready to show activity and creativity.The fundamental qualities causing purposeful development of the important personal and professional characteristics leading the personality to the leader's position have defined independence and responsibility.Three groups of the pedagogical conditions in total forming special leader space, approving social, active and creative essence of the identity of students and forming qualities of the successful leading teacher are proved: reflexive and motivational, substantial and informative and activity.Authors join in structure of qualities of the leading teacher: the motivational focused, intellectual and strong-willed, behavioural, social and communicative qualities. It is shown that existence of the marked-out qualities though increases development of the teacher as leader, but possession of them not

  13. Occurrence Of Osteomuscular Symptoms In Teachers Of A Higher Education Institution

    Directory of Open Access Journals (Sweden)

    Danielle Aurília Ferreira Macêdo Maximino

    2017-04-01

    Full Text Available The objective of this study was to investigate the occurrence of musculoskeletal symptoms in teachers of a Higher Education Institution (HEI located in João Pessoa – PB. This is a descriptive research with a quantitative approach, held at the Faculties of Nursing and Medicine (FACENE/FAMENE, in the city of João Pessoa-PB. The instrument for data collection consisted of a form with objective questions and divided into two parts, the first with data characterizing the sample and the second with the Nordic Musculoskeletal Symptoms Questionnaire. The data were analyzed quantitatively in percentage numbers and distributed in graphs. The results indicated that 30 teachers accepted to participate in the study with female predominance (67%. The regions most affected in the last 12 months were: dorsal (60%, lumbar (53%, neck, shoulders, wrists and hands (47%. Of the teachers interviewed, 20% reported having had difficulties in routine activities due to discomfort in the cervical region and 27% reported having sought medical or physiotherapeutic care due to neck pain, while 20% due to pain in the shoulders, dorsal, wrist/hands and hip/thighs. As for the occurrence of symptoms in the last week, the regions with the highest frequency of pain were shoulders (40%, neck and dorsal (27%. The significant percentage in the regions cited certifies that they are the regions most burdened in the professors and, therefore, deserve special attention in possible projects of occupational preventive action. This research evidences the necessity of new approaches and deepening on the subject, including the formulation of intervention strategies in the process of sickness of teachers. Descriptors: Work-Related Musculoskeletal Disorders. University Teachers. Worker's Health.

  14. Item Response Theory Analyses of the Parent and Teacher Ratings of the DSM-IV ADHD Rating Scale

    Science.gov (United States)

    Gomez, Rapson

    2008-01-01

    The graded response model (GRM), which is based on item response theory (IRT), was used to evaluate the psychometric properties of the inattention and hyperactivity/impulsivity symptoms in an ADHD rating scale. To accomplish this, parents and teachers completed the DSM-IV ADHD Rating Scale (DARS; Gomez et al., "Journal of Child Psychology and…

  15. Teacher and Parent Ratings of Children with Depressive Disorders

    Science.gov (United States)

    Mattison, Richard E.; Carlson, Gabrielle A.; Cantwell, Dennis P.; Asarnow, Joan Rosenbaum

    2007-01-01

    The fields of child psychology and psychiatry have not yet established the clinical presentation in school of children and adolescents who have been diagnosed as having a depressive disorder. To address this issue, the authors used teacher ratings on scale oriented to the third, revised edition of the "Diagnostic and Statistical Manual of…

  16. Physical state of the second mature age men working as teachers of higher educational establishments

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    S. A. Penzie

    2013-02-01

    Full Text Available It is presented characteristic of physical state of the second mature age men working as teachers of higher educational establishments. The experiment involved 46 teachers - men second mature age.The investigation shows that the studied people have most data of cardiovascular and respiratory system of a low level. It indicates the necessity of improvement of body’s functional systems and increasing a hypoxia tolerance level. Planning of selection of physical education means in the sphere of preventive and sanitary classes with male – teachers of higher educational establishments is substantiated. It is marked that in the system prophylactic health-improvement employments it is necessary to utillize individual approach for men with the high, middle and low level of physical preparedness. The necessity of account of motivational priorities, decisions of the personal aims and tasks, specifics of pedagogical activity, is marked, selection of facilities which have a high health effect.

  17. Policy training teachers of higher education and training quality: a study on the pedagogy university program as qualifying the possibility of teachers in educational-teaching perspective

    Directory of Open Access Journals (Sweden)

    Isabel Cristina de Almeida Mantovani

    2016-01-01

    Full Text Available The reflections presented in this article are by theme pedagogical-didactic training policies for higher education teachers and quality of education and result of a research developed a Community University interior of Rio Grande do Sul, involving teachers, graduates who sought to answer : "You can establish relationships between the absence of pedagogical-didactic training of teachers and defining policies of training and the quality of teaching in higher education" To answer the research question, we sought to investigate whether the university pedagogy program, service developed can be considered as a space, which meets the lack of didactic-educational training, and is a positive factor as regards the possibility to supply the deficiency in this field.

  18. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

    Science.gov (United States)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  19. Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

    Science.gov (United States)

    Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

    2017-09-01

    Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

  20. Two New Rating Scales for Assessment of ADHD Symptoms in Italian Preschool Children: A Comparison between Parent and Teacher Ratings

    Science.gov (United States)

    Re, Anna Maria; Cornoldi, Cesare

    2009-01-01

    Objective: Two new rating scales are presented for the assessment of ADHD symptoms in Italian preschool children, and the agreement between parents and teachers on the presence of an ADHD profile is examined. Method: The scales were administered to parents and teachers of 180 children with a mean age of 5 years and 9 months, attending final year…

  1. Development of a student rating scale to evaluate teachers' competencies for facilitating reflective learning

    NARCIS (Netherlands)

    Schaub-de Jong, Mirabelle A.; Schonrock-Adema, Johanna; Dekker, Hanke; Verkerk, Marian; Cohen-Schotanus, Janke

    Context Teaching students in reflection calls for specific teacher competencies. We developed and validated a rating scale focusing on Student perceptions of their Teachers' competencies to Encourage Reflective Learning in small Groups (STERLinG). Methods We applied an iterative procedure to reduce

  2. Psychometric Properties of the Parent and Teacher ADHD Rating Scale (ADHD-RS)

    DEFF Research Database (Denmark)

    Makransky, Guido; Bilenberg, Niels

    2014-01-01

    Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Rating the severity of psychopathology and symptom load is essential in daily clinical practice and in research. The parent and teacher ADHD-Rating Scale (ADHD-RS) includes...

  3. Teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education.

    Science.gov (United States)

    Allan, Helen T; O'Driscoll, Mike; Simpson, Vikki; Shawe, Jill

    2013-09-01

    The expansion of the higher educational sector in the United Kingdom over the last two decades to meet political aspirations of the successive governments and popular demand for participation in the sector (the Widening Participation Agenda) has overlapped with the introduction of e-learning. This paper describes teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education. A three phase, mixed methods study; this paper reports findings from phase two of the study. One university in England. Higher education teachers teaching on the nursing, chemistry and management programmes. Focus groups with these teachers. Findings from these data show that teachers across the programmes have limited knowledge of whether students are non-traditional or what category of non-traditional status they might be in. Such knowledge as they have does not seem to influence the tailoring of teaching and learning for non-traditional students. Teachers in chemistry and nursing want more support from the university to improve their use of e-learning, as did teachers in management but to a lesser extent. Our conclusions confirm other studies in the field outside nursing which suggest that non-traditional students' learning needs have not been considered meaningfully in the development of e-learning strategies in universities. We suggest that this may be because teachers have been required to develop e-learning at the same time as they cope with the massification of, and widening participation in, higher education. The findings are of particular importance to nurse educators given the high number of non-traditional students on nursing programmes. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. Does a child's language ability affect the correspondence between parent and teacher ratings of ADHD symptoms?

    Science.gov (United States)

    Gooch, Debbie; Maydew, Harriet; Sears, Claire; Norbury, Courtenay Frazier

    2017-04-05

    Rating scales are often used to identify children with potential Attention-Deficit/Hyperactivity Disorder (ADHD), yet there are frequently discrepancies between informants which may be moderated by child characteristics. The current study asked whether correspondence between parent and teacher ratings on the Strengths and Weakness of ADHD symptoms and Normal behaviour scale (SWAN) varied systematically with child language ability. Parent and teacher SWAN questionnaires were returned for 200 children (aged 61-81 months); 106 had low language ability (LL) and 94 had typically developing language (TL). After exploring informant correspondence (using Pearson correlation) and the discrepancy between raters, we report inter-class correlation coefficients, to assess inter-rater reliability, and Cohen's kappa, to assess agreement regarding possible ADHD caseness. Correlations between informant ratings on the SWAN were moderate. Children with LL were rated as having increased inattention and hyperactivity relative to children with TL; teachers, however, rated children with LL as having more inattention than parents. Inter-rater reliability of the SWAN was good and there were no systematic differences between the LL and TL groups. Case agreement between parent and teachers was fair; this varied by language group with poorer case agreement for children with LL. Children's language abilities affect the discrepancy between informant ratings of ADHD symptomatology and the agreement between parents and teachers regarding potential ADHD caseness. The assessment of children's core language ability would be a beneficial addition to the ADHD diagnostic process.

  5. Are Really Technologies at the Fingers of Teachers? Results from a Higher Education Institution in Portugal

    Directory of Open Access Journals (Sweden)

    Paula Peres

    2018-02-01

    Full Text Available Technologies are being introduced in our everyday life, including schools and in particular classrooms. Teachers are trying to make the most of web 2.0 tools and social media. However, we are not sure if, in fact, teachers are using these technologies and, if when they do, they do so with pedagogical purposes or to help them to manage the learning process or to replace some obsolete technologies by more modern ones but without learning objectives. To contribute to this question, a questionnaire was developed and administered to teachers from higher education. Results show that there is still a long way to go before saying that teachers are fully using and taking the advantages of technologies in the classroom.

  6. Teacher drug use: a response to occupational stress.

    Science.gov (United States)

    Watts, W D; Short, A P

    1990-01-01

    Work-related stress is predicted to be correlated with wanting to leave the teaching profession and drug use. A stratified random sample of 500 Texas teachers was surveyed (56.5% responded), regarding working conditions, collegial and supervisory relationships, job satisfaction, rigidity of attitudes and drug use. Two-thirds of teachers may want to quit the profession, while 36.4 percent are likely to quit. Teachers report higher rates than a national sample of lifetime alcohol, amphetamine, and tranquilizer use and higher rates of alcohol use in the last year and last month. Selected measures of stress are correlated with drug use, particularly amphetamine use, over the lifetime, last year, and last month.

  7. Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

    Science.gov (United States)

    Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R

    2016-04-01

    This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning.

  8. Teacher-child relationships as dynamic systems.

    Science.gov (United States)

    O'Connor, Erin

    2010-06-01

    The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth through sixth grade. On average, children evidenced moderately high quality relationships with teachers in fifth grade. However, there was extensive variation in fifth grade relationship quality across children. Children who received more support and stimulation at home and whose parents had higher quality interactions with the school had higher quality relationships. Additionally, children in classrooms with more positive environments and better management had higher quality relationships. Lastly, females, European-American children, children with lower levels of behavior problems and children who had higher quality relationships with their teachers in kindergarten also had higher quality relationships with teachers. On average, children evidenced decreases in the quality of their relationships with teachers from first through fifth grade. Interestingly, children whose parents had more contact with their schools, who were in schools where teachers received higher salaries and in classrooms that had more positive emotional climates and that were better managed evidenced slower rates of decline in relationship quality. Implications for theory and practice are discussed.

  9. The Perceived Impact of Teacher Performance Ratings on the Teacher Evaluation Process: Voices from the Field

    Science.gov (United States)

    Bullis, Brian

    2014-01-01

    The purpose of this study was focused on the various perceived impacts created by the expansion to a four-tier teacher performance evaluation rating model which would inform educational leaders in the State of Illinois. By studying the experiences of principals in two other states who previously underwent the same change, Florida and…

  10. Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

    Science.gov (United States)

    Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

    2013-01-01

    A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

  11. Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

    Science.gov (United States)

    Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

    2016-01-01

    Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

  12. Cultural and Ethnic Bias in Teacher Ratings of Behavior: A Criterion-Focused Review

    Science.gov (United States)

    Mason, Benjamin A.; Gunersel, Adalet Baris; Ney, Emilie A.

    2014-01-01

    Behavior rating scales are indirect measures of emotional and social functioning used for assessment purposes. Rater bias is systematic error that may compromise the validity of behavior rating scale scores. Teacher bias in ratings of behavior has been investigated in multiple studies, but not yet assessed in a research synthesis that focuses on…

  13. Creating and Nurturing a Community of Practice for Language Teachers in Higher Education

    Science.gov (United States)

    MacKinnon, Teresa

    2013-01-01

    This case study investigates the implementation of a virtual learning environment designed for language teachers for an institution-wide language programme in a UK higher education institution. This development has taken place over a 3 year period and included a pilot virtual learning environment for 300, followed by a full implementation to more…

  14. Combined student ratings and self-assessment provide useful feedback for clinical teachers

    Science.gov (United States)

    Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

    2009-01-01

    Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

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

    Science.gov (United States)

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

    2016-01-01

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

  16. Administration Booklet: Teachers' Rating Questionnaire (Grade 2). Revised Form 1974. Paper No. 125.

    Science.gov (United States)

    Wright, E.N.; Wyman, W.C.

    Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each second grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on…

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

    Directory of Open Access Journals (Sweden)

    Lina Xóchitl García-Sánchez

    2017-07-01

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

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

    African Journals Online (AJOL)

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

  19. Teacher Participation in the Decision-Making Process: Reality and Repercussions in Indian Higher Education

    Science.gov (United States)

    Mehta, Deepa; Gardia, Alok; Rathore, H. C. S.

    2010-01-01

    The study reported here focused on comparing teachers' actual and desired participation in different decision-making situations and examined how participation in decision making differs in Indian higher educational institutions. The paper provides a comparison of findings with similar studies conducted in Western settings regarding the…

  20. [Different configurations of violence in pedagogical relationships between teachers and students of higher education].

    Science.gov (United States)

    Cruz, Gênesis Vivianne; Pereira, Wilza Rocha

    2013-01-01

    The aim of this study was to investigate the different settings of violence in pedagogical relations between teachers and students in a higher education from the theory of violence symbolic power. Twelve interviews were conducted with students from six courses of graduation from a higher educational institution; it was used the content analysis to interpret the data. It was found that violence is configured from the most subtle to the most noticeable way and that, although violence was present in the pedagogical processes of the context studied, this was not fully realized, probably because of the reproduction of the symbolic order, socially constructed and internalized by teachers and students. It is considered that the teaching practice needs to be improved in order to make the classroom democratic spaces and to make the students share responsibility for the pursuit of knowledge. We conclude that violence in relationships pedagogical produces certain effects, changes and consequences both, immediate and delayed, which can be minimized.

  1. Leadership styles in secondary school science teachers

    Science.gov (United States)

    Lawson, Michael A.

    A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

  2. A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

    Directory of Open Access Journals (Sweden)

    Saksit Seeluangpetch

    2016-12-01

    Full Text Available This study aimed at 1 investigating the problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers, 2 developing an effective curriculum to enhance the learning management performances which emphasized the higher order thinking skills for lower secondary Science teachers, and 3 studying the effects of using the curriculum developed for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. The research was conducted in 4 phases. Phase 1 of the research was the study of fundamental information regarding problems and needs for the enhancement of learning management performances emphasizing the higher order thinking skills for lower secondary Science teachers. It was carried out by studying the related literature and exploring the needs. The instrument used in Phase 1 study was the needs assessment. The statistics used for data analysis were mean ( , percentage (%, and standard deviation (S.D.. The result of the study revealed that the Science teachers’ prior knowledge was at low level and the need to enhance their performances was at high level. The development of the curriculum was carried out in Phase 2 of the study. The curriculum was constructed and developed in order to enhance the learning management performances which emphasized the higher order thinking skills. The instrument used was the appropriateness the assessment of the curriculum framework. Mean ( , percentage (%, and standard deviation (S.D. were used to analyze the data. The result of the assessment showed that the overall appropriateness of the curriculum was at high level. The main components of the curriculum comprised of curriculum’s problem and necessity, rationale, objective, structure, training activity, training media, training duration, and evaluation and assessment. The curriculum trial was

  3. Premorbid teacher-rated social functioning predicts adult schizophrenia-spectrum disorder: A high-risk prospective investigation

    DEFF Research Database (Denmark)

    Tsuji, Thomas; Kline, Emily; Sorensen, Holger J.

    2013-01-01

    Social functioning deficits are a core component of schizophrenia spectrum disorders, and may emerge years prior to the onset of diagnosable illness. The current study prospectively examines the relation between teacher-rated childhood social dysfunction and later mental illness among participants...... who were at genetic high-risk for schizophrenia and controls (n=244). The teacher-rated social functioning scale significantly predicted psychiatric outcomes (schizophrenia-spectrum vs. other psychiatric disorder vs. no mental illness). Poor premorbid social functioning appears to constitute a marker...

  4. Teacher ratings of ODD symptoms: measurement equivalence across Malaysian Malay, Chinese and Indian children.

    Science.gov (United States)

    Gomez, Rapson

    2014-04-01

    The study examined the measurement equivalence for teacher ratings across Malaysian Malay, Chinese and Indian children. Malaysian teachers completed ratings of the ODD symptoms for 574 Malay, 247 Chinese and 98 Indian children. The results supported the equivalences for the configural, metric, and error variances models, and the equivalences for ODD latent variances and mean scores. Together, these findings suggest good support for measurement and structural equivalences of the ODD symptoms across these ethnic groups. The theoretical and clinical implications of the findings for cross-cultural equivalence of the ODD symptoms are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

    Zhu, Mingjing; Urhahne, Detlef

    2014-01-01

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

  6. Influence of educational process in the higher pedagogical school for the development of the professional mobility of the future primary school teachers

    Directory of Open Access Journals (Sweden)

    Oxana Kilichenko

    2018-01-01

    Full Text Available The article describes the particular features of the organization of educational process in order to develop professional mobility of future primary school teachers. The terms and criteria for the definition of "professional mobility of teachers" are analyzed. The main states of the problem of the organization of the educational process in the higher pedagogical school to develop mobile professional are determined. Keywords: professional mobility of primary school teachers, the criteria for determining, the educational process in the higher pedagogical school.

  7. Parents' Perceptions of Teacher Support at a Cyber Charter High School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

  8. Students' Ratings of Teacher Practices

    Science.gov (United States)

    Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z.

    2013-01-01

    In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of…

  9. Determination and Interpretation of the Norm Values of Preschool Social Skills Rating Scale Teacher Form

    Science.gov (United States)

    Omeroglu, Esra; Buyukozturk, Sener; Aydogan, Yasemin; Cakan, Mehtap; Cakmak, Ebru Kilic; Ozyurek, Arzu; Akduman, Gulumser Gultekin; Gunindi, Yunus; Kutlu, Omer; Coban, Aysel; Yurt, Ozlem; Kogar, Hakan; Karayol, Seda

    2015-01-01

    This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability…

  10. Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

    Science.gov (United States)

    Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

    2015-12-01

    The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

  11. The Impact of School Socioeconomic Status on Student-Generated Teacher Ratings

    Science.gov (United States)

    Agnew, Steve

    2011-01-01

    This paper uses ordinary least squares, logit and probit regressions, along with chi-square analysis applied to nationwide data from the New Zealand ratemyteacher website to establish if there is any correlation between student ratings of their teachers and the socioeconomic status of the school the students attend. The results show that students…

  12. Assessing the psychometric questioner for students rating teachers

    Directory of Open Access Journals (Sweden)

    Razaghi Reza Sharif

    2016-07-01

    Full Text Available Educational institutions use different ways to evaluate their teachers. Asking students to rate their teachers is common practice. The purpose of this research was to examine the reliability of the instruments used to evaluate the instructors in a college of medicine. This cross-sectional descriptive research used questioners that evaluated instructors. The questioner was targeting different dimensions of instructors. Item analysis in addition to exploratory factor analysis was performed on 1040questioners answered by the students of the College of Medicine of Kashan University of Medical Sciences. SPSS software was used to perform the analysis. The psychometric properties of questionnaires including Cronbach alpha was determined. The result of exploratory factor analysis and item analysis indicated that three of the subscales of the questioner showed sufficient reliability to evaluate the instructors and two subscales needed further examination. This type of evaluations is necessary to ensure quality of instructors working in an institution as well as providing reliable feedback to the instructors. The result showed that while some subscales of the questioner seems to target the concept of interest; a re-evaluation of the instrument would be valuable to increase its reliability for the administrators in the colleges.

  13. Awareness of Teachers Towards The Law AND#8220;4207AND#8221;

    Directory of Open Access Journals (Sweden)

    Neriman Aydin

    2011-10-01

    Full Text Available The aim of this study is to evaluate knowledge, opinion and advices of the teachers towards the law no “4207”. A minimum sample size of 600 was selected by using a table of random numbers from schools which were surveyed in the study. Frequency distributions, factor analysis, student's t test, chi-square analysis were used for data evaluation. The study consisted of 663 teachers. Male/female ratio 1.04 and mean age was 34.2±7.9. The rate of current smokers of the teachers was 27.6%. Smokers among male teachers were higher than female (38.2%, respectively, 16.6%, p=0.000. The rate of people who think that students who see their teachers smoking negative affect were mainly consisted of nonsmoker teachers who think non-smokers than smokers were significantly higher (95.5% and 76.5%, respectively, p=0.000. Only 6.5% of the teachers knew the rate of smoking in Turkey and just 8% of teachers knew that in high-price sale of tobacco products was the most effective method for tobacco control; similarly. On the other hand, 49.2% of teachers were able to describe accurately the purpose of tobacco control. 30.5% of teachers were thinking that water pipe, light cigarette, tobacco pipe and Maras powder is less harmful than cigarette smoking. Prohibited places for consumption of tobacco products which were known by teachers were high school (91.1%, hospital garden (89.3%, classroom (86.4%, cafe, and restaurants (80.1%, stadium (49.8% open areas of city line boats (41.6%; respectively. Male teachers had a significantly higher knowledge score in terms of information about the law (p=0.041. 80.4% of the teachers did not found indoor smoking acceptable. Lower rates for current smokers obtained who found indoor smoking acceptable (p=0.000. This study emphasizes high awareness status of a group that acts as both role model and leader in community for implementation of process about tobacco epidemic in Turkey. [TAF Prev Med Bull 2011; 10(5.000: 543-548

  14. Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

    Science.gov (United States)

    Modin, Bitte; Låftman, Sara B.; Östberg, Viveca

    2017-01-01

    School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students. PMID:29236039

  15. Teacher Rated School Ethos and Student Reported Bullying-A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden.

    Science.gov (United States)

    Modin, Bitte; Låftman, Sara B; Östberg, Viveca

    2017-12-13

    School ethos refers to the school leadership's purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students' attitudes in a way that prevents the emergence of bullying behavior among students.

  16. Social motivation in prospective memory: higher importance ratings and reported performance rates for social tasks.

    Science.gov (United States)

    Penningroth, Suzanna L; Scott, Walter D; Freuen, Margaret

    2011-03-01

    Few studies have addressed social motivation in prospective memory (PM). In a pilot study and two main studies, we examined whether social PM tasks possess a motivational advantage over nonsocial PM tasks. In the pilot study and Study 1, participants listed their real-life important and less important PM tasks. Independent raters categorized the PM tasks as social or nonsocial. Results from both studies showed a higher proportion of tasks rated as social when important tasks were requested than when less important tasks were requested. In Study 1, participants also reported whether they had remembered to perform each PM task. Reported performance rates were higher for tasks rated as social than for those rated as nonsocial. Finally, in Study 2, participants rated the importance of two hypothetical PM tasks, one social and one nonsocial. The social PM task was rated higher in importance. Overall, these findings suggest that social PM tasks are viewed as more important than nonsocial PM tasks and they are more likely to be performed. We propose that consideration of the social relevance of PM will lead to a more complete and ecologically valid theoretical description of PM performance. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

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

    Directory of Open Access Journals (Sweden)

    Kevin C. Bastian

    2017-01-01

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

  18. Using a Teacher Rating Scale of Language and Literacy Skills with Preschool Children of English-Speaking, Spanish-Speaking, and Bilingual Backgrounds

    Science.gov (United States)

    Rodriguez, Barbara L.; Guiberson, Mark

    2011-01-01

    The purpose of this study was to examine the relationship between a teacher report measure, the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson et al. in "Teacher rating of oral language and literacy (TROLL): a research-based tool." Center for the Improvement of Early Reading Achievement, University of Michigan, Ann Arbor,…

  19. Curricular innovation in higher education: experiences lived by teachers in a school of nursing

    Directory of Open Access Journals (Sweden)

    Verónica Guerra-Guerrero

    2018-01-01

    Full Text Available Introduction: In recent decades, in Chile, vocational training in nursing has undergone transformations in their study plans, moving from having a traditional curriculum to one based on competencies, in accordance with the current demands of the labor market. Objective: To analyze two topics derived from the study focused on understanding the life experiences of teachers in a Nursing School on the curricular innovation. Materials and methods: A phenomenological study through in-depth interviews was conducted to twenty teachers, who have participated in the training of nurses. Sampling for convenience was done according to the data saturation criterion. The data analysis was thematic type as proposed by Van Manen. The research was approved by the Ethics Committee of the institution. Results: Seven main themes were identified, two of which are analyzed in this article: innovation as a complex process and unchanged changes. Conclusions: The transition from a traditional curriculum to one based on competences, from the experience of teachers, implies complex challenges and profound changes; considering this, higher education institutions have to provide the conditions to facilitate such a process.

  20. The Relationship among Teacher Job Satisfaction, Trust in the Principal, and Principal Support

    Science.gov (United States)

    Trace, Natalie Elizabeth Lytle

    2016-01-01

    Every year across the United States, teachers feel higher demands placed on them. Teacher turnover rates are increasing, and fewer teachers are entering the field of education. Job dissatisfaction due to administrators' dispositions is one of the reasons teachers often cite when leaving the profession. The purpose of this research study is to…

  1. Teacher Role Stress, Higher Order Needs and Work Outcomes.

    Science.gov (United States)

    Conley, Sharon; Woosley, Sherry A.

    2000-01-01

    Using a sample of 371 elementary and secondary teachers, this study examined whether three role stresses (role ambiguity, conflict, and overload) are related to two individually and organizationally related values and how teachers moderated stresses. Organizational commitment is affected by role stress. Teaming might increase role ambiguity.…

  2. Predicting the Gap: Perceptual Congruence between American Principals and Their Teachers' Ratings of Leadership Effectiveness

    Science.gov (United States)

    Goff, Peter T; Goldring, Ellen; Bickman, Leonard

    2014-01-01

    The aim of this study is to determine the extent to which principals' self-ratings of leadership effectiveness coincide with their teachers' perceptions of their leadership effectiveness. Furthermore, we explore several characteristics of teachers and principals in an attempt to identify the factors that may predict congruence in…

  3. Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

    Science.gov (United States)

    Kettler, Todd; Bower, Janessa

    2017-01-01

    Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

  4. Rich or poor: Who should pay higher tax rates?

    Science.gov (United States)

    Murilo Castro de Oliveira, Paulo

    2017-08-01

    A dynamic agent model is introduced with an annual random wealth multiplicative process followed by taxes paid according to a linear wealth-dependent tax rate. If poor agents pay higher tax rates than rich agents, eventually all wealth becomes concentrated in the hands of a single agent. By contrast, if poor agents are subject to lower tax rates, the economic collective process continues forever.

  5. Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

    Science.gov (United States)

    Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

    2015-05-28

    This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

  6. Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

    Directory of Open Access Journals (Sweden)

    Bitte Modin

    2017-12-01

    Full Text Available School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.

  7. Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers

    Science.gov (United States)

    Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.

    2014-01-01

    Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall,…

  8. The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

    Science.gov (United States)

    LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra

    2010-01-01

    The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

  9. Teachers' Pedagogical Management and Instrumental Performance in Students of an Artistic Higher Education School

    Science.gov (United States)

    De La Cruz Bautista, Edwin

    2017-01-01

    This research aims to know the relationship between the variables teachers' pedagogical management and instrumental performance in students from an Artistic Higher Education School. It is a descriptive and correlational research that seeks to find the relationship between both variables. The sample of the study consisted of 30 students of the…

  10. Boys starting school disadvantaged: implications from teachers' ratings of behaviour and achievement in the first two years.

    Science.gov (United States)

    Childs, G; McKay, M

    2001-06-01

    Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting school. It examined whether teachers' ratings displayed predictive stability over that period, and whether significant differences evident at age 5 in SES and gender were still operative at age 7. Two samples, of low income (N = 85) and middle income (N = 63) children, were rated following school entry (mean age 5 years 3 months) and rated again after two years at school. The children were rated at both points by their regular classroom teachers using the Learning Behaviours Scale (Stott et al., 1998) with subscales of Distractible, Apprehensive and Uncooperative, together with ratings of academic achievement and their personal perception of each child. SES was found to be a very limited predictor for the learning behaviour subscale ratings and for teachers' personal perceptions at both ages 5 and 7. SES did significantly predict expected Academic Achievement at age 5, but this effect disappeared completely by age 7. Conversely, within the two defined groups, Low Income boys were found to display significantly poorer learning behaviours at age 5, especially in terms of distractible behaviour, compared with Middle Income boys and with girls generally. This pattern was maintained over the next two years of their schooling. The effect of SES was thus demonstrated more powerfully in between-group differences than by means of regression. The findings emphasised the persistence of teachers' initial negative impressions about distractible 'hard to manage' boys from low SES families. The outcomes of this study suggest that low SES boys commenced

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

    Science.gov (United States)

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

    2009-10-16

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

  12. Motivation, Organisational Support and Satisfaction with Life for Private Sector Teachers in Brazilian Higher Education

    Science.gov (United States)

    Pauli, Jandir; Chambel, Maria José; Capellari, Márcia Rodrigues; Rissi, Vanessa

    2018-01-01

    This research aims to investigate the organisational factors that influence the motivation to work and their consequences on health perception and satisfaction with life for teachers in private Higher Education institutions. The study has emerged as a result of the need to understand the teaching profession in Brazil since the implementation of…

  13. Attentional Processing and Teacher Ratings in Hyperactive, Learning Disabled and Normal Boys.

    Science.gov (United States)

    Brown, Ronald T.; Wynne, Martha Ellen

    Sustained attention and inhibitory control of 15 nonhyperactive, learning disabled (LD) boys, 15 hyperactive but not LD boys, and 15 normal boys (11-12 years old) were studied, on teacher ratings of impulse control in the classroom and testing results. Coming to attention, decision making, sustained attention, and attention-concentration were…

  14. The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

    Science.gov (United States)

    Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li

    2017-01-01

    Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…

  15. Reliability and validity of teacher-rated symptoms of oppositional defiant disorder and conduct disorder in a clinical sample.

    Science.gov (United States)

    Ise, Elena; Görtz-Dorten, Anja; Döpfner, Manfred

    2014-01-01

    It is recommended to use information from multiple informants when making diagnostic decisions concerning oppositional defiant disorder (ODD) and conduct disorder (CD). The purpose of this study was to investigate the reliability and validity of teacher-rated symptoms of ODD and CD in a clinical sample. The sample comprised 421 children (84% boys; 6-17 years) diagnosed with ODD, CD, and/or attention deficit hyperactivity disorder (ADHD). Teachers completed a standardized ODD/CD symptom rating scale and the Teacher Report Form (TRF). The reliability (internal consistency) of the symptom rating scale was high (α = 0.90). Convergent and divergent validity were demonstrated by substantial correlations with similar TRF syndrome scales and low-to-moderate correlations with dissimilar TRF scales. Discriminant validity was shown by the ability of the symptom rating scale to differentiate between children with ODD/CD and those with ADHD. Factorial validity was demonstrated by principal component analysis, which produced a two-factor solution that is largely consistent with the two-dimensional model of ODD and CD proposed by the Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV-TR, although some CD symptoms representing aggressive behavior loaded on the ODD dimension. These findings suggest that DSM-IV-TR-based teacher rating scales are useful instruments for assessing disruptive behavior problems in children and adolescents.

  16. Teacher Externships as a Practice of Inter-organizational Collaboration Between Institutions of Higher Education and Public and Private Organizations

    DEFF Research Database (Denmark)

    Linde, Stine; Just, Sine Nørholm

    The present paper takes a practice theoretical approach (Rouse, 2006) to investigating the extent to which the phenomenon of teacher externships can be used as an initiative for creating long-lasting and strong collaborations between institutions of higher education and public and private...... at institutions of higher education within the region of Zealand, Denmark entered into collaborations with 35 public and private organizations, we present two preliminary conclusions: existing networks are strengthened and broadened through externships, and teachers feel enlightened by the experience...... on Danish universities to ‘turn to practice’, we ask how externships may contribute to the inter-organizational collaboration between institutions of higher education and public and private organizations. Based on a qualitative analysis of an externship program in which a total of 25 lecturers...

  17. Explaining the Gap in Charter and Traditional Public School Teacher Turnover Rates

    Science.gov (United States)

    Stuit, David A.; Smith, Thomas M.

    2012-01-01

    This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter…

  18. The Effect of Teaching Experience and Specialty (Vocal or Instrumental) on Vocal Health Ratings of Music Teachers

    Science.gov (United States)

    Hackworth, Rhonda S.

    2010-01-01

    The current study sought to determine the relationship among music teachers' length of teaching experience, specialty (vocal or instrumental), and ratings of behaviors and teaching activities related to vocal health. Participants (N = 379) were experienced (n = 208) and preservice (n = 171) music teachers, further categorized by specialty, either…

  19. Teacher and Student Variables Affecting Special Education Evaluation and Referral

    Science.gov (United States)

    Woodson, Lorenzo Adrian

    2017-01-01

    Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students…

  20. Understanding Trait and Sources Effects in Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder Rating Scales: Mothers', Fathers', and Teachers' Ratings of Children from the Balearic Islands

    Science.gov (United States)

    Servera, Mateu; Lorenzo-Seva, Urbano; Cardo, Esther; Rodriguez-Fornells, Antoni; Burns, G. Leonard

    2010-01-01

    Confirmatory factor analysis was used to model a multitrait (attention deficit hyperactivity disorder [ADHD]-inattention, ADHD-hyperactivity/impulsivity, oppositional defiant disorder [ODD]) by multisource (mothers, fathers, and teachers) matrix to determine the convergent and discriminant validity of ratings by mothers, fathers, and teachers.…

  1. University Teachers' Opinions about Higher Education Pedagogical Training Courses in Slovenia

    Science.gov (United States)

    Aškerc-Veniger, Katarina

    2016-01-01

    Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs…

  2. Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings.

    Science.gov (United States)

    Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap

    2017-01-01

    Objective: The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers' involvement with the training. Methods: Participants were 114 primary school children (age = 6-13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment ( n = 58) or control group ( n = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects. Results: No beneficial program effects were found for any of the measures. Conclusion: The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child's behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects. ClinicalTrials.gov registration number: NCT02518711.

  3. Factors Affecting Teachers' Motivation: An HRM Challenge for Public Sector Higher Educational Institutions of Pakistan (HEIs)

    Science.gov (United States)

    Rasheed, Muhammad Imran; Humayon, Asad Afzal; Awan, Usama; Ahmed, Affan ud Din

    2016-01-01

    Purpose: The purpose of this paper is to explore/investigate various issues of teachers ' motivation in public sector Higher Educational Institutions of Pakistan. Design/methodology/approach: This is an exploratory research where surveys have been conducted in the well known public sector Universities of Pakistan; primary data have been collected…

  4. Teacher Ratings of ADHD Symptoms in Ethnic Minority Students: Bias or Behavioral Difference?

    Science.gov (United States)

    Hosterman, Shelley J.; DuPaul, George J.; Jitendra, Asha K.

    2008-01-01

    Disproportionate placement of African American and Hispanic students into disability and special education categories may result from true behavioral and cognitive differences, bias in assessment and referral, or some combination of the two. Studies of commonly used ADHD rating scales suggest teacher bias may contribute to placement discrepancies.…

  5. Normative Values in Teachers' Conceptions of Teaching and Learning in Higher Education: A Belief System Approach

    Science.gov (United States)

    Schwieler, Elias; Ekecrantz, Stefan

    2011-01-01

    The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their inter-relations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is…

  6. Axiological, goal and substantial aspects of lifelong learning of teacher of higher school in context of informatization of his professional activity

    Directory of Open Access Journals (Sweden)

    Abdurazakov Magomed M.

    2016-01-01

    Full Text Available Issues, related to insufficient competence of higher school teachers in the sphere of usingmodern informational resources and technologies in their professional activities are discussed in this paper. The suggestion offered in the paper is optimization of higher school teachers’lifelong learning. This optimization is possible due to the axiological approach to formation of substantial and procedural aspect of leaning. The support on axiological approach allows to consider the multidimensional nature of vocational and life experience, character of his base of values. The analysis of necessary content of lifelonglearning of a teacher for development of his information competence as expert, subject of activity, member of professional community and carrier of professional consciousness is presented in the paper. These aspects of professionalizing of a teacher are analyzed in the context of his learning, training and research activity.

  7. Perceptions of pioneer female Saudi higher education EFL teachers: a qualitative study of their experiences in English language Teaching

    OpenAIRE

    Althaqafi, Abeer Sultan

    2015-01-01

    This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus...

  8. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study.

    Science.gov (United States)

    Breckwoldt, Jan; Svensson, Jörg; Lingemann, Christian; Gruber, Hans

    2014-01-08

    Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen. The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p teaching quality was rated significantly better by students of untrained teachers (p = 0.05). At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.

  9. Do teachers have more health problems? Results from a French cross-sectional survey.

    Science.gov (United States)

    Kovess-Masféty, Viviane; Sevilla-Dedieu, Christine; Rios-Seidel, Carmen; Nerrière, Eléna; Chan Chee, Christine

    2006-04-21

    Although only a few studies have been published on teachers' health, certain ideas are widely accepted, such as for example, the preconceived notion that teachers suffer from an excessively high rate of mental health problems. The objective of this study is to compare teachers' mental and physical health to that of a control group. A cross-sectional postal survey was conducted among a sample of 3,679 teachers and 1,817 non-teachers aged 20 to 60 years old. No lifetime prevalence of any psychiatric disorder (with the exception of undifferentiated somatoform disorder in men) or mean scores of psychological distress were found to be significantly higher in teachers. However, multiple analyses, adjusted for all confounding variables, revealed a higher risk of lifetime anxiety disorders in male teachers. On the other hand, significant differences were observed for some physical ailments: a higher lifetime prevalence of rhinopharyngitis/laryngitis in both male and female teachers, of conjunctivitis and lower urinary tract infection in male teachers and of bronchitis, eczema/dermatitis and varicose veins in female teachers. No significant difference was found for chronic pain between the two groups. Teachers do not seem to have poorer mental health. However, their physical condition is characterized by a higher prevalence of health problems related to the ENT tract, and to a lesser extent, depending on the gender, to skin, eyes, legs and lower urinary tract.

  10. Vertical Integration: Teachers' Knowledge and Teachers' Voice.

    Science.gov (United States)

    Corrie, L.

    1995-01-01

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

  11. Attentional Differences between Groups of Preschool Children Differentiated by Teacher Ratings of Attention and Hyperactivity

    Science.gov (United States)

    Wilding, John; Burke, Kate

    2006-01-01

    This study aimed to extend earlier work (Wilding, Munir, & Cornish, 2001; Wilding, 2003) which showed that children (aged 6-15) who were rated by their teachers as having poor attentional ability made more errors on a visual search task than children rated as having good attentional ability. The present study used a simpler version of the search…

  12. The investigative training of teachers: an imperative for higher technological institute Ecuador

    Directory of Open Access Journals (Sweden)

    Belinda Marta Lema-Cachinell

    2016-05-01

    Full Text Available In work addresses some theoretical considerations - related methodological pedagogical and psychological research training budgets of teachers of technical and technological institutes, its foundations, characterizing the research training and how they are defined from educational policy , its components and features for the development of research skills in the process of training of technicians and technologists in the Commercial Institute of Technology and Vocational Training Administration and the importance to comprehensive training, as part of the changes that are experienced in higher education currently in the Ecuador , which must be analyzed in a broader dimension , not disjointed from the changes occurring in the world and the region.

  13. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention

    Science.gov (United States)

    Sheldrake, Danielle Angelina

    2013-01-01

    This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold,…

  14. Curriculum enactment patterns and associated factors from teachers' perspectives

    Science.gov (United States)

    Son, Ji-Won; Kim, Ok-Kyeong

    2016-12-01

    As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development experiences). Analysis of 183 teachers' self-reports on their practices revealed three notable findings. First, the factors at the three levels were all found to be significantly related to the different patterns of enacted curriculum. However, the use of quality textbooks and the alignment of teachers' views and instructional goals with curriculum goals were found to be the two factors that are most strongly associated with the enactment pattern of high-level problems and high-level teacher questions in instruction. Furthermore, teachers with the enactment pattern of increasing lower cognitive demand of problems into higher ones tended to rate their curriculum knowledge higher than teachers with the enactment pattern of using low-level problems and teacher questions in their teaching. In particular, deviation from and dissatisfaction with their assigned low-quality textbooks were found to be critical factors that are associated with the enactment pattern of increasing lower cognitive demands of problems in instruction.

  15. Burnout Syndrome in High School Teachers' in Bilecik, Bozuyuk

    Directory of Open Access Journals (Sweden)

    Ahmet Topuzoglu

    2009-06-01

    Full Text Available AIM: Burnout syndrome is manifested by physical exhaustion, long lasting tiredness and feelings of hopelessness. And also it consists of individual’s negative attitudes towards to life, occupation and the other persons. Burnout frequently seen in the occupations who work face to face with people like doctors, polices, nurses and managers. Generally teachers’ burnout level is higher than other occupations. Our aim is to determine the burnout levels and related factors of teachers working in high school of Bilecik Bozuyuk. METHODS: Totally 228 teachers participated to this cross sectional study (participating rate is %90.4. To find out the burnout level in these teachers Maslach Burnout Inventory was used. RESULTS: Of the total participants 52.1% were women, median age of participants were 33.0 years (Quartiles: 28.0–40.0 years There was no relation between the burnout level and the years in the occupation, weekly working time and the school that they educated. Occupational high school teachers, unwilingly occupation choosing, bad physical work environment, violence experience in the school significantly had higher points from burn out scale. CONCLUSION: Burnout level was higher in high school teachers, who didn’t want to be a teacher and who were working at bad physical environment and who had violence experience. [TAF Prev Med Bull 2009; 8(3.000: 217-222

  16. Social discomfort in preadolescence: predictors of discrepancies between preadolescents and their parents and teachers.

    Science.gov (United States)

    Tu, Kelly M; Erath, Stephen A

    2013-04-01

    The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report.

  17. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

    Science.gov (United States)

    Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

    2014-01-01

    The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

  18. Do teachers have more health problems? Results from a French cross-sectional survey

    Directory of Open Access Journals (Sweden)

    Nerrière Eléna

    2006-04-01

    Full Text Available Abstract Background Although only a few studies have been published on teachers' health, certain ideas are widely accepted, such as for example, the preconceived notion that teachers suffer from an excessively high rate of mental health problems. The objective of this study is to compare teachers' mental and physical health to that of a control group. Methods A cross-sectional postal survey was conducted among a sample of 3,679 teachers and 1,817 non-teachers aged 20 to 60 years old. Results No lifetime prevalence of any psychiatric disorder (with the exception of undifferentiated somatoform disorder in men or mean scores of psychological distress were found to be significantly higher in teachers. However, multiple analyses, adjusted for all confounding variables, revealed a higher risk of lifetime anxiety disorders in male teachers. On the other hand, significant differences were observed for some physical ailments: a higher lifetime prevalence of rhinopharyngitis/laryngitis in both male and female teachers, of conjunctivitis and lower urinary tract infection in male teachers and of bronchitis, eczema/dermatitis and varicose veins in female teachers. No significant difference was found for chronic pain between the two groups. Conclusion Teachers do not seem to have poorer mental health. However, their physical condition is characterized by a higher prevalence of health problems related to the ENT tract, and to a lesser extent, depending on the gender, to skin, eyes, legs and lower urinary tract.

  19. Test order in teacher-rated behavior assessments: Is counterbalancing necessary?

    Science.gov (United States)

    Kooken, Janice; Welsh, Megan E; McCoach, D Betsy; Miller, Faith G; Chafouleas, Sandra M; Riley-Tillman, T Chris; Fabiano, Gregory

    2017-01-01

    Counterbalancing treatment order in experimental research design is well established as an option to reduce threats to internal validity, but in educational and psychological research, the effect of varying the order of multiple tests to a single rater has not been examined and is rarely adhered to in practice. The current study examines the effect of test order on measures of student behavior by teachers as raters utilizing data from a behavior measure validation study. Using multilevel modeling to control for students nested within teachers, the effect of rating an earlier measure on the intercept or slope of a later behavior assessment was statistically significant in 22% of predictor main effects for the spring test period. Test order effects had potential for high stakes consequences with differences large enough to change risk classification. Results suggest that researchers and practitioners in classroom settings using multiple measures evaluate the potential impact of test order. Where possible, they should counterbalance when the risk of an order effect exists and report justification for the decision to not counterbalance. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. Training Higher Education Teachers for Instructional Design of Competency-based Education: Product-oriented versus Process-oriented Worked Examples

    NARCIS (Netherlands)

    Hoogveld, Bert; Paas, Fred; Jochems, Wim

    2007-01-01

    Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown

  1. Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

    Science.gov (United States)

    Jackson-Kersey, Rachel; Spray, Christopher

    2013-01-01

    The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a…

  2. Gender Differences in the Effects of Oppositional Behavior on Teacher Ratings of ADHD Symptoms.

    Science.gov (United States)

    Jackson, David A.; King, Alan R.

    2004-01-01

    H. Abikoff, M. Courtney, W. E. Pelham, and H. S. Koplewicz (1993) presented elementary school teachers with a videotape of a 4th-grade male child exhibiting behavior associated with either Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD). Comparisons with ratings generated from a control tape (same child…

  3. ASPECTS OF PROFESSIONAL DEVELOPMENT OF FUTURE TEACHER OF PHYSICAL CULTURE ARE IN INFORMATIVELY-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL ESTABLISHMENT

    OpenAIRE

    Yuriy V. Dragnev

    2011-01-01

    In the article the aspects of professional development of future teacher of physical culture are examined in the informatively-educational environment of higher educational establishment. Importance of introduction of information and telecommunication technologies opens up in the sphere of higher education; the components of informatively-educational environment are given; a concept „Professional development” and „informatively-educational environment opens up”. Specified, that informative su...

  4. The teacher of English for specific purposes and the European Space for Higher Education

    Directory of Open Access Journals (Sweden)

    Ana BOCANEGRA VALLE

    2012-05-01

    Full Text Available This paper focuses on the role of the teacher of English for Specific Purposes (ESP from the beginning of ESP research in the 80’s to date when educators are faced with the challenges of the European Space for Higher Education (ESHE and its implementation in educational systems across Europe. Firstly, the most outstanding aspects published in the relevant literature and dealing with the ESP teacher are explored and summarized. Secondly, the new roles to be played under the framework of ESHE are presented and discussed – it has been found that these new roles are not distinctively prescribed by ESHE but references to them are spread through the existing literature. Next, particular attention will be paid to «interdisciplinary collaboration». This notion is highlighted across ESHE instruments of implementation as a brand new practice in tertiary education but in the context of ESP it is a long-established goal with practical approaches adopted worldwide. As a way of conclusion, ESP teacher’s duties are listed bearing in mind the existing bibliography and the ESHE requirements.

  5. How to assess and compare inter-rater reliability, agreement and correlation of ratings: an exemplary analysis of mother-father and parent-teacher expressive vocabulary rating pairs.

    Science.gov (United States)

    Stolarova, Margarita; Wolf, Corinna; Rinker, Tanja; Brielmann, Aenne

    2014-01-01

    This report has two main purposes. First, we combine well-known analytical approaches to conduct a comprehensive assessment of agreement and correlation of rating-pairs and to dis-entangle these often confused concepts, providing a best-practice example on concrete data and a tutorial for future reference. Second, we explore whether a screening questionnaire developed for use with parents can be reliably employed with daycare teachers when assessing early expressive vocabulary. A total of 53 vocabulary rating pairs (34 parent-teacher and 19 mother-father pairs) collected for two-year-old children (12 bilingual) are evaluated. First, inter-rater reliability both within and across subgroups is assessed using the intra-class correlation coefficient (ICC). Next, based on this analysis of reliability and on the test-retest reliability of the employed tool, inter-rater agreement is analyzed, magnitude and direction of rating differences are considered. Finally, Pearson correlation coefficients of standardized vocabulary scores are calculated and compared across subgroups. The results underline the necessity to distinguish between reliability measures, agreement and correlation. They also demonstrate the impact of the employed reliability on agreement evaluations. This study provides evidence that parent-teacher ratings of children's early vocabulary can achieve agreement and correlation comparable to those of mother-father ratings on the assessed vocabulary scale. Bilingualism of the evaluated child decreased the likelihood of raters' agreement. We conclude that future reports of agreement, correlation and reliability of ratings will benefit from better definition of terms and stricter methodological approaches. The methodological tutorial provided here holds the potential to increase comparability across empirical reports and can help improve research practices and knowledge transfer to educational and therapeutic settings.

  6. How to assess and compare inter-rater reliability, agreement and correlation of ratings: an exemplary analysis of mother-father and parent-teacher expressive vocabulary rating pairs

    Science.gov (United States)

    Stolarova, Margarita; Wolf, Corinna; Rinker, Tanja; Brielmann, Aenne

    2014-01-01

    This report has two main purposes. First, we combine well-known analytical approaches to conduct a comprehensive assessment of agreement and correlation of rating-pairs and to dis-entangle these often confused concepts, providing a best-practice example on concrete data and a tutorial for future reference. Second, we explore whether a screening questionnaire developed for use with parents can be reliably employed with daycare teachers when assessing early expressive vocabulary. A total of 53 vocabulary rating pairs (34 parent–teacher and 19 mother–father pairs) collected for two-year-old children (12 bilingual) are evaluated. First, inter-rater reliability both within and across subgroups is assessed using the intra-class correlation coefficient (ICC). Next, based on this analysis of reliability and on the test-retest reliability of the employed tool, inter-rater agreement is analyzed, magnitude and direction of rating differences are considered. Finally, Pearson correlation coefficients of standardized vocabulary scores are calculated and compared across subgroups. The results underline the necessity to distinguish between reliability measures, agreement and correlation. They also demonstrate the impact of the employed reliability on agreement evaluations. This study provides evidence that parent–teacher ratings of children's early vocabulary can achieve agreement and correlation comparable to those of mother–father ratings on the assessed vocabulary scale. Bilingualism of the evaluated child decreased the likelihood of raters' agreement. We conclude that future reports of agreement, correlation and reliability of ratings will benefit from better definition of terms and stricter methodological approaches. The methodological tutorial provided here holds the potential to increase comparability across empirical reports and can help improve research practices and knowledge transfer to educational and therapeutic settings. PMID:24994985

  7. Massachusetts Signing Bonus Program for New Teachers

    Directory of Open Access Journals (Sweden)

    R. Clarke Fowler

    2003-04-01

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

  8. Students' motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach.

    Science.gov (United States)

    Standage, Martyn; Duda, Joan L; Ntoumanis, Nikos

    2006-03-01

    In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.

  9. How to assess and compare inter-rater reliability, agreement and correlation of ratings: an exemplary analysis of mother-father and parent-teacher expressive vocabulary rating pairs

    Directory of Open Access Journals (Sweden)

    Margarita eStolarova

    2014-06-01

    Full Text Available This report has two main purposes. First, we combine well-known analytical approaches to conduct a comprehensive assessment of agreement and correlation of rating-pairs and to dis-entangle these often confused concepts, providing a best-practice example on concrete data and a tutorial for future reference. Second, we explore whether a screening questionnaire deve-loped for use with parents can be reliably employed with daycare teachers when assessing early expressive vocabulary. A total of 53 vocabulary rating pairs (34 parent-teacher and 19 mother-father pairs collected for two-year-old children (12 bilingual are evaluated. First, inter-rater reliability both within and across subgroups is assessed using the intra-class correlation coefficient (ICC. Next, based on this analysis of reliability and on the test-retest reliability of the employed tool, inter-rater agreement is analyzed, magnitude and direction of rating differences are considered. Finally, Pearson correlation coefficients of standardized vocabulary scores are calculated and compared across subgroups. The results underline the necessity to distinguish between reliability measures, agreement and correlation. They also demonstrate the impact of the employed reliability on agreement evaluations. This study provides evidence that parent-teacher ratings of children’s early vocabulary can achieve agreement and correlation comparable to those of mother-father ratings on the assessed vocabulary scale. Bilingualism of the evaluated child decreased the likelihood of raters’ agreement. We conclude that future reports of agree-ment, correlation and reliability of ratings will benefit from better definition of terms and stricter methodological approaches. The methodological tutorial provided here holds the potential to increase comparability across empirical reports and can help improve research practices and knowledge transfer to educational and therapeutic settings.

  10. Understanding resident ratings of teaching in the workplace: a multi-centre study.

    Science.gov (United States)

    Fluit, Cornelia R M G; Feskens, Remco; Bolhuis, Sanneke; Grol, Richard; Wensing, Michel; Laan, Roland

    2015-08-01

    Providing clinical teachers with feedback about their teaching skills is a powerful tool to improve teaching. Evaluations are mostly based on questionnaires completed by residents. We investigated to what extent characteristics of residents, clinical teachers, and the clinical environment influenced these evaluations, and the relation between residents' scores and their teachers' self-scores. The evaluation and feedback for effective clinical teaching questionnaire (EFFECT) was used to (self)assess clinical teachers from 12 disciplines (15 departments, four hospitals). Items were scored on a five-point Likert scale. Main outcome measures were residents' mean overall scores (MOSs), specific scale scores (MSSs), and clinical teachers' self-evaluation scores. Multilevel regression analysis was used to identify predictors. Residents' scores and self-evaluations were compared. Residents filled in 1,013 questionnaires, evaluating 230 clinical teachers. We received 160 self-evaluations. 'Planning Teaching' and 'Personal Support' (4.52, SD .61 and 4.53, SD .59) were rated highest, 'Feedback Content' (CanMEDS related) (4.12, SD .71) was rated lowest. Teachers in affiliated hospitals showed highest MOS and MSS. Medical specialty did not influence MOS. Female clinical teachers were rated higher for most MSS, achieving statistical significance. Residents in year 1-2 were most positive about their teachers. Residents' gender did not affect the mean scores, except for role modeling. At group level, self-evaluations and residents' ratings correlated highly (Kendall's τ 0.859). Resident evaluations of clinical teachers are influenced by teacher's gender, year of residency training, type of hospital, and to a lesser extent teachers' gender. Clinical teachers and residents agree on strong and weak points of clinical teaching.

  11. Higher Education Teachers' Descriptions of Their Own Learning: A Large-Scale Study of Finnish Universities of Applied Sciences

    Science.gov (United States)

    Töytäri, Aija; Piirainen, Arja; Tynjälä, Päivi; Vanhanen-Nuutinen, Liisa; Mäki, Kimmo; Ilves, Vesa

    2016-01-01

    In this large-scale study, higher education teachers' descriptions of their own learning were examined with qualitative analysis involving application of principles of phenomenographic research. This study is unique: it is unusual to use large-scale data in qualitative studies. The data were collected through an e-mail survey sent to 5960 teachers…

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

    Science.gov (United States)

    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…

  13. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  14. Teacher Education and Development Study in Mathematics (TEDS-M): Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement?

    Science.gov (United States)

    Carnoy, Martin; Brodziak, Iliana; Luschei, Thomas; Beteille, Tara; Loyalka, Prashant

    2009-01-01

    In this publication, the authors compare the salaries of primary (Grades 1 to 6 in most countries) and secondary school (usually Grades 7 to 12) teachers with the salaries of people in mathematics-oriented professions, such as engineering, scientific fields, and accounting. Their analysis centers on a number of developed and developing countries.…

  15. Smoking habits and attitudes among secondary school teachers.

    Science.gov (United States)

    bin Yaacob, I; bin Harun, M H

    1994-03-01

    A questionnaire survey to study the smoking habits and attitudes toward smoking among secondary school teachers in Kelantan, Malaysia was conducted between July and September 1992. Questionnaires were sent to 5,112 teachers through their respective headmasters. Sixty-three percent (3,208 teachers; 61% males, 39% females) responded satisfactorily. Overall, 625 teachers (20%) were current smokers, 141 (4%) were occasional smokers, 317 (10%) were ex-smokers and 2,123 (67%) had never smoked. Only six (0.8%) of the 766 regular and occasional smokers were females. The rates of smoking among parents and siblings of smokers were higher than parents and siblings of non-smokers. Seventy-four percent of the smoking teachers admitted to smoking in the school premises. The teachers' attitudes about the health effects of smoking were statistically different between smokers and non-smokers. However, both smoking and non-smoking teachers had similar views regarding methods to control the smoking habit which included banning cigarette sales, putting a halt to the tobacco industry and banning cigarette advertisements.

  16. Teacher-student interpersonal behaviour in the Turkish primary to higher education context

    NARCIS (Netherlands)

    Telli, S.; Brok, den P.J.; Wubbels, T.; Brok, den P.J.; Tartwijk, van J.; Levy, J.

    2012-01-01

    Teacher- student interactions are relevant in many teaching and learning processes in the classroom. The literature consistently provides support for the premise that high-quality teacher-student relationships are an important factor in effective teaching. Teachers’ behaviours as perceived by

  17. Higher rates of sex evolve in spatially heterogeneous environments.

    Science.gov (United States)

    Becks, Lutz; Agrawal, Aneil F

    2010-11-04

    The evolution and maintenance of sexual reproduction has puzzled biologists for decades. Although this field is rich in hypotheses, experimental evidence is scarce. Some important experiments have demonstrated differences in evolutionary rates between sexual and asexual populations; other experiments have documented evolutionary changes in phenomena related to genetic mixing, such as recombination and selfing. However, direct experiments of the evolution of sex within populations are extremely rare (but see ref. 12). Here we use the rotifer, Brachionus calyciflorus, which is capable of both sexual and asexual reproduction, to test recent theory predicting that there is more opportunity for sex to evolve in spatially heterogeneous environments. Replicated experimental populations of rotifers were maintained in homogeneous environments, composed of either high- or low-quality food habitats, or in heterogeneous environments that consisted of a mix of the two habitats. For populations maintained in either type of homogeneous environment, the rate of sex evolves rapidly towards zero. In contrast, higher rates of sex evolve in populations experiencing spatially heterogeneous environments. The data indicate that the higher level of sex observed under heterogeneity is not due to sex being less costly or selection against sex being less efficient; rather sex is sufficiently advantageous in heterogeneous environments to overwhelm its inherent costs. Counter to some alternative theories for the evolution of sex, there is no evidence that genetic drift plays any part in the evolution of sex in these populations.

  18. District Stressors and Teacher Evaluation Ratings

    Science.gov (United States)

    Lenhoff, Sarah Winchell; Pogodzinski, Ben; Mayrowetz, David; Superfine, Benjamin Michael; Umpstead, Regina R.

    2018-01-01

    Purpose: Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are…

  19. “Work is Staying Alive": Aging and Sense of Work for Teachers of Higher Education

    Directory of Open Access Journals (Sweden)

    Rejane Prevot Nascimento

    2016-08-01

    Full Text Available In the face of changes in the demographic profile of Brazilian population with the increase in the number of elderly people, the subject population aging has been extensively studied by areas of Human and Health Sciences. There is still a big gap regarding to these studies in the area of administration. The goal of this article is to understand the meaning of work for elderly professor of higher education. In order to support the study, theories are redeemed about the centrality of work, aging and meaning of work, retirement and on teaching. The research is qualitative and data were collected through field research. The corpus of interviewees was composed of 16 teachers. The interviews were analyzed in depth by the method of content analysis. It could be perceived that the work for the interviewees is something very important, that retirement is unwanted and feared and that teachers feel prejudice at work because of their age. In existing gender relations in the workplace, showed the existence of prejudice is not declared by the men against the women work.

  20. Raising test scores vs. teaching higher order thinking (HOT): senior science teachers' views on how several concurrent policies affect classroom practices

    Science.gov (United States)

    Zohar, Anat; Alboher Agmon, Vered

    2018-04-01

    This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements.

  1. Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms

    Science.gov (United States)

    Farinde, Abiola A.; Allen, Ayana; Lewis, Chance W.

    2016-01-01

    Sixty years after "Brown v. Board of Education," retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for…

  2. A Multi Criteria Group Decision-Making Model for Teacher Evaluation in Higher Education Based on Cloud Model and Decision Tree

    Science.gov (United States)

    Chang, Ting-Cheng; Wang, Hui

    2016-01-01

    This paper proposes a cloud multi-criteria group decision-making model for teacher evaluation in higher education which is involving subjectivity, imprecision and fuzziness. First, selecting the appropriate evaluation index depending on the evaluation objectives, indicating a clear structural relationship between the evaluation index and…

  3. The Impact of Market Driven Higher Education Practices on Professional Teacher Development.

    Science.gov (United States)

    Rosenberg, Michael S.; Sindelar, Paul T.

    1998-01-01

    This paper describes the growth of private-sector involvement in the delivery of postsecondary education and its effect on institutions and on the development of general and special education teachers. It contends that the corporate approach to activities and governance is antithetical, if not hostile, to teacher-education reform. (Author/CR)

  4. READINESS OF TEACHERS FOR THE ORGANIZATION OF EXTRACURRICULAR ACTIVITIES OF STUDENTS AT HIGHER EDUCATIONAL ESTABLISHMENT OF ECONOMICS

    Directory of Open Access Journals (Sweden)

    L. V. Vishnevetskaja

    2014-09-01

    Full Text Available The urgency of the article, its theoretical and practical importance are caused by the existing contradiction between the state order for the formation of socially active person and lack of scientifically-practical workings out in the field of pedagogical support of the organization of extracurricular socially useful activity of the students. The settlement of the contradiction is possible in the presence of teachers specially prepared for the given process.Purpose. The purpose of the article is the theoretical substantiation and experimental estimation of teachers’ readiness for the organization of extracurricular activities of students in higher education establishments of economics.Methodology, Results. Complex application of theoretical (element and the structural analysis, comparison, generalization and empirical (questioning, testing, the expert estimation, included pedagogical supervision methods has allowed to define the essence of investigated concept as integrative personal formation, to develop criteria and its indicators of its formation and experimentally estimate the level of readiness of teaching staff for the organization of students’ extracurricular activities in higher education establishments of economics.Practical implications. The results of the research can be widely used in the work of curators of academic groups, tutors, teachers-organizers, in the system of training and advanced training of teaching staff.

  5. Enabling Higher Data Rates for Planetary Science Missions

    Science.gov (United States)

    Deutsch, L. J.; Townes, S. A.; Lazio, J.; Bell, D. J.; Chahat, N. E.; Kovalik, J. M.; Kuperman, I.; Sauder, J.; Liebrecht, P. E.

    2017-12-01

    The data rate from deep space spacecraft has increased by more than 10 orders of magnitude since the first lunar missions in the 1960s. The demand for increased data rates has stemmed from the increasing sophistication of the science questions being addressed and the concomitant increase in the complexity of the missions themselves (from fly-by to orbit to land and rove). Projections for the next few decades suggest the demand for data rates for deep space missions will continue to increase by approximately one order of magnitude every decade, driven by these same factors. Achieving higher data rates requires a partnership between the spacecraft and the ground system. We describe a series of technology developments for flight telecommunications systems, both at radio frequency (RF) and optical, to enable spacecraft to transmit and receive larger data volumes. These technology developments include deployable high gain antennas for small spacecraft, re-programmable software-defined radios, and optical communication packages designed for CubeSat form factors. The intent is that these developments would provide enhancements in capability for both spacecraft-Earth and spacecraft-spacecraft telecommunications. We also describe the future planning for NASA's Deep Space Network (DSN), which remains the prime conduit for data from all planetary science missions. Through a combination of new antennas and backends being installed over the next five years and incorporation of optical communications, the DSN aims to ensure that the historical improvements in data rates and volumes will continue for many decades. Part of this research was carried out at the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.

  6. Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

    Science.gov (United States)

    Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

    2012-03-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

  7. Symposium on teacher stress. Occupational stress among vocational teachers.

    Science.gov (United States)

    Pithers, R T; Fogarty, G J

    1995-03-01

    There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non-teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discussed.

  8. Democratic Teacher Beliefs According to the Teacher's Gender and Locus of Control

    Science.gov (United States)

    Kesici, Sahin

    2008-01-01

    This study explored the variations in democratic beliefs among teachers based on gender and locus of control. The study groups comprised of 286 teachers. The results demonstrated that the level of adherence to democratic beliefs on the part of female teachers was significantly higher than those of male teachers, especially in terms of equality and…

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

    Science.gov (United States)

    Kralik, Jeffrey M.

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

  10. Teachers' roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education

    Science.gov (United States)

    Gil-Jaurena, Inés; Domínguez, Daniel

    2018-03-01

    This article analyses the challenges teachers face when entering a digital and open online environment in higher education. Massive open online courses (MOOCs) have become a popular phenomenon, making online learning more visible in the educational agenda; therefore, it is appropriate to analyse their expansion and diversification to help inform the next generation of courses. In this article, MOOCs are contextualised in a historical and wider approach to online education, building upon lessons learned from open and distance education, and exploring the introduction of technologies in providing higher education to massive populations over the past 45 years. In particular, the research study presented in this article used the open scholarship approach to analyse many of the changes that can occur in teaching when an open context applies, as in the case of MOOCs. Taking into account that a collaborative online learning experience is influenced by the simultaneous presence and overlap of cognitive, social and teaching elements, the study also used the community of inquiry model as a theoretical framework. In the study, 24 teachers (from the Universidad Nacional de Educación a Distancia [UNED] in Madrid, Spain) were surveyed about their experiences of MOOCs in terms of their current tasks, and the main changes they have observed compared to teaching in a more traditional electronic learning (e-learning) environment (at both graduate and postgraduate levels). These changes in roles, as well as teachers' views about the impact of "massiveness" and "openness" on their understanding and teaching practice, are presented and analysed. Finally, the article also discusses how the evolution towards adapted learning, collaborative learning and assessment supported by technical tools, for example, was already in progress at UNED before MOOCs were initiated.

  11. Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement

    NARCIS (Netherlands)

    dr Doumen, S.; Koomen, H.M.Y.; Buyse, E.; Wouters, S.; Verschueren, K.

    2012-01-01

    Most studies regarding the role of teacher-child relationships for children's early school adjustment use only teacher ratings of relationship quality. The current study examines (a) the agreement between teacher and observer ratings, (b) whether similar patterns of relations with behavioral

  12. Collaborative Online Professional Development for Teachers in Higher Education

    Science.gov (United States)

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

  13. A Comparison of Retention Rates of Alternatively Certified and Traditional Certified Teachers.

    Science.gov (United States)

    Dial, Micah

    1992-01-01

    A survey of 2,500 teachers entering a large urban school district over the last 7 years showed that alternatively certified teachers were as likely as traditional, university-certified teachers to remain in the profession and pay back the school district's initial investment in teacher training. Many become committed to teaching as a meaningful…

  14. Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members

    Directory of Open Access Journals (Sweden)

    Ajeya Jha

    2012-11-01

    Full Text Available Studies have revealed that emotional intelligence (EI influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010. A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007, Teacher Effectiveness Scale (TES, 2010 and Teacher Rating Scale (TRS, 2003 were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.

  15. Multi-criteria Group Decision Making Approach for Teacher Recruitment in Higher Education under Simplified Neutrosophic Environment

    Directory of Open Access Journals (Sweden)

    Kalyan Mondal

    2014-12-01

    Full Text Available Teacher recruitment is a multi-criteria group decisionmaking process involving subjectivity, imprecision, and fuzziness that can be suitably represented by neutrosophic sets. Neutrosophic set, a generalization of fuzzy sets is characterized by a truth-membership function, falsity-membership function and an indeterminacy-membership function. These functions are real standard or non-standard subsets of ] 0-, 1+[ .There is no restriction on the sum of the functions, so the sum lies between ]0-, 3+[. A neutrosophic approach is a more general and suitable way to deal with imprecise information, when compared to a fuzzy set. The purpose of this study is to develop a neutrosophic multi-criteria group decision-making model based on hybrid scoreaccuracy functions for teacher recruitment in higher education. Eight criteria obtained from expert opinions are considered for recruitment process. The criteria are namely academic performance index, teaching aptitude, subject knowledge, research experience, leadership quality, personality, management capacity, and personal values. In this paper we use the score and accuracy functions and the hybrid score-accuracy functions of single valued neutrosophic numbers (SVNNs and ranking method for SVNNs. Then, multi-criteria group decision-making method with unknown weights for attributes and incompletely known weights for decision makers is used based on the hybrid score-accuracy functions under single valued neutrosophic environments. We use weight model for attributes based on the hybrid score-accuracy functions to derive the weights of decision makers and attributes from the decision matrices represented by the form of SVNNs to decrease the effect of some unreasonable evaluations. Moreover, we use the overall evaluation formulae of the weighted hybrid scoreaccuracy functions for each alternative to rank the alternatives and recruit the most desirable teachers. Finally, an educational problem for teacher selection is

  16. German Validation of the Conners 3® Rating Scales for Parents, Teachers, and Children.

    Science.gov (United States)

    Christiansen, Hanna; Hirsch, Oliver; Drechsler, Renate; Wanderer, Sina; Knospe, Eva-Lotte; Günther, Thomas; Lidzba, Karen

    2016-01-01

    Attention-deficit/hyperactivity disorder (ADHD) rating scales such as the Conners’ Rating Scales (CRS) are valuable adjuncts for diagnosis, since they offer parent, teacher, and self-ratings of children susceptible for ADHD. Even though the scales are widely used internationally, cross-cultural comparability has rarely been verified, and culture and language invariance have only been presumed. The Conners 3(®) rating scales are the updated version of the CRS, though hardly any studies report the psychometric properties apart from the results published in the test edition itself. To our knowledge there are no studies on the various adaptations of the Conners 3(®) in other languages. The German translations of the Conners 3(®) were completed by 745 children, 953 parents, and 741 teachers (children’s age range: 6–18 years, mean: 11.74 years of age). Exploratory and confirmatory factor analyses on content scale items were conducted to obtain the factor structure for the German version and to replicate the factor structure of the original American models. Cronbach’s α was calculated to establish internal consistency. The exploratory analyses for the German model resulted in factor structures globally different from the American model, though confirmatory analyses revealed very good model fi ts with highly satisfying Cronbach’s αs. We were able to provide empirical evidence for the subscale Inattention which had only hypothetically been derived by Conners (2008). Even though the exploratory analyses resulted in different factor structures, the confirmatory analyses have such excellent psychometric properties that use of the German adaptation of the Conners 3(®) is justifi ed in international multicenter studies.

  17. Evaluating clinical teachers with the Maastricht clinical teaching questionnaire : How much 'teacher' is in student ratings?

    NARCIS (Netherlands)

    Boerboom, Tobias B. B.; Mainhard, Tim; Dolmans, Diana H. J. M.; Scherpbier, Albert J. J. A.; Van Beukelen, Peter; Jaarsma, A. D. (Debbie) C.

    2012-01-01

    Background: Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and

  18. Creativity in Higher Education

    Science.gov (United States)

    Gaspar, Drazena; Mabic, Mirela

    2015-01-01

    The paper presents results of research related to perception of creativity in higher education made by the authors at the University of Mostar from Bosnia and Herzegovina. This research was based on a survey conducted among teachers and students at the University. The authors developed two types of questionnaires, one for teachers and the other…

  19. Qualities of an effective teacher: what do medical teachers think?

    Science.gov (United States)

    Singh, Simerjit; Pai, Dinker R; Sinha, Nirmal K; Kaur, Avneet; Soe, Htoo Htoo Kyaw; Barua, Ankur

    2013-09-17

    Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs

  20. School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

    Science.gov (United States)

    Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

    2017-01-01

    This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

  1. Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.

    Science.gov (United States)

    Mullola, Sari; Ravaja, Niklas; Lipsanen, Jari; Alatupa, Saija; Hintsanen, Mirka; Jokela, Markus; Keltikangas-Järvinen, Liisa

    2012-06-01

    Student's temperament plays a significant role in teacher's perception of the student's learning style, educational competence (EC), and teachability. Hence, temperament contributes to student's academic achievement and teacher's subjective ratings of school grades. However, little is known about the effect of gender and teacher's age on this association. We examined the effect of teacher's and student's gender and teacher's age on teacher-perceived temperament, EC, and teachability, and whether there is significant same gender or different gender association between teachers and students in this relationship. The participants were population-based sample of 3,212 Finnish adolescents (M= 15.1 years) and 221 subject teachers. Temperament was assessed with Temperament Assessment Battery for Children - Revised and Revised Dimensions of Temperament Survey batteries and EC with three subscales covering Cognitive ability, Motivation, and Maturity. Data were analyzed with multi-level modelling. Teachers perceived boys' temperament and EC more negatively than girls'. However, the differences between boys and girls were not as large when perceived by male teachers, as they were when perceived by female teachers. Males perceived boys more positively and more capable in EC and teachability than females. They were also stricter regarding their perceptions of girls' traits. With increasing age, males perceived boys' inhibition as higher and mood lower. Generally, the older the teacher, the more mature he/she perceived the student. Teachers' ratings varied systematically by their gender and age, and by students' gender. This bias may have an effect on school grades and needs be taken into consideration in teacher education. ©2011 The British Psychological Society.

  2. Quality Research in Higher Education Institutions in Oman: Some Views of Teacher Researchers

    Directory of Open Access Journals (Sweden)

    Ahmed Ali Saleh Al Ajmi

    2015-06-01

    Full Text Available Academic research remains a prime source of knowledge and innovation for higher education institutions (HEIs that strive to grow, expand and develop their academic reputations and standards. Yet, research informs teaching practices, shapes social changes and it has financial outcomes for HEIs. Therefore, it is imperative to develop institutional policies and strategies for promoting and sustaining quality research in HEIs in Oman. There are a number of international frameworks and models which have been developed to measure research quality in HEIs around the world. For example, bibliometrics were used to assess research quality in HEIs in the UK because bibliometric data can provide a number of component variables. An appropriate bibliometric model may include components such as output volume, diversity of outputs, citation volume, journal impact factor and average citations per publication, etc. Moreover, other popular examples of models for assessing research quality are Multidimensional Research Assessment Matrix (MRAM used in Europe and the UK’s Research Assessment Exercise (RAE. However, neither of the above mentioned models is adopted by HEIs in Oman. Thus, the current study is an attempt to explore some institutional, international, logistic and pragmatic factors that impact academic research and publication quality, review popular international research quality assessment models and explore the possibility of applying them in the Omani context. To achieve the study objectives, 20 teacher researchers were surveyed and the findings and recommendations were presented. Keywords: Quality Research, HEIs in Oman, International Models, Factors, Teacher Researchers' Views

  3. HIGHER ORDER THINKING IN TEACHING GRAMMAR

    Directory of Open Access Journals (Sweden)

    Citra Dewi

    2017-04-01

    Full Text Available The aim of this paper discussed about how to enhance students’ higher order thinking that should be done by teacher in teaching grammar. Usually teaching grammar was boring and has the same way to learn like change the pattern of sentence into positive, negative and introgative while the students’ need more various way to develop their thinking. The outcome of students’ competence in grammar sometimes not sufficient enough when the students’ occured some test international standart like Test of English Foreign Language, International English Language Testing. Whereas in TOEFL test it needed higher order thinking answer, so teacher should develop students’ higher order thingking in daily teaching grammar in order to make the students’ enhance their thinking are higher. The method was used in this paper by using field study based on the experience of teaching grammar. It can be shown by students’ toefl score was less in stucture and written expression. The result of this paper was after teacher gave some treatments to enhance students’ higher order thinking in teaching grammar, the students’ toefl scores are sufficient enough as a part of stucture and written expression. It can concluded that it needed some strategies to enhancce students higher order thinking by teaching grammar it can make students’ higher toefl score. Teachers should be creative and inovative to teach the students’ started from giving the students’ question or test in teaching grammar.

  4. United States private schools have higher rates of exemptions to school immunization requirements than public schools.

    Science.gov (United States)

    Shaw, Jana; Tserenpuntsag, Boldtsetseg; McNutt, Louise-Anne; Halsey, Neal

    2014-07-01

    To compare medical, religious, and personal belief immunization exemption rates between private and public schools in US. Exemption rates were calculated using the Centers for Disease Control and Prevention School Immunization Assessment Surveys for the 2009-2010 school year excluding states with incomplete survey data. Standardized exemption rates weighted on enrollments in public and private schools were calculated. Differences in exemption rates between public and private schools were tested using Wilcoxon signed rank test. The overall state exemption rate was higher in US private than public schools, 4.25% (SD 4.27) vs 1.91% (1.67), P = .0001 and private schools had higher exemption rates for all types of exemptions; medical 0.58% (0.71) vs 0.34% (0.34) respectively (P = .0004), religious 2.09% (3.14) vs 0.83% (1.05) respectively (P = .0001), and personal belief 6.10% (4.12) vs 2.79% (1.57), respectively (P = .006). Overall exemption rates were significantly higher in states that allowed personal belief exemptions. Exemption rates were significantly higher in US private than in public schools. Children attending private schools may be at higher risk of vaccine-preventable diseases than public school children. Copyright © 2014 Elsevier Inc. All rights reserved.

  5. Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates

    Science.gov (United States)

    Mawhinney, Lynnette; Rinke, Carol R.; Park, Gloria

    2012-01-01

    This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they…

  6. Vastus Lateralis Motor Unit Firing Rate Is Higher in Women With Patellofemoral Pain.

    Science.gov (United States)

    Gallina, Alessio; Hunt, Michael A; Hodges, Paul W; Garland, S Jayne

    2018-05-01

    To compare neural drive, determined from motor unit firing rate, in the vastus medialis and lateralis in women with and without patellofemoral pain. Cross-sectional study. University research laboratory. Women (N=56) 19 to 35 years of age, including 36 with patellofemoral pain and 20 controls. Not applicable. Participants sustained an isometric knee extension contraction at 10% of their maximal voluntary effort for 70 seconds. Motor units (N=414) were identified using high-density surface electromyography. Average firing rate was calculated between 5 and 35 seconds after recruitment for each motor unit. Initial firing rate was the inverse of the first 3 motor unit interspike intervals. In control participants, vastus medialis motor units discharged at higher rates than vastus lateralis motor units (P=.001). This was not observed in women with patellofemoral pain (P=.78) because of a higher discharge rate of vastus lateralis compared with control participants (P=.002). No between-group differences were observed for vastus medialis (P=.93). Similar results were obtained for the initial motor unit firing rate. These findings suggest that women with patellofemoral pain have a higher neural drive to vastus lateralis but not vastus medialis, which may be a contributor of the altered patellar kinematics observed in some studies. The different neural drive may be an adaptation to patellofemoral pain, possibly to compensate for decreased quadriceps force production, or a precursor of patellofemoral pain. Copyright © 2018 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  7. I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher

    NARCIS (Netherlands)

    van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie

    2013-01-01

    Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher

  8. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

    Science.gov (United States)

    Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

    2017-01-01

    Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

  9. Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

    Directory of Open Access Journals (Sweden)

    Susana Rodríguez

    2014-12-01

    Full Text Available During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

  10. Higher Education

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  11. Classroom Quality Rating Systems: How Do Teachers Prepare and What Do They Think about the Process?

    Science.gov (United States)

    Scott-Little, Catherine; Brown, E. Glyn; Hooks, Laura McDonald; Marshall, Betty Jo

    2008-01-01

    Working with the South Carolina Department of Education, the authors surveyed prekindergarten and kindergarten teachers whose schools participated in a quality rating system to see what they did to get ready for the observation and what they thought of the evaluation process. The authors also asked them what they thought about the quality of their…

  12. The contribution of teacher unions in the restoration of teacher ...

    African Journals Online (AJOL)

    lynette

    privileged colleagues, and can be implemented in higher education by the use of long-term, .... role of the teachers unions in the improvement teacher motivation and ...... graphic profile of students, the article reports on the service levels that.

  13. A Matching Activity When Entering Higher Education: Ongoing Guidance for the Students or Efficiency Instrument for the School?

    Science.gov (United States)

    Mittendorff, Kariene; Faber, Marike; Staman, Laura

    2017-01-01

    In order to lower dropout rates and stimulate student success in higher education, the Dutch government implemented a new law demanding that every higher education institute offer a matching activity to applying students. This article evaluates how students and teachers experience this matching activity. Data were collected in a Dutch university…

  14. ESL Teacher and ICT:Teachers' Perception

    Directory of Open Access Journals (Sweden)

    Chua Pei Lin

    2012-01-01

    Full Text Available The rapid development of Information Communication and Technologies (ICTs has made tremendous changes in the twenty-first century. ICT is said to bring a variety of benefits in facilitating the teaching and learning process. Therefore, ICT has been the emphasis in school and higher institutions of education nowadays. However, to integrate ICT in education is not problem free, problems are faced by the teachers. This paper aims to investigate the ESL teachers’ perception toward the use of ICT in KT, Malaysia. Data were collected via interviews with four Form 4 English teachers in a secondary school in Kuala Terengganu. Findings show teachers have a positive perception towards the use of ICT. However, teachers claimed they face challenges in using ICT especially due to insufficient facilities.

  15. The Role of Parenting Stress in Discrepancies between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder

    Science.gov (United States)

    Reed, Phil; Osborne, Lisa A.

    2013-01-01

    The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ…

  16. Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education

    Science.gov (United States)

    Jääskelä, Päivikki; Häkkinen, Päivi; Rasku-Puttonen, Helena

    2017-01-01

    This study examines university teachers' beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university-level network…

  17. Self-rated and observer-rated measures of well-being and distress in adolescence: an exploratory study.

    Science.gov (United States)

    Vescovelli, Francesca; Albieri, Elisa; Ruini, Chiara

    2014-01-01

    The evaluation of eudaimonic well-being in adolescence is hampered by the lack of specific assessment tools. Moreover, with younger populations, the assessment of positive functioning may be biased by self-report data only, and may be more accurate by adding significant adults' evaluations. The objective of this research was to measure adolescents' well-being and prosocial behaviours using self-rated and observer-rated instruments, and their pattern of associations. The sample included 150 Italian high school adolescents. Observed-evaluation was performed by their school teachers using the Strengths and Difficulties Questionnaire. Adolescents completed Ryff's Psychological Well-being Scales and Symptom Questionnaire. Pearson' r correlations and Linear regression were performed. Self-rated dimensions of psychological well-being significantly correlated with all observer-rated dimensions, but Strengths and Difficulties Emotional symptom scale. Multiple linear regression showed that the self-rated dimensions Environmental Mastery and Personal Growth, and surprisingly not Positive Relations, are related to the observer-rated dimension Prosocial Behaviour. Adolescents with higher levels of well-being in specific dimensions tend to be perceived as less problematic by their teachers. However, some dimensions of positive functioning present discrepancies between self and observer-rated instruments. Thus, the conjunct use of self-reports and observer-rated tools for a more comprehensive assessment of students' eudaimonic well-being is recommended.

  18. The Teacher Labour Market, Teacher Turnover and Disadvantaged Schools: New Evidence for England

    Science.gov (United States)

    Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

    2018-01-01

    We study the market for teachers in England, in particular teacher turnover. We show that there is a positive raw association between the level of school disadvantage and the turnover rate of its teachers. This association diminishes as we control for school, pupil and local teacher labour market characteristics, but is not eliminated. The…

  19. Occupational stress, anxiety and depression among Egyptian teachers.

    Science.gov (United States)

    Desouky, Dalia; Allam, Heba

    2017-09-01

    Occupational stress (OS) among teachers predispose to depression and anxiety. No study was done to assess these problems among Egyptian teachers. This study aimed to assess the prevalence of OS, depression and anxiety among Egyptian teachers. A cross sectional study was done on 568 Egyptian teachers. The respondents filled a questionnaire on personal data, and the Arabic version of the Occupational Stress Index (OSI), the Arabic validated versions of Taylor manifest anxiety scale and the Beck Depression Inventory (BDI) were used to assess OS, anxiety and depression respectively. The prevalence of OS, anxiety and depression among teachers was (100%, 67.5% and 23.2%) respectively. OS, anxiety and depression scores were significantly higher among teachers with an age more than 40years, female teachers, primary school teachers, those with inadequate salary, higher teaching experience, higher qualifications and higher workload. A significant weak positive correlation was found between OS scores and anxiety and depression scores. This study indicated the need for future researches to address risk factors of OS and mental disorders among Egyptian teachers, and the need of periodical medical evaluation of teachers and medical and psychological support for the identified cases. Copyright © 2017. Published by Elsevier Ltd.

  20. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    Science.gov (United States)

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  1. A higher chest compression rate may be necessary for metronome-guided cardiopulmonary resuscitation.

    Science.gov (United States)

    Chung, Tae Nyoung; Kim, Sun Wook; You, Je Sung; Cho, Young Soon; Chung, Sung Phil; Park, Incheol

    2012-01-01

    Metronome guidance is a simple and economical feedback system for guiding cardiopulmonary resuscitation (CPR). However, a recent study showed that metronome guidance reduced the depth of chest compression. The results of previous studies suggest that a higher chest compression rate is associated with a better CPR outcome as compared with a lower chest compression rate, irrespective of metronome use. Based on this finding, we hypothesized that a lower chest compression rate promotes a reduction in chest compression depth in the recent study rather than metronome use itself. One minute of chest compression-only CPR was performed following the metronome sound played at 1 of 4 different rates: 80, 100, 120, and 140 ticks/min. Average compression depths (ACDs) and duty cycles were compared using repeated measures analysis of variance, and the values in the absence and presence of metronome guidance were compared. Both the ACD and duty cycle increased when the metronome rate increased (P = .017, metronome rates of 80 and 100 ticks/min were significantly lower than those for the procedures without metronome guidance. The ACD and duty cyle for chest compression increase as the metronome rate increases during metronome-guided CPR. A higher rate of chest compression is necessary for metronome-guided CPR to prevent suboptimal quality of chest compression. Copyright © 2012 Elsevier Inc. All rights reserved.

  2. Challenges to nordic teacher education programmes

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Dorf, Hans

    2010-01-01

    and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates.......  This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

  3. Teacher Leadership: Interns Crossing to the Domain of Higher Professional Learning with Mentors?

    Science.gov (United States)

    Millwater, Jan; Ehrich, Lisa C.

    2009-01-01

    Over the last two decades, the notion of teacher leadership has emerged as a key concept in both the teaching and leadership literature. While researchers have not reached consensus regarding a definition, there has been some agreement that teacher leadership can operate at both a formal and informal level in schools and that it includes…

  4. Influences of Teacher Delivery, Student Engagement, and Observation Focus on Preservice Teachers' Perceptions of Teaching Effectiveness

    Science.gov (United States)

    Napoles, Jessica; MacLeod, Rebecca B.

    2016-01-01

    The purpose of this study was to examine how teacher delivery, student engagement, and observation focus influenced preservice teachers' ratings of teaching effectiveness. Participants (N = 84 preservice teachers) viewed short teaching excerpts of orchestral and choral rehearsals wherein the teacher displayed either high or low teacher delivery,…

  5. The Nature of the Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

    Science.gov (United States)

    Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

    2018-01-01

    We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…

  6. Transforming the culture of surgical education: promoting teacher identity through human factors training.

    Science.gov (United States)

    Cahan, Mitchell A; Starr, Susan; Larkin, Anne C; Litwin, Demetrius E M; Sullivan, Kate M; Quirk, Mark E

    2011-07-01

    Promoting a culture of teaching may encourage students to choose a surgical career. Teaching in a human factors (HF) curriculum, the nontechnical skills of surgery, is associated with surgeons' stronger identity as teachers and with clinical students' improved perception of surgery and satisfaction with the clerkship experience. To describe the effects of an HF curriculum on teaching culture in surgery. Surgeons and educators developed an HF curriculum including communication, teamwork, and work-life balance. Teacher identity, student interest in a surgical career, student perception of the HF curriculum, and teaching awards. Ninety-two of 123 faculty and residents in a single program (75% of total) completed a survey on teacher identity. Fifteen of the participants were teachers of HF. Teachers of HF scored higher than control participants on the total score for teacher identity (P < .001) and for subcategories of global teacher identity (P = .001), intrinsic satisfaction (P = .001), skills and knowledge (P = .006), belonging to a group of teachers (P < .001), feeling a responsibility to teach (P = .008), receiving rewards (P =.01), and HF (P = .02). Third-year clerks indicated that they were more likely to select surgery as their career after the clerkship and rated the curriculum higher when it was taught by surgeons than when taught by educators. Of the teaching awards presented to surgeons during HF years, 100% of those awarded to attending physicians and 80% of those awarded to residents went to teachers of HF. Curricular focus on HF can strengthen teacher identity, improve teacher evaluations, and promote surgery as a career choice.

  7. Conceptual approaches to vocational and tourism training of teachers in higher education institutions

    Directory of Open Access Journals (Sweden)

    L.J. Dudorova

    2013-08-01

    Full Text Available Considered the direction of teacher’s training based on the model of a competent graduate. It is formed the criteria of the faculty of the institute of physical education and sports and the possibility of their selection. It is noted that a teacher must possess modern technologies of general and vocational education, a set of effective methods and techniques sufficient professional knowledge to provide education of future professionals (teaching, planning and management of the didactic and educational systems. It is recommended the formation of the teaching staff to consider the following: to conduct a competitive selection of teachers with experience teaching physical education and sports, coaching and tourism. Teachers also need training from the best graduates of the institute of physical education and sport.

  8. Contract Teachers in India

    Science.gov (United States)

    Goyal, Sangeeta; Pandey, Priyanka

    2013-01-01

    In this paper, we use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. We find that contract teachers are associated with higher effort than civil service teachers with permanent tenures, before as well as after…

  9. Rethinking Teacher Quality at the Higher Education Level: Need For ...

    African Journals Online (AJOL)

    Quality has been a controversial issue in education generally and Business Education in particular. Business Education is aimed at equipping the recipients with the relevant knowledge, skills, attitude and values that will enable them function effectively as citizens. The quality of Business Teachers is paramount to the ...

  10. 29 CFR 541.303 - Teachers.

    Science.gov (United States)

    2010-07-01

    ... automobile driving instruction; aircraft flight instructors; home economics teachers; and vocal or instrumental music instructors. Those faculty members who are engaged as teachers but also spend a considerable... higher education or other educational establishments. Therefore, a teacher who is not certified may be...

  11. The relations of Arab Jordanian adolescents' perceived maternal parenting to teacher-rated adjustment and problems: the intervening role of perceived need satisfaction.

    Science.gov (United States)

    Ahmad, Ikhlas; Vansteenkiste, Maarten; Soenens, Bart

    2013-01-01

    Although the effects of important parenting dimensions, such as responsiveness and psychological control, are well documented among Western populations, research has only recently begun to systematically identify psychological processes that may account for the cross-cultural generalization of these effects. A first aim of this study was to examine whether perceived maternal responsiveness and psychological control would relate differentially to teacher ratings of adolescent adjustment in a vertical-collectivist society (i.e., Jordan). The most important aim of this study was to examine, on the basis of self-determination theory, whether these associations would be accounted for by perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Results in a large sample of Jordanian adolescents (N = 545) showed that perceived maternal psychological control and responsiveness yielded, respectively, a positive and negative association with teacher-rated problems, whereas psychological control was negatively related to teacher-rated adjustment. Further, these 2 parenting dimensions related to adjustment and problems via perceived satisfaction of the basic psychological needs for autonomy and competence (but not relatedness). The findings are discussed in light of the ongoing debate between universalistic and relativistic perspectives on parenting and adolescent adjustment.

  12. Teacher community in elementary charter schools.

    Directory of Open Access Journals (Sweden)

    Marisa Cannata

    2007-05-01

    Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

  13. Child Abuseby Teachers and Legal Ways to Encounterin Rural Areas

    Directory of Open Access Journals (Sweden)

    Mohtaram Rabbani

    2014-09-01

    Full Text Available Abstract Many children closely interact with teachers for nine months out of the year and schools are one of the safest places for students to be educated and teachers have a vital role for this education. Teachers should prevent from different kinds of child abuses and have an important role for preventing from child abuse. The primary purpose of this literature review study is to investigate of the phenomenon of child abuse within the school environment by teachers. The second aim of this paper is to determine the legal ways in different countries to encounter with physical child abuse by teachers. Child abuseby teachers has an in depth influence on children’s behaviors and their academic achievements. Abused children have been found to suffer from extreme deficits in school, exhibit poor academic performance, antisocial behaviour, poor self-respect, higher criminal behaviour rates, scepticism of adults, and central nervous system functioning. The findings of this paper showed that there are many reported cases of child abuse by teachers in rural areas, nevertheless, many countries banned or restricted physical abuse or corporal punishment and made legal decisions.

  14. Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

    Science.gov (United States)

    Steinberg, Matthew P.; Garrett, Rachel

    2016-01-01

    As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

  15. Answering the Questions of Beginning Teachers

    OpenAIRE

    Harrington, Ingrid

    2011-01-01

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

  16. The relationship between smoking and exercise among physical education teachers in Turkey.

    Science.gov (United States)

    Gundogdu, Cemal; Oguzoncul, A Ferdane

    2013-07-04

    We studied the relationship between smoking and exercise among physical education teachers in Turkey. An online questionnaire was used to collect data. The responses of 1,995 teachers who completed the questionnaire were evaluated. The mean age of the participants was 31.0 +/- 4.7 years; 67.4% of the participants were male. The smoking rate was 65.2%. The mean age of onset of smoking was 16.6 +/- 2.6 years. The age of starting smoking increased with higher parental education level. There were no differences between smokers and nonsmokers with respect to gender. Of smokers, 51.2% were married; 52.4% were in the 30-39 year old age group. The most common reasons for starting smoking were the influence of friends and emulation. The most common reason for trying to quit smoking among men was future health concerns and among women was current health concerns. We found smoking was less common among participants who exercised regularly. The level of nicotine dependence was significantly lower among participants who exercised regularly compared to those who did not. This study suggests physical education teachers, who are role models for their students, have a high smoking rate. We believe urgent action is needed to reduce the smoking rate and increase the quit rate among physical education teachers.

  17. Impact of emotional intelligence on teacher׳s performance in higher education institutions of Pakistan

    Directory of Open Access Journals (Sweden)

    Muhammad Asrar-ul-Haq

    2017-12-01

    Full Text Available This research paper aims at investigating the impact of emotional intelligence on teacher׳s job performance in the education sector of Pakistan. Sample size consists of 166 teachers from universities in the area of central Punjab, Pakistan. Theories of emotional intelligence proposed by Salovey and Mayer (1989–1990 were used as the conceptual framework and its relationship with the job performance of teachers was examined. Reliability and validity of variables was tested through measurement model of PLS-SEM. The result indicated that emotional intelligence has a significant impact on the teacher׳s job performance. Key research finding revealed that emotional self-awareness, self-confidence, achievement, developing others and conflict management have a positive and significant relationship with the teacher׳s job performance. Keywords: Emotional intelligence, Performance, Teachers, Pakistan

  18. Classroom Teacher Leadership: Service-Learning for Teacher Sense of Efficacy and Servant Leadership Development

    Science.gov (United States)

    Stewart, Trae

    2012-01-01

    Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…

  19. Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

    Science.gov (United States)

    Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

    2016-01-01

    The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

  20. Music Teachers' Everyday Conceptions of Musicality.

    Science.gov (United States)

    Brandstrom, Sture

    1999-01-01

    Investigates music teachers' everyday conceptions of musicality through (1) a pilot study involving music teachers in higher education and (2) interviews with teachers in music teacher education and in compulsory school. Finds in the pilot the categories of musical achievement, musical experience, and musical communication, while the interviews…

  1. A Brief "DSM-IV"-Referenced Teacher Rating Scale for Monitoring Behavioral Improvement in ADHD and Co-Occurring Symptoms

    Science.gov (United States)

    Sprafkin, Joyce; Mattison, Richard E.; Gadow, Kenneth D.; Schneider, Jayne; Lavigne, John V.

    2011-01-01

    Objective: To examine the psychometric properties of the 30-item teacher's version of the Child and Adolescent Symptom Inventory Progress Monitor (CASI-PM-T), a "DSM-IV"-referenced rating scale for monitoring change in ADHD and co-occurring symptoms in youths receiving behavioral or pharmacological interventions. Method: Three separate studies…

  2. Continued formation to higher education teacher of university of vale do Itajai: the look of trainers of Gepes/Univali

    Directory of Open Access Journals (Sweden)

    Kátia Naomi Kuroshima

    2016-09-01

    Full Text Available This experience report presents the five trainer look belonging Study and Research Group in Higher Education -GEPES/UNIVALI, for Continued Formation Program to Higher Education by University of Vale do Itajaí – CF-UNIVALI. The main objective aims to highlight relevant experiences of trainer teachers with their peers in that program. Specific objectives are: reflect to its meaning, identify the positive aspects, describe conflicts, tensions and difficulties and provide essential aspects in the training. The main reasons for the preparation of the article are: be a trainer in CF-UNIVALI is challenging, mainly because it is a work with their peers: the need to socialize experience, about the training performance, given the few publications. Its methodology showed changes in its operational formats since its implementation in 2000, whose teaching participation was voluntary. Workshops, lectures, conferences, round table, experience reports, video conference, distance education activities, and others, include institutional and specific themes, during the months of February and July, in three shifts, in all campus. Based on content developed in this article, we have as final consideration, that, to be a trainer is to exercise and transit in the field of attitudes, skills and competences of teaching, be reflective and researcher teacher, talking and overcoming the challenges and pedagogical confrontation, in support of human and social development and quality of higher education, established at institutional education policy. It is hope that this article contributes other reflections, studies and research on the role of the trainer in this type of training.

  3. The Relationships among Teachers' Perceptions of Student Behaviour, Teachers' Characteristics, and Ratings of Students' Emotional and Behavioural Problems

    Science.gov (United States)

    Liljequist, Laura; Renk, Kimberly

    2007-01-01

    This study examined the relationships among teachers' perceptions of students' behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that…

  4. Teacher talk at three Colombian higher education institutions

    Directory of Open Access Journals (Sweden)

    Balcárcel Zambrano Gloria

    2003-08-01

    Full Text Available This article reports the first part of a larger research project designed to investigate functions of language instructors’ oral behaviors in the development of English as a foreign language (EFL classes. Through this applied classroom research we have investigated the processes of teaching and learning as they occur in our language classrooms. It is methodologically descriptive and experimental because it ranges from relatively simple observations to tightly controlled experiments. We pursue to identify how teacher talk is distributed in 15 foreign language classrooms. The database comprises transcripts of over 16 hours of interaction recording during 15 lessons in 15 general EFL classrooms at the post-secondary level. The functions of teacher talk are analyzed by gathering data using the FLint system instrument adapted from Moskowitz (1971. Findings reveal that teachers do most of the talking and the most frequent categories are gives information, asks questions, and gives directions. The study also demonstrates that oral teaching strategies in the classroom affect the participation process of students. Key words: Discourse analysis-Education-Research, English-Teaching-Evaluation, Classroom-Evaluation, Educators-Teaching practice- Interaction. Este artículo reporta la primera parte de un proyecto de investigación más extenso diseñado para investigar las funciones de las conductas orales de los profesores de lenguas en el desarrollo de clases de inglés como lengua extranjera. A través de esta investigación aplicada hemos indagado los procesos de enseñanza y aprendizaje como ocurren en nuestras aulas de lenguas. Esta investigación tiene metodología descriptiva y experimental porque empieza con observaciones relativamente simples y termina con control de variables en la etapa experimental. Indagamos para identificar cómo se distribuye el habla del profesor en 15 clases de lenguas extranjeras. La base de datos comprende

  5. Psychological and biographical differences between secondary school teachers experiencing high and low levels of burnout.

    Science.gov (United States)

    Pierce, C M; Molloy, G N

    1990-02-01

    A total of 750 teachers from 16 government and non-government schools from areas of contrasted socio-economic status (SES) responded to a questionnaire designed to investigate associations between selected aspects of burnout among teachers working in secondary schools in Victoria, Australia. By comparing high and low burnout groups on biographic, psychological and work pattern variables, differences between teachers experiencing high and low levels of burnout were identified. Multiple regression analyses assessed the relative importance of these variables in accounting for the variance in each of the three burnout subscales. School type was related to perceptions of stress and burnout. Higher levels of burnout were associated with poorer physical health, higher rates of absenteeism, lower self-confidence and more frequent use of regressive coping strategies. Teachers classified as experiencing high levels of burnout attributed most of the stress in their lives to teaching and reported low levels of career commitment and satisfaction. Further, teachers who recorded high levels of burnout were characterised by lower levels of the personality disposition of hardiness, lower levels of social support, higher levels of role stress and more custodial pupil control ideologies than their low-burnout counterparts. Psychological variables were found to be more significant predictors of burnout than biographical variables.

  6. Identifying developmental coordination disorder : MOQ-T validity as a fast screening instrument based on teachers' ratings and its relationship with praxic and visuospatial working memory deficits

    NARCIS (Netherlands)

    Giofre, David; Cornoldi, Cesare; Schoemaker, Marina M.

    2014-01-01

    The present study was devoted to test the validity, of the Italian adaptation of the Motor Observation Questionnaire for Teachers (MOQ-T, Schoemaker, Flapper, Reinders-Messelink, & De Kloet, 2008) as a fast screening instrument, based on teachers' ratings, for detecting developmental coordination

  7. Reliability of Direct Behavior Ratings--Social Competence (DBR-SC) Data: How Many Ratings Are Necessary?

    Science.gov (United States)

    Kilgus, Stephen P.; Riley-Tillman, T. Chris; Stichter, Janine P.; Schoemann, Alexander M.; Bellesheim, Katie

    2016-01-01

    The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings--Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general…

  8. Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

    Science.gov (United States)

    Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

    2017-05-01

    The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

  9. Causal Relationship between Teachers' Job Performance and ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

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

  10. Large-Group Contest Ratings and Music Teacher Evaluation: Issues and Recommendations

    Science.gov (United States)

    Hash, Phillip M.

    2013-01-01

    The Race to the Top program, initiated in 2009 by U.S. president Barack Obama, has resulted in new laws governing teacher evaluation, retention, and compensation. In many states, teachers' contributions to students' academic growth will account for up to 50 percent of their evaluations and serve as a basis for decisions regarding retention and…

  11. 77 FR 36263 - Notice of Proposed Information Collection Requests; Office of Postsecondary Education; Higher...

    Science.gov (United States)

    2012-06-18

    ... Postsecondary Education; Higher Education Opportunity Act (HEOA) Title II Reporting Forms on Teacher Quality and Preparation SUMMARY: The Higher Education Opportunity Act of 2008 calls for annual reports from states and institutions of higher education (IHEs) on the quality of teacher preparation and state teacher certification...

  12. Raising Test Scores vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers' Views on How Several Concurrent Policies Affect Classroom Practices

    Science.gov (United States)

    Zohar, Anat; Alboher Agmon, Vered

    2018-01-01

    Purpose: This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements. Background: The study was conducted in the context of three concurrent policies advocating: (a)…

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

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  14. Behavioral Dysphonia and Depression in Elementary School Teachers.

    Science.gov (United States)

    Marques da Rocha, Luise; Behlau, Mara; Dias de Mattos Souza, Luciano

    2015-11-01

    To verify the relationship between behavioral dysphonia and current depressive episodes in municipal elementary school teachers. We hypothesize that teachers with behavioral dysphonia will be more susceptible to psychiatric disorders. Cross-sectional study, quantitative, conducted across municipal schools in both rural and urban regions of Pelotas. Five-hundred seventy-five teachers from urban and rural areas of the same Brazilian state were included. The full version of the Voice Handicap Index validated into Brazilian Portuguese was used to determine the presence of behavioral dysphonia. A profile of vocal behaviors was also used to quantify the number of phonotraumatic events. In addition, the Mini-International Neuropsychiatric Interview was used to determine current episodes of depression. Data were analyzed via correlative studies using chi-square and Poisson regression analyses. Across all teachers, the prevalence of dysphonia was 33.9% and 55% reported that they had already taken a leave because of their voice. Those teachers with a current depressive episode had a higher rate of dysphonia compared with those without depression (prevalence ratio [PR] 1.66; P Teachers who presented with a risk of serious vocal problems had a prevalence ratio of 2.58, indicating a greater proportion of dysphonia, whereas teachers classified as champions of abuse were five times more likely compared with those teachers with behaved or candidates for voice problems. There is an association between behavioral dysphonia and current depressive episodes in elementary school teachers. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  15. Strain rate effects in nuclear steels at room and higher temperatures

    Energy Technology Data Exchange (ETDEWEB)

    Solomos, G. E-mail: george.solomos@jrc.it; Albertini, C.; Labibes, K.; Pizzinato, V.; Viaccoz, B

    2004-04-01

    An investigation of strain rate, temperature and size effects in three nuclear steels has been conducted. The materials are: ferritic steel 20MnMoNi55 (vessel head), austenitic steel X6CrNiNb1810 (upper internal structure), and ferritic steel 26NiCrMo146 (bolting). Smooth cylindrical tensile specimens of three sizes have been tested at strain rates from 0.001 to 300 s{sup -1}, at room and elevated temperatures (400-600 deg. C). Full stress-strain diagrams have been obtained, and additional parameters have been calculated based on them. The results demonstrate a clear influence of temperature, which amounts into reducing substantially mechanical strengths with respect to RT conditions. The effect of strain rate is also shown. It is observed that at RT the strain rate effect causes up shifting of the flow stress curves, whereas at the higher temperatures a mild downshifting of the flow curves is manifested. Size effect tendencies have also been observed. Some implications when assessing the pressure vessel structural integrity under severe accident conditions are considered.

  16. Efforts to Improve Mathematics Teacher Competency Through Training Program on Design Olympiad Mathematics Problems Based on Higher Order Thinking Skills in The Junior High School

    Science.gov (United States)

    Arnellis, A.; Jamaan, E. Z.; Amalita, N.

    2018-04-01

    The goal to analyse a improvement of teacher competence after being trained in preparing high-order math olympicad based on high order thinking skills in junior high school teachers in Pesisir Selatan Regency. The sample of these activities are teachers at the MGMP junior high school in Pesisir Selatan District. Evaluation of the implementation is done by giving a pre test and post test, which will measure the success rate of the implementation of this activities. The existence of the devotion activities is expected to understand the enrichment of mathematics olympiad material and training in the preparation of math olympiad questions for the teachers of South Pesisir district junior high school, motivating and raising the interest of the participants in order to follow the mathematics olympiad with the enrichment of mathematics materials and the training of problem solving about mathematics olympiad for junior high school teachers, the participants gain experience and gain insight, as well as the ins and outs of junior mathematics olympiad and implement to teachers and students in olympic competitions. The result of that the post-test is better than the result of pretest in the training of mathematics teacher competence improvement in composing the mathematics olympiad problem based on high order thinking skills of junior high school (SMP) in Pesisir Selatan District, West Sumatra, Indonesia.

  17. Occupational stress and its related factors among university teachers in China.

    Science.gov (United States)

    Sun, Wei; Wu, Hui; Wang, Lie

    2011-01-01

    University teachers in China are expected to suffer serious occupational stress due to the expanding enrollment in universities without a proportional increase in teacher resources and the fact that all promotions for university teachers are determined based on not only teaching but also the outcome of scientific research. This study was designed to assess the occupational stress among university teachers in China and clarify its risk factors. A cross-sectional study was performed in Liaoning Province, the centralized area of higher education in Northeast China. Eight universities (2 multidiscipline and 6 specialized) and 10% of academic staff each were randomly sampled. Questionnaires pertaining to occupational stress indicated by the Chinese Version Personal Strain Questionnaire (PSQ) and demographic characteristics, health status, work situations, and personal and social resources were distributed in October 2008. A total of 827 effective respondents (response rate 76.4%) became our participants. The average raw score of PSQ was 91.0 among the university teachers. General linear model analysis showed that the factors significantly associated with the PSQ score were, in standardized estimate (β) sequence, mental health, role overload, role insufficiency, social support, monthly income, role limitations due to physical problems, research finance and self-rated disease with adjustment for age and sex. We concluded that, in comparison to work-related factors and social support, mental health is a prominent risk factor for occupational stress in university teachers in China. Improvement of mental health and organizational climate should be considered to lessen the occupational stress of university teachers.

  18. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    Science.gov (United States)

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

  19. Why do younger women have higher breast cancer recurrence rates after breast-conserving surgery?

    International Nuclear Information System (INIS)

    Nishimura, Reiki; Matsuda, Masakazu; Miyayama, Haruhiko; Okazaki, Shinji; Kai, Chiharu; Ozaki, N.

    2003-01-01

    Preventing breast cancer recurrence after breast-conserving surgery is an important issue. The main factors contributing to such recurrence are positive margins, absence of radiotherapy and young age. To investigate the clinical significance of age in breast-conserving surgery, we examined the relationship between clinicopathological findings or outcome and age, especially young age. The cases were divided into three groups by age; 35 years old or less, 36-50y.o. and 51y.o. or higher. Between April 1989 and March 2003, 743 patients were treated with breast-conserving surgery. There were 49 patients aged 35 years old or less (6.6%). Younger age significantly correlated with positive surgical margin, lymph node metastases, higher proliferative activity, negative estrogen receptor (ER) or progesterone receptor (PgR), larger tumor size, and shorter nipple-tumor distances. Although younger patients had a higher recurrence rate irrespective of radiotherapy, margin status had an impact on recurrence rate. Thus, the reason young age was a significant factor for breast recurrence after breast-conserving surgery was that young patients frequently had numerous risk factors such as positive margin, higher proliferative activity, positive nodes, negative ER/PgR and larger tumor. However, negative surgical margins could reduce recurrence rates even in young women. These results suggest that more suitable criteria and strategies may be needed for young patients with breast cancer. (author)

  20. PRE-SERVICE MATHEMATICS TEACHERS’ CONCEPTION OF HIGHER-ORDER THINKING LEVEL IN BLOOM'S TAXONOMY

    OpenAIRE

    Damianus D Samo

    2017-01-01

    The purpose of this study is to explore pre-service mathematics teachers' conception of higher-order thinking in Bloom's Taxonomy, to explore pre-service mathematics teachers' ability in categorizing six cognitive levels of Bloom's Taxonomy as lower-order thinking and higher-order thinking, and pre-service mathematics teachers' ability in identifying some questionable items as lower-order and higher-order thinking. The higher-order thinking is the type of non-algorithm thinking which include ...

  1. Beyond Ratings: Re-Envisioning State Teacher Evaluation Systems as Tools for Professional Growth

    Science.gov (United States)

    Connally, Kaylan; Tooley, Melissa

    2016-01-01

    To date, most of the public narrative and pushback on new teacher evaluation systems has centered around their use for high-stakes personnel decisions such as pay, promotion, and dismissal, but these systems were always intended to promote and support improvements for all teachers--not just the superstars or laggards. Why is teacher development…

  2. Pedagogical dimensions of effective online asynchronous teacher communication in higher education

    NARCIS (Netherlands)

    Smits, A.; Voogt, J.; Rutledge, D.; Slykhuis, D.

    2015-01-01

    In this research teacher behaviour in online asynchronous discussions is studied. To this end teachers’ online messages were analyzed and correlated to measures of student satisfaction. Findings show a positive relation between student satisfaction and the presence of content knowledge, multiple

  3. Will ageing lead to a higher real exchange rate for the Netherlands?

    NARCIS (Netherlands)

    van Ewijk, C.; Volkerink, M.

    2012-01-01

    Long term projections for the Netherlands indicate that demand for nontradables—e.g. health care services—will increase relative to supply due to population ageing. If this leads to higher future real exchanges rates this will erode the return of the savings currently made to prepare for ageing.

  4. Will ageing lead to a higher real exchange rate for the Netherlands?

    NARCIS (Netherlands)

    van Ewijk, C.; Volkerink, M.

    2011-01-01

    Long-term projections for the Netherlands indicate that demand for nontradables - e.g. health care services - will increase relative to supply due to population ageing. If this leads to higher future real exchanges rates this will erode the return of the savings currently made to prepare for ageing.

  5. Elementary school teachers' attitudes to teamwork

    Directory of Open Access Journals (Sweden)

    Vasilijević Danijela N.

    2017-01-01

    Full Text Available Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a teaching; b team and individual development; and c professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

  6. Institutional factors that affect black South African students' perceptions of early childhood teacher education

    Directory of Open Access Journals (Sweden)

    M G Steyn

    2014-03-01

    Full Text Available Black students account for over 72% of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrolment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education.

  7. Opinion of the Students of the University of Zaragoza on Teaching skills of Higher Education Teachers

    Directory of Open Access Journals (Sweden)

    Concepción BUENO GARCÍA

    2017-04-01

    Full Text Available The research presents the results of a survey conducted among teachers and students of the University of Zaragoza, about the skills of a good university teacher. The skills studied have been six: interpersonal, methodological, communicative, teaching planning and management, teamwork and innovation. This paper focuses on the results of the students’ opinion, according to their academic years and their knowledge branches. A comparison between the assessments of the teachers and those of the students about the importance of the analyzed competences is also established. Among the conclusions outstands that students, regardless their knowledge branches or their academic years, agree in granting the highest ratingto the clear explanation of the subject’s content and to the encouragement of motivation, in order to be a good teacher. So that teachers and students agree in assessing the communicative competence as the most important.

  8. The Supply of Science Teachers to Secondary Schools in Ondo ...

    African Journals Online (AJOL)

    Male science teachers were in greater numbers than female science teachers in the schools. The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in ...

  9. Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

    Science.gov (United States)

    Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

    2014-04-01

    A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  10. Child Abuse by Teachers and Legal Ways to Encounter in Rural Areas

    Directory of Open Access Journals (Sweden)

    Mohtaram Rabbani

    2014-09-01

    Full Text Available Abstract Many children closely interact with teachers for nine months out of the year and schools are one of the safest places for students to be educated and teachers have a vital role for this education. Teachers should prevent from different kinds of child abuses and have an important role for preventing from child abuse. The primary purpose of this literature review study is to investigate of the phenomenon of child abuse within the school environment by teachers. The second aim of this paper is to determine the legal ways in different countries to encounter with physical child abuse by teachers. Child abuseby teachers has an in depth influence on children’s behaviors and their academic achievements. Abused children have been found to suffer from extreme deficits in school, exhibit poor academic performance, antisocial behaviour, poor self-respect, higher criminal behaviour rates, scepticism of adults, and central nervous system functioning. The findings of this paper showed that there are many reported cases of child abuse by teachers in rural areas, nevertheless, many countries banned or restricted physical abuse or corporal punishment and made legal decisions.

  11. [A study on the resources coping with occupational stress in teachers].

    Science.gov (United States)

    Wang, Z; Lan, Y; Wang, M

    2001-11-01

    To explore the status of the resources coping with occupational stress in teachers. Occupational stress inventory revised edition (OSI-R) was used to measure their occupational stress, strain and psychological coping resources for 1,460 teachers in primary and secondary schools and 319 non-teacher intellectuals. Analyses were focused on coping resources of teachers. The higher the level of coping resource of teachers, the lower the personal strain in them, with an inverse correlationship. Coping resource in the teacher group was significantly higher than that in the non-teacher group, with scores of (130.4 +/- 18.2) and (126.9 +/- 19.1), respectively. Coping resource in teachers decreased with the increase of age, with the scores from (134.1 +/- 18.1) in the group aged less than 30 to (128.5 +/- 17.5) in the group aged 50. Coping resource in the female teachers was significantly higher than that in the male teachers, with scores of (131.4 +/- 18.3) and (129.4 +/- 18.1), respectively. Coping resource in the primary school teachers was significantly higher than that in the secondary school teachers, with scores of (132.7 +/- 18.1) and (128.5 +/- 18.1), respectively. It is important to enhance teacher's coping resource, especially for the male teachers in the secondary schools, for improving their teaching efficiency.

  12. Team learning for innovation in higher education : a mixed methods study

    NARCIS (Netherlands)

    Bron, Rike; Endedijk, Maaike; Sleegers, P.J.C.

    2015-01-01

    In Higher Education, many changes towards more student-centred and interdisciplinary education are designed and implemented. In order to design such educational innovations, teachers in higher education have to work together in teams. In this research we study these teacher collaboration processes

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

    Science.gov (United States)

    Bardin, Julie A.; Lewis, Sandra

    2011-01-01

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

  14. Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice

    Science.gov (United States)

    Gregory, Anne; Hafen, Christopher A.; Ruzek, Erik; Mikami, Amori Yee; Allen, Joseph P.; Pianta, Robert C.

    2017-01-01

    Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary classrooms, a randomized controlled trial examined the effects of a 2-year teacher coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and the year after coaching was discontinued replicated previous findings from the first year of coaching—intervention teachers had no significant disparities in discipline referral between Black students and their classmates, compared to teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry. PMID:28190913

  15. Parental Expectations of Their Adolescents' Teachers.

    Science.gov (United States)

    Tatar, Moshe; Horenczyk, Gabriel

    2000-01-01

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

  16. Cross-Cultural Teaching: Experiences of American Teachers in Thai Higher Education

    Science.gov (United States)

    Mann, Varaporn Jamklai

    2012-01-01

    Globalization and the expansion of Western influences have made English the lingua franca of international connections. For this reason, the demand for native English speaking teachers, especially those from the U.S, has been escalating worldwide, especially, in Thailand, one of the major hubs of international travel and education in Southeast…

  17. Voice disorders in teachers: occupational risk factors and psycho-emotional factors.

    Science.gov (United States)

    van Houtte, Evelyne; Claeys, Sofie; Wuyts, Floris; van Lierde, Kristiane

    2012-10-01

    Teaching is a high-risk occupation for developing voice disorders. The purpose of this study was to investigate previously described vocal risk factors as well as to identify new risk factors related to both the personal life of the teacher (fluid intake, voice-demanding activities, family history of voice disorders, and children at home) and to environmental factors (temperature changes, chalk use, presence of curtains, carpet, or air-conditioning, acoustics in the classroom, and noise in and outside the classroom). The study group comprised 994 teachers (response rate 46.6%). All participants completed a questionnaire. Chi-square tests and logistic regression analyses were performed. A total of 51.2% (509/994) of the teachers presented with voice disorders. Women reported more voice disorders compared to men (56.4% versus 40.4%, P history of voice disorders (P = 0.005), temperature changes in the classroom (P = 0.017), the number of pupils per classroom (P = 0.001), and noise level inside the classroom (P = 0.001). Teachers with voice disorders presented a higher level of psychological distress (P < 0.001) compared to teachers without voice problems. Voice disorders are frequent among teachers, especially in female teachers. The results of this study emphasize that multiple factors are involved in the development of voice disorders.

  18. Self-Efficacy Ratings of Technology Proficiency among Teachers in Mexico and Texas

    Science.gov (United States)

    Morales, Cesareo; Knezek, Gerald; Christensen, Rhonda

    2008-01-01

    The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to 978 elementary and middle school teachers from Mexico City, and 932 elementary and middle school teachers from the Dallas, Texas, metroplex in the USA, in order to examine self-efficacy similarities and differences for technology proficiency self-appraisals in a…

  19. Best Practices in Higher Education Faculty Motivation

    Science.gov (United States)

    McNamee, Lonnie

    2017-01-01

    There are many kinds of teachers in that teach in higher education. Some of these teachers teach at a high level while some teach at a substandard level. Educators are inspired and invigorated upon viewing students' achievement. Menlo and Low (1988) examined educator employment happiness throughout five countries and discovered that educators were…

  20. Teachers' Health.

    Science.gov (United States)

    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.

  1. Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

    Science.gov (United States)

    Shein, Paichi Pat; Tsai, Chun-Yen

    2015-09-01

    Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

  2. The Impact of Collective Bargaining on Teacher Transfer Rates in Urban High-Poverty Schools

    Science.gov (United States)

    Nelson, F. Howard

    2006-01-01

    Data in this report reveals that collectively bargaining agreements are not the source of the teacher quality problem in urban school districts. The data shows that collective bargaining agreements are associated with reduced teacher transfer activity, especially in high-poverty schools, and less reliance on first-year teachers to staff…

  3. Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

    Science.gov (United States)

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T

    2017-08-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

  4. Taking the Grading Leniency Story to the Edge. The Influence of Student, Teacher, and Course Characteristics on Student Evaluations of Teaching in Higher Education

    Science.gov (United States)

    Brockx, Bert; Spooren, Pieter; Mortelmans, Dimitri

    2011-01-01

    The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics on SET. One hotly debated discussion concerns the interpretation of the positive and…

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

    Science.gov (United States)

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

    2010-01-01

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

  6. Cultural mismatch and the education of Aboriginal youths: the interplay of cultural identities and teacher ratings.

    Science.gov (United States)

    Fryberg, Stephanie A; Troop-Gordon, Wendy; D'Arrisso, Alexandra; Flores, Heidi; Ponizovskiy, Vladimir; Ranney, John D; Mandour, Tarek; Tootoosis, Curtis; Robinson, Sandy; Russo, Natalie; Burack, Jacob A

    2013-01-01

    In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.

  7. Sustained change in didactic skills--does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

  8. Are Teachers' Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

    Science.gov (United States)

    Curtis, David F.; Hamilton, Richard J.; Moore, Dennis W.; Pisecco, Stewart

    2014-01-01

    This investigation examined the relationship between teachers' beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs…

  9. Increasing the Rate of Presentation and Use of Signals in Elementary Classroom Teachers

    Science.gov (United States)

    Carnine, Douglas W.; Fink, William T.

    1978-01-01

    Two issues relevant to competency-based teacher training were investigated with 13 elementary teachers--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques. (Author)

  10. Teacher response to learning disability: a test of attributional principles.

    Science.gov (United States)

    Clark, M D

    1997-01-01

    Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

  11. An Investigation of the Effectiveness and Efficiency of Classroom Teachers in the Identification of Gifted Students

    Directory of Open Access Journals (Sweden)

    Feyzullah Şahin

    2015-12-01

    Full Text Available Nomination process is the first stage of the identification process. The effectiveness and efficiency in nomination process of teachers trained and not trained on gifted students were examined in this study. Static group comparison or nonequivalent control group design was used. Teacher rating scale, information form and Raven's Standard Progressive Matrices Plus (RSPM+ were used as the data collection tools. Teachers’ effectiveness and efficiency ratios in the identification process were calculated in the data analysis. In identification, efficiency is ratio of number of gifted students identified by teachers to number of students nominated. Effectiveness in identification is the ratio of the number of gifted students identified by teacher to number of students are really gifted. The result showed that the effectiveness and efficacy of teachers attaining training are higher than those not trained.

  12. Goal Setting as Teacher Development Practice

    Science.gov (United States)

    Camp, Heather

    2017-01-01

    This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…

  13. Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey

    Science.gov (United States)

    Özoglu, Murat

    2015-01-01

    This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the…

  14. Institutions of Higher Education Pre-Service School Health Education Practices

    Science.gov (United States)

    Davidson, Brad; Telljohann, Susan K.; Dake, Joseph A.; Price, James H.

    2010-01-01

    Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to…

  15. Teacher training for mathematical literacy: A case study taking the ...

    African Journals Online (AJOL)

    With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy ...

  16. Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us.

    Science.gov (United States)

    Shernoff, Elisa S; Maríñez-Lora, Ane M; Frazier, Stacy L; Jakobsons, Lara J; Atkins, Marc S; Bonner, Deborah

    2011-12-01

    Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed.

  17. [Appraisal of occupational stress and strain in primary and secondary school teachers].

    Science.gov (United States)

    Wang, Z; Lan, Y; Li, J; Wang, M

    2001-09-01

    This study was conducted to assess occupational stress and strain in primary and secondary school teachers. A test of occupational stress and strain was carried out by using Occupational Stress Inventory Revised Edition (OSI-R) in 1460 primary and secondary school teachers (teacher group) and 319 mental workers in non-educational area (non-teacher group as control). The results showed the level of occupational stress in role overload and physical environment in the teacher group was significantly higher than that in the non-teacher group (P < 0.05). In teacher group the level of occupational stress and strain increased with age; the occupational stress and strain in male teachers were significantly higher than those in female teachers (P < 0.01); the occupational stress and strain in secondary school teachers were significantly higher than those in primary school teachers. These results indicate: to protect and promote primary and secondary school teacher's health, particularly male teachers' health, to mitigate their work pressure and to raise the quality of education are important tasks in the area of occupational health.

  18. University Teachers' Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences across Cultural-Educational Contexts

    Science.gov (United States)

    Hagenauer, Gerda; Gläser-Zikuda, Michaela; Volet, Simone E.

    2016-01-01

    Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context of rapidly developing internationalization in higher education, with scholars (and students) moving across countries for research and teaching. However, there is little theoretically grounded…

  19. The Teacher Shortage: Myth or Reality?

    Science.gov (United States)

    Ingersoll, Richard M.

    2003-01-01

    Schools and Staffing Survey and Teacher Followup Survey data on public school teachers from 1987-2000 show that 40-50% of beginning teachers leave after 5 years. Turnover is higher in high-poverty and urban schools. Almost half leave due to job dissatisfaction (low salaries, lack of support and input, discipline) or pursuit of better jobs/careers.…

  20. Teacher Efficacy of Secondary Special Education Science Teachers

    Science.gov (United States)

    Bonton, Celeste

    Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

  1. 77 FR 58111 - Notice of Submission for OMB Review; Office of Postsecondary Education; Higher Education Act (HEA...

    Science.gov (United States)

    2012-09-19

    ...; Higher Education Act (HEA) Title II Report Cards on State Teacher Credentialing and Preparation SUMMARY: The Higher Education Opportunity Act of 2008 (HEOA) calls for annual reports from states and institutions of higher education (IHEs) on the quality of teacher preparation and state teacher certification...

  2. Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

    Science.gov (United States)

    Ficarra, Laura; Quinn, Kevin

    2014-01-01

    In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

  3. Fostering Teacher Educators' Professional Development in Research and in Supervising Student Teachers' Research

    Science.gov (United States)

    Geerdink, Gerda; Boei, Fer; Willemse, Martijn; Kools, Quinta; Van Vlokhoven, Haske

    2016-01-01

    Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become…

  4. Teacher training: the use of media content and technology in the process of teaching and learning in higher education - doi: 10.4025/actascieduc.v33i1.11307

    Directory of Open Access Journals (Sweden)

    Cláudia Cristina Batistela Francisco

    2011-07-01

    Full Text Available This article aims to discuss and analyze media content and use of Information and Communication Technology - ICT in teaching and learning in higher education institutions, reflecting on issues of teacher education. For that, we held a discussion in the literature that presents the difficulties faced by teachers in this new educational reality, raising questions about their training, and how they should act in a way that learning is carried with media students, with support of technologies and media

  5. Signature Concepts of Key Researchers in Higher Education Teaching and Learning

    Science.gov (United States)

    Kandlbinder, Peter

    2013-01-01

    Early career university teachers often have limited experience of the higher education literature making it difficult for them to identify what ideas have become central to justifying what university teachers ought to be doing in higher education teaching and learning. A review of the research literature in journals focused on teaching and…

  6. Students′ views on student-teacher relationship: A questionnaire-based study

    Directory of Open Access Journals (Sweden)

    Khalid A Bin Abdulrahman

    2007-01-01

    Full Text Available Aim: The aim of this study is to assess students′ views on student-teacher relationship and its effect on academic grades. Methods: The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. Results: The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X [2] =6.25, p=0.012. Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2% students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X [2] =11.8, p=0.003. Eight-four percent of the students with higher and above average grades strongly agreed that teacher′s performance was affected by students′ attendance or absence and the responses were significantly associated with their grades (X [2] =4.35, p=0.037. The responses to most of the items by the students were independent of their grades. Conclusion: This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1 st year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

  7. Does the Economic Crisis Have an Influence on the Higher Education Dropout Rate?

    Science.gov (United States)

    Leão Fernandes, Graça; Chagas Lopes, Margarida

    2016-01-01

    This research aims to identify the effects of the economic crisis on higher education (HE) dropout rates at Lisbon School of Economics and Management (ISEG)--Universidade de Lisboa, after having controlled for individual characteristics, family background, High School and HE trajectories. Our main hypothesis is that the economic crisis induces…

  8. The role of school organizational climate in occupational stress among secondary school teachers in Tehran.

    Science.gov (United States)

    Ahghar, Ghodsy

    2008-01-01

    This paper aims at studying the influence of the organizational climate of a school on the occupational stress of the teachers. The study population were all secondary schools teachers in Tehran in 2007. Using a multi-stage random sampling method, a sample volume of 220 people was determined using the Cochran formula. Two main instruments were used to measure the study variables: a 27-item questionnaire on organizational climate (four scales: open, engaged, disengaged and closed organizational climate, and a 53-item occupational stress questionnaire by Vingerhoets, employing 11 scales: Skill Discretion, Decision Authority, Task Control, Work and Time Pressure, Role Ambiguity, Physical Exertion, Hazardous Exposure, Job Insecurity, Lack of Meaningfulness, Social Support from Supervisor and Social Support from Coworkers. The frequency, percentage, and mean values were calculated and a stepwise regression analysis was performed to evaluate the statistical significance of the findings. The study results revealed that: (a) 40.02% of secondary school teachers experience occupational stress at a moderate or higher level; (b) the rate of occupational stress among teachers can be predicted. using the scores on the school organizational climate; this predictability is highest for the open climate and gradually decreases through the engaged, and disengaged to the closed climate; (c) among the teachers working in the disengaged and closed climate, the rate of occupational stress significantly exceeds that recorded among the teachers working in the open climate.

  9. Calm Merino ewes have a higher ovulation rate and more multiple pregnancies than nervous ewes.

    Science.gov (United States)

    van Lier, E; Hart, K W; Viñoles, C; Paganoni, B; Blache, D

    2017-07-01

    In 1990, two selection lines of Merino sheep were established for low and high behavioural reactivity (calm and nervous temperament) at the University of Western Australia. Breeding records consistently showed that calm ewes weaned 10% to 19% more lambs than the nervous ewes. We hypothesise that calm ewes could have a higher ovulation rate than nervous ewes and/or calm ewes could have a lower rate of embryo mortality than nervous ewes. We tested these hypotheses by comparing the ovulation rate and the rate of embryo mortality between the calm and nervous lines before and after synchronisation and artificial insemination. Merino ewes from the temperament selection lines (calm, n=100; nervous, n=100) were synchronised (early breeding season) for artificial insemination (day 0) (intravaginal sponges containing fluogestone acetate and eCG immediately after sponge withdrawal). On day-17 and 11 ovarian cyclicity and corpora lutea, and on days 30 and 74 pregnancies and embryos/foetuses were determined by ultrasound. Progesterone, insulin and leptin concentrations were determined in blood plasma samples from days 5, 12 and 17. Ovarian cyclicity before and after oestrus synchronisation did not differ between the lines, but ovulation rate did (day-17: calm 1.63; nervous 1.26; Pewes was higher than on day-17. Loss of embryos by day 30 was high (calm: 71/150; nervous: 68/130); but nervous ewes had a lower proportion (15/47) of multiple pregnancies compared with calm ewes (30/46; Pewes had higher insulin (32.0 pmol/l±1.17 SEM; P=0.013) and lower leptin (1.18 μg/l±0.04 SEM; P=0.002) concentrations than calm ewes (insulin: 27.8 pmol/l±1.17 SEM; leptin: 1.35 μg/l±0.04 SEM). The differences in reproductive outcomes between the calm and nervous ewes were mainly due to a higher ovulation rate in calm ewes. We suggest that reproduction in nervous ewes is compromised by factors leading up to ovulation and conception, or the uterine environment during early pregnancy, that reflect

  10. Socioeconomic inequalities in parent-reported and teacher-reported psychological well-being.

    Science.gov (United States)

    Lewis, Hannah; Hope, Steven; Pearce, Anna

    2015-01-01

    To determine whether there are differences in the social gradient of parent-reported and teacher-reported child psychological well-being. Secondary data analysis comparing ratings of child psychological well-being (Strengths and Difficulties Questionnaire, SDQ) in the UK Millennium Cohort Study at 7 years by socioeconomic circumstances (SEC). A number of measures of SEC were tested; results are reported for maternal education. From a sample of 13,168 singletons who participated at the age of 7 years, complete data were available for 8207 children. There was a social gradient in SDQ scores reported by parents and teachers, with 'borderline/abnormal' scores more prevalent in children with lower-educated mothers. However, the gradient was more marked in parent report compared with teacher report, and discrepancies between parent and teacher reports were greatest for children from higher SECs. The social gradient in child psychological well-being, although present, was weaker in teacher report compared with parent report. This may be because children behave differently in school and home settings, or parents and teachers demonstrate reporting bias. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  11. Current and desired competency levels of secondary agricultural teachers in Pennsylvania

    Science.gov (United States)

    Elbert, Chanda Dehron

    nominal variables. A paired t-test was used to conduct an analysis of each competency area identified. Repeated measures were used to compare differences among categories. The data suggested that all teachers rated their desired level of competencies higher than their current competency levels. It was recommended that teachers be given the opportunity to attend additional professional development programs which will increase their knowledge base while working with special needs students.

  12. Reflections on evaluative practice in higher education: an experience collaborative

    Directory of Open Access Journals (Sweden)

    Suênya Marley Mourão Batista

    2016-12-01

    Full Text Available This article aims to reflect on the evaluation practice of higher education teachers generated from research conducted as part of a private higher education institution. The objective of this study is to characterize the assessment practices of teachers who work in higher education and collaborate in order to facilitate the expansion of dynamic assessment practices were used as theoretical and methodological support the studies of Vygotsky (2007, Liberali (2008, Ibiapina (2007, 2008, Meier (2007, Campione (2002 and Hoffmann (2011. Field research was conducted in a qualitative approach to collaborative type with 3 (three in higher education using the reflective interview as data collection tool to promote critical thinking about assessment practices to develop. The results showed the prevalence of use of traditional assessment practices by teachers and the possibility of performing dynamic assessment practices from the understanding of these nurtured by the research and training process.

  13. Profile of Public Teachers in Medellín, Colombia

    Directory of Open Access Journals (Sweden)

    Silvio Fernando López Mera

    2015-01-01

    Full Text Available By recognizing the importance of teacher profile in the quality of basic education, this study describes and analyzes the characteristics of public teachers in the city of Medellín. Analysis results suggest that: (1 teaching career is essentially feminine and senior, and (2 female teachers have higher ranks, teaching experience, and educational level than male teachers, which translates into higher wages. This implies that, although the sector is meritocratic, it is necessary to generate better incentives for current teachers and for high school graduates (especially the best ones to make the teaching career more attractive (and sought-after, and to avoid a possible deficit in teachers, not only in Medellín, but also in Colombia.

  14. Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

    Science.gov (United States)

    Kerr, Rebecca

    The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

  15. Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

    Science.gov (United States)

    Kordts-Freudinger, Robert

    2017-01-01

    The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

  16. Mathematics Teachers’ Interpretation of Higher-Order Thinking in Bloom’s Taxonomy

    OpenAIRE

    Tony Thompson

    2008-01-01

    This study investigated mathematics teachers’ interpretation of higher-order thinking in Bloom’s Taxonomy. Thirty-two high school mathematics teachers from the southeast U.S. were asked to (a) define lower- and higher-order thinking, (b) identify which thinking skills in Bloom’s Taxonomy represented lower- and higher-order thinking, and (c) create an Algebra I final exam item representative of each thinking skill. Results indicate that mathematics teachers have difficulty interpreting the thi...

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

    Science.gov (United States)

    Lockman, Alison Schirmer

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

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

    Science.gov (United States)

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

    2008-10-01

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

  19. Continuous fermentation and in-situ reed separation of butyric acid for higher sugar consumption rate and productivity

    DEFF Research Database (Denmark)

    Baroi, George Nabin; Skiadas, Ioannis; Westermann, Peter

    that disconnection of the REED system resulted to much lower (48 and 83% for glucose and xylose, respectively) sugars consumption rates and consequently lower butyric acid production rates. It was also noticeable that continuous operation, even without the REED system, resulted to higher glucose consumption rates...

  20. Building Special Education Teacher Capacity in Rural Schools: Impact of a Grow Your Own Program

    Science.gov (United States)

    Sutton, Joe P.; Bausmith, Shirley C.; O'Connor, Dava M.; Pae, Holly A.; Payne, John R.

    2014-01-01

    Rural education has a legacy of unique challenges, with highest priority needs in the South. Chief among these challenges are the conditions of poverty associated with many rural districts and the education of students with disabilities. Compared with their urban and suburban counterparts, rural teachers experience higher rates of turnover, and…

  1. Estimating diversification rates for higher taxa: BAMM can give problematic estimates of rates and rate shifts.

    Science.gov (United States)

    Meyer, Andreas L S; Wiens, John J

    2018-01-01

    Estimates of diversification rates are invaluable for many macroevolutionary studies. Recently, an approach called BAMM (Bayesian Analysis of Macro-evolutionary Mixtures) has become widely used for estimating diversification rates and rate shifts. At the same time, several articles have concluded that estimates of net diversification rates from the method-of-moments (MS) estimators are inaccurate. Yet, no studies have compared the ability of these two methods to accurately estimate clade diversification rates. Here, we use simulations to compare their performance. We found that BAMM yielded relatively weak relationships between true and estimated diversification rates. This occurred because BAMM underestimated the number of rates shifts across each tree, and assigned high rates to small clades with low rates. Errors in both speciation and extinction rates contributed to these errors, showing that using BAMM to estimate only speciation rates is also problematic. In contrast, the MS estimators (particularly using stem group ages), yielded stronger relationships between true and estimated diversification rates, by roughly twofold. Furthermore, the MS approach remained relatively accurate when diversification rates were heterogeneous within clades, despite the widespread assumption that it requires constant rates within clades. Overall, we caution that BAMM may be problematic for estimating diversification rates and rate shifts. © 2017 The Author(s). Evolution © 2017 The Society for the Study of Evolution.

  2. Splenectomy is associated with higher infection and pneumonia rates among trauma laparotomy patients.

    Science.gov (United States)

    Fair, Kelly A; Connelly, Christopher R; Hart, Kyle D; Schreiber, Martin A; Watters, Jennifer M

    2017-05-01

    Splenectomy increases lifetime risk of thromboembolism (VTE) and is associated with long-term infectious complications, primarily, overwhelming post-splenectomy infection (OPSI). Our objective was to evaluate risk of VTE and infection at index hospitalization post-splenectomy. Retrospective review of all patients who received a laparotomy in the NTDB. Propensity score matching for splenectomy was performed, based on ISS, abdominal abbreviated injury score >3, GCS, sex and mechanism. Major complications, VTE, and infection rates were compared. Multiple logistic regression models were utilized to evaluate splenectomy-associated complications. 93,221 laparotomies were performed and 17% underwent splenectomy. Multiple logistic regression models did not demonstrate an association between splenectomy and major complications (OR 0.96, 95% CI 0.91-1.03, p = 0.25) or VTE (OR 1.05, 95% CI 0.96-1.14, p = 0.33). Splenectomy was independently associated with infection (OR 1.07, 95% CI 1.00-1.14, p = 0.045). Subgroup analysis of patients with infection demonstrated that splenectomy was most strongly associated with pneumonia (OR 1.41, 95% CI 1.26-1.57, p Splenectomy is not associated with higher overall complication or VTE rates during index hospitalization. However, splenectomy is associated with a higher rate of pneumonia. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Teacher labor markets in developing countries.

    Science.gov (United States)

    Vegas, Emiliana

    2007-01-01

    Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America

  4. Effects of Teacher Expectancies: Myth or Reality?

    Science.gov (United States)

    Aron, Robert; And Others

    This study manipulates the variables of children's ethnicity, sex, and ability to ascertain the nature of the interaction relationship between teacher expectancies and student performance. The subjects were urban teachers who were asked to read case histories and then rate the child on a Likert-type family and pupil behavior rating form and a…

  5. Evaluation of the Problem Behavior Frequency Scale-Teacher Report Form for Assessing Behavior in a Sample of Urban Adolescents.

    Science.gov (United States)

    Farrell, Albert D; Goncy, Elizabeth A; Sullivan, Terri N; Thompson, Erin L

    2018-02-01

    This study evaluated the structure and validity of the Problem Behavior Frequency Scale-Teacher Report Form (PBFS-TR) for assessing students' frequency of specific forms of aggression and victimization, and positive behavior. Analyses were conducted on two waves of data from 727 students from two urban middle schools (Sample 1) who were rated by their teachers on the PBFS-TR and the Social Skills Improvement System (SSIS), and on data collected from 1,740 students from three urban middle schools (Sample 2) for whom data on both the teacher and student report version of the PBFS were obtained. Confirmatory factor analyses supported first-order factors representing 3 forms of aggression (physical, verbal, and relational), 3 forms of victimization (physical, verbal and relational), and 2 forms of positive behavior (prosocial behavior and effective nonviolent behavior), and higher-order factors representing aggression, victimization, and positive behavior. Strong measurement invariance was established over gender, grade, intervention condition, and time. Support for convergent validity was found based on correlations between corresponding scales on the PBFS-TR and teacher ratings on the SSIS in Sample 1. Significant correlations were also found between teacher ratings on the PBFS-TR and student ratings of their behavior on the Problem Behavior Frequency Scale-Adolescent Report (PBFS-AR) and a measure of nonviolent behavioral intentions in Sample 2. Overall the findings provided support for the PBFS-TR and suggested that teachers can provide useful data on students' aggressive and prosocial behavior and victimization experiences within the school setting. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  6. Teacher coaching supported by formative assessment for improving classroom practices.

    Science.gov (United States)

    Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

    2018-06-01

    The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  7. Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

    Science.gov (United States)

    van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas

    2015-01-01

    This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…

  8. Comparison of Teachers and Pre-Service Teachers with Respect to Personality Traits and Career Adaptability

    Directory of Open Access Journals (Sweden)

    Ali Eryılmaz

    2017-01-01

    Full Text Available The aim of the study is to compare teachers and pre-service teachers in terms of personality traits and career adaptability. The relationships between personality traits and career adaptability are also investigated. A total of 176 pre-service teachers took part in the study, including 90 men and 76 women, and a total of 204 teachers took part in the study, including 98 men and 106 women. The data collected included items from the Big Five Inventory and the Scale of Career Adaptability. The relationship between variables was examined by using independent t-tests for gender differences and multiple regression analysis techniques. According to the results, the level of career adaptability is higher in teachers than in pre-service teachers. Additionally, career exploration and plans were related to certain personality traits. The results of the present study might be used in career counselling, and also teacher profession development.

  9. Sustained change in didactic skills - does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

  10. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

    Science.gov (United States)

    Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

    2017-02-01

    School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

  11. A Study Similarities and Differences in Selected Human Resource Practices and Their Relation to Teacher Retention in a Sample of Four School Districts, Two with High and Two with Low Rates of Retention

    Science.gov (United States)

    Phelan, Patrick M.

    2010-01-01

    This is a study of the practices utilized by four school districts, two with high and two with low retention rates of teachers, to examine how similarities and differences in selected human resources practices relate to the successful retention of teachers in these districts. The factors studied that may impact teacher retention included…

  12. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2018-01-01

    We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…

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

    Science.gov (United States)

    Cocke, W. J.

    1993-05-01

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

  14. Poor mental health associated with job dissatisfaction among school teachers in Japan.

    Science.gov (United States)

    Nagai, Michiko; Tsuchiya, Kenji J; Toulopoulou, Timothea; Takei, Nori

    2007-11-01

    School teaching is regarded as a stressful occupation. The present study aimed to compare the likelihood of having minor psychiatric disorders (MPD) among school teachers with that among civil servants, and to investigate what factors were specifically associated with MPD in teachers. We conducted a questionnaire-based survey of 403 teachers employed at state schools and 611 civil servants as a comparison group in a medium-sized city in Japan. The response rate was 59.6% for teachers and 62.0% for civil servants. Mental health was assessed using the 28-item General Health Questionnaire (GHQ-28), according to which those with a score of six or higher were considered to have MPD. Logistic regression analysis was used to identify the factors associated with MPD. Although the proportion of subjects with MPD among teachers was greater than that among civil servants, the difference in the proportion was not statistically significant in the multiple logistic regression analysis adjusted for potential confounders. In a separate analysis of the teachers, reduced job satisfaction and shorter time spent of leisure were significantly associated with an increased likelihood of having MPD. In the group of civil servants, longer working hours, reduced life satisfaction, a history of sick leave, and physical illness were associated with an increased likelihood of having MPD. When this analysis was conducted separately for male and female teachers, job dissatisfaction alone was associated with MPD only in female teachers. Poor mental health of Japanese school teachers, female teachers in particular, was found to be associated with job dissatisfaction.

  15. Higher Magnitude Cash Payments Improve Research Follow-up Rates Without Increasing Drug Use or Perceived Coercion

    Science.gov (United States)

    Festinger, David S.; Marlowe, Douglas B.; Dugosh, Karen L.; Croft, Jason R.; Arabia, Patricia L.

    2008-01-01

    In a prior study (Festinger et al., 2005) we found that neither the mode (cash vs. gift card) nor magnitude ($10, $40, or $70) of research follow-up payments increased rates of new drug use or perceptions of coercion. However, higher payments and payments in cash were associated with better follow-up attendance, reduced tracking efforts, and improved participant satisfaction with the study. The present study extended those findings to higher payment magnitudes. Participants from an urban outpatient substance abuse treatment program were randomly assigned to receive $70, $100, $130, or $160 in either cash or a gift card for completing a follow-up assessment at 6 months post-admission (n ≅ 50 per cell). Apart from the payment incentives, all participants received a standardized, minimal platform of follow-up efforts. Findings revealed that neither the magnitude nor mode of payment had a significant effect on new drug use or perceived coercion. Consistent with our previous findings, higher payments and cash payments resulted in significantly higher follow-up rates and fewer tracking calls. In addition participants receiving cash vs. gift cards were more likely to use their payments for essential, non-luxury purchases. Follow-up rates for participants receiving cash payments of $100, $130, and $160 approached or exceeded the FDA required minimum of 70% for studies to be considered in evaluations of new medications. This suggests that the use of higher magnitude payments and cash payments may be effective strategies for obtaining more representative follow-up samples without increasing new drug use or perceptions of coercion. PMID:18395365

  16. Comparative Study of Mental Health of High School Teachers and Educational Counselors

    Directory of Open Access Journals (Sweden)

    Mansour Shakiba

    2012-03-01

    Full Text Available Background: Teachers have an important effect on mental health and development of students. Teaching and counseling may be stressful jobs. The objective of this study was to compare psychological status of high school teachers and educational counselors measured by the Minnesota Multiphasic Personality Inventory (MMPI.Materials and Method: In a cross-sectional study 60 teachers (20 male and 40 female and 60 educational counselors (20 male and 40 female from high schools of Zahedan city were recruited randomly and asked to complete Minnesota Multiphasic Personality Inventory (Iranian short form of MMPI. Data were analyzed using descriptive statistics and t test.Results: The results showed significant differences between teachers and educational counselors in 6 clinical scales of MMPI so that the teachers had higher scores than educational counselors in D (depression, Pd (psychopathy, Pa (paranoid, Pt (Psychastenia, Sc (schizophrenia and Ma (hypomania scales of MMPI. Mean scores of Male counselors in hysteria and psychopathy were higher than female's scores and also female teachers had higher mean scores in hypochondria, hysteria, paranoid, psychastenia and schizophrenia than male teachers.Conclusion: Although the profiles of both teachers and educational counselors were normal but teachers had higher mean scores than counselors, thus, efforts need to be made to explore possible factors associated to those differences

  17. Teachers' Use of Textbooks in the Digital Age

    Science.gov (United States)

    Knight, Bruce Allen

    2015-01-01

    This paper explores teachers' use of textbooks in the digital age. After discussing student expectancies and needs, textbook use and the affordances of modern technology, the paper reports the results of a small-scale pilot study involving eight higher education teachers in Australia who discuss the use of textbooks in higher education in the…

  18. Morphing from Teacher to Cybrarian.

    Science.gov (United States)

    Nellen, Ted

    1999-01-01

    Discusses how the use of computer technology in the classroom is changing the roles of teachers. Topics include integrating technology into the curriculum, teaching teachers how to develop Web pages for their classes, software development, retention rates based on teaching methods, student perceptions, and changes in learning processes. (LRW)

  19. Increasing Teachers' Use of Praise with a Response-to-Intervention Approach

    Science.gov (United States)

    Myers, Diane M.; Simonsen, Brandi; Sugai, George

    2011-01-01

    A multiple baseline design across teachers was used to evaluate the effects of a systematic, response-to-intervention (RTI) approach on rates of desired teacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were…

  20. The impact of hyperacusis and hearing loss on tinnitus perception in German teachers

    Directory of Open Access Journals (Sweden)

    Sandra P Meuer

    2015-01-01

    Full Text Available Recent research indicates that a notable number of teachers are concerned with conditions of auditory impairment such as tinnitus, hyperacusis, and hearing loss. Studies focussing on characteristics and interdependencies of single hearing disorders (HD are rare. This explorative study examines tinnitus, hyperacusis, hearing loss, and all possible combinations (tinnitus + hyperacusis; tinnitus + hearing loss; hyperacusis + hearing loss; tinnitus, hyperacusis + hearing loss in German teachers. The impact of single HD on perceived distress, depending on the number and kind of comorbid HD, was of special interest. Information was collected via online survey and includes self-reported data as well as data from the Mini-Tinnitus Questionnaire (Mini-TQ. Results show that most of the 1468 participants (45% suffered from two HD in different combinations, and the fewest (25% were afflicted with only one HD. Considering the seven HD groups, most teachers (30% suffered from all three HD. Across all groups, tinnitus was present in 1096, hyperacusis in 988, and hearing loss in 937 teachers. Multiple intergroup comparisons revealed that self-rated tinnitus-related distress rose significantly with the increasing number of HD. No significant differences were found for distress ratings of hyperacusis between the four groups including hyperacusis and between the four groups with hearing loss. In the Mini-TQ, groups including hyperacusis scored considerably higher than those excluding hyperacusis. The frequent prevalence of HD in German teachers points to a need of better noise prevention in German schools as one priority of occupational safety.

  1. Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

    Science.gov (United States)

    Altinay-Gazi, Zehra; Altinay-Aksal, Fahriye

    2017-01-01

    Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher…

  2. Nanotechnology and Secondary Science Teacher's Self-Efficacy

    Science.gov (United States)

    Cox, Elena K.

    The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

  3. [Are positive illusions adaptive?: self- and other-rating].

    Science.gov (United States)

    Toyama, Miki

    2008-08-01

    The present study investigated the relationship between children's overly positive self-perceptions of their own social competence and mental health. Elementary school students (grades fourth to sixth, n=331) and their homeroom teachers (n=9) participated in the study. The positive illusion was measured by the difference between the self-rating and the other (homeroom teachers) -rating. And, the index of mental health was administered in both self-rating and other (homeroom teachers and same-sex classmates) -rating forms. Positive illusions about children's social competence were positively related to self-ratings of mental health. However, the present study also found detrimental effects of such positive illusions. Children with excessively positive views of their social competence were viewed by teachers and same-sex classmates as significantly more aggressive than those children who showed more evidence of self-devaluation. In addition, children with overly positive self-perceptions were not as accepted by same-sex classmates.

  4. The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

    Science.gov (United States)

    Butler, Brandon M.; Burns, Elizabeth; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.

    2014-01-01

    Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important…

  5. Higher resting heart rate variability predicts skill in expressing some emotions.

    Science.gov (United States)

    Tuck, Natalie L; Grant, Rosemary C I; Sollers, John J; Booth, Roger J; Consedine, Nathan S

    2016-12-01

    Vagally mediated heart rate variability (vmHRV) is a measure of cardiac vagal tone, and is widely viewed as a physiological index of the capacity to regulate emotions. However, studies have not directly tested whether vmHRV is associated with the ability to facially express emotions. In extending prior work, the current report tested links between resting vmHRV and the objectively assessed ability to facially express emotions, hypothesizing that higher vmHRV would predict greater expressive skill. Eighty healthy women completed self-reported measures, before attending a laboratory session in which vmHRV and the ability to express six emotions in the face were assessed. A repeated measures analysis of variance revealed a marginal main effect for vmHRV on skill overall; individuals with higher resting vmHRV were only better able to deliberately facially express anger and interest. Findings suggest that differences in resting vmHRV are associated with the objectively assessed ability to facially express some, but not all, emotions, with potential implications for health and well-being. © 2016 Society for Psychophysiological Research.

  6. Predictors of Instrumental Music Teacher Job Satisfaction

    Science.gov (United States)

    Bryant, Robert Louis, III

    2012-01-01

    Previous research studies related to teacher quality have found that teacher attrition rates are at an all-time high. Although much research has been conducted in the area of job satisfaction within the general teaching population, few studies of job satisfaction exist for instrumental music teachers. The purpose of this correlational study was to…

  7. Career Mobility Patterns of Public School Teachers

    OpenAIRE

    Vera, Celia Patricia

    2013-01-01

    One issue that has pervaded policy discussions for decades is the difficulty that school districts experience in retaining teachers. Almost a quarter of entering public school teachers leave teaching within the first three years and empirical evidence has related high attrition rates of beginner teachers to family circumstances, such as maternity or marriage. I examine female teachers' career choices and inquire about the effects that wage increases and child care subsidies have on their empl...

  8. Relationship Between Teacher ICT Competency And Teacher Acceptance And Use Of School Management System (SMS

    Directory of Open Access Journals (Sweden)

    Leong Mei Wei

    2016-10-01

    Full Text Available This study aims at examining the relationship between teacher ICT competency and teacher acceptance and use of SMS in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher ICT competency and teacher acceptance and use of SMS. Some 417 returned questionnaires have been analyzed. The findings showed that teachers in Negeri Sembilan secondary schools rated themselves as having high level of ICT competency, and acceptance and use of SMS. Furthermore, data indicated that there was a statistically significant moderately strong positive correlation between teacher ICT competency and teacher acceptance and use of SMS. In addition, multiple regression analysis showed that smart pedagogy, professional growth and leadership, and digital citizenship were the three teacher ICT competency dimensions that are statistically significant predictors of teacher acceptance and use of SMS. The fitness indexes of the proposed structural model do not achieve the level of fitness required for RMSEA, GFI, and Ratio Chisq/df. Thus, a re-specified structural model was established for this study.

  9. Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

    Science.gov (United States)

    Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K

    2016-12-01

    Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  10. The benefits of being a near-peer teacher.

    Science.gov (United States)

    Hall, Samuel; Harrison, Charlotte H; Stephens, Jonny; Andrade, Matheus Gesteria; Seaby, Eleanor G; Parton, William; McElligott, Simon; Myers, Matthew A; Elmansouri, Ahmed; Ahn, Michael; Parrott, Rachel; Smith, Claire F; Border, Scott

    2018-03-23

    Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored. A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0-10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers' motivation and perceived benefits from the teaching. Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  11. High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    Tesfaye, Casey Langer; White, Susan

    2014-01-01

    What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

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

    Science.gov (United States)

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

    2012-01-01

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

  13. Prospective Foreign Language Teachers' Preference of Teaching Methods for the Language Acquisition Course in Turkish Higher Education

    Science.gov (United States)

    GüvendIr, Emre

    2013-01-01

    Considering the significance of taking student preferences into account while organizing teaching practices, the current study explores which teaching method prospective foreign language teachers mostly prefer their teacher to use in the language acquisition course. A teaching methods evaluation form that includes six commonly used teaching…

  14. Job Design for Special Education Teachers

    Science.gov (United States)

    Major, Amanda E.

    2012-01-01

    Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation…

  15. Concerns and perceptions immediately following Superstorm Sandy: ratings for property damage were higher than for health issues.

    Science.gov (United States)

    Burger, Joanna; Gochfeld, Michael

    Governmental officials, health and safety professionals, early responders, and the public are interested in the perceptions and concerns of people faced with a crisis, especially during and immediately after a disaster strikes. Reliable information can lead to increased individual and community preparedness for upcoming crises. The objective of this research was to evaluate concerns of coastal and central New Jersey residents within the first 100 days of Superstorm Sandy's landfall. Respondents living in central New Jersey and Jersey shore communities were differentially impacted by the storm, with shore residents having higher evacuation rates (47% vs. 13%), more flood waters in their homes, longer power outages (average 23 vs. 6 days), and longer periods without Internet (29 vs. 6 days). Ratings of concerns varied both among and within categories as a function of location (central vs. coastal New Jersey), stressor level (ranging from 1 to 3 for combinations of power outages, high winds, and flooding), and demographics. Respondents were most concerned about property damage, health, inconveniences, ecological services, and nuclear power plants in that order. Respondents from the shore gave higher ratings to the concerns within each major category, compared to those from central Jersey. Four findings have implications for understanding future risk, recovery, and resiliency: (1) respondents with the highest stressor level (level 3) were more concerned about water damage than others, (2) respondents with flood damage were more concerned about water drainage and mold than others, (3) respondents with the highest stressor levels rated all ecological services higher than others, and (4) shore respondents rated all ecological services higher than central Jersey residents. These data provide information to design future preparedness plans, improve resiliency for future severe weather events, and reduce public health risk.

  16. Peer Learning in Specialist Higher Music Education

    Science.gov (United States)

    Hanken, Ingrid Maria

    2016-01-01

    Research on peer learning in higher education indicates that learning from and together with peers can benefit students in a number of ways. Within higher music education in Western, classical music, however, the master-apprentice tradition with its dominant one-to-one mode of tuition focuses predominantly on knowledge transmission from teacher to…

  17. Navigating in Higher Education (NiHE)

    DEFF Research Database (Denmark)

    Thingholm, Hanne Balsby

    and students experience during their teaching and studying. The purpose of the survey is to explore differences and similarities in how teachers and students navigate in higher education. The study will provide data for qualifying teaching by developing a Meta- cognitive Oriented Learning Environment (MOLE......). MOLE is characterized by teaching High Order Thinking and thereby achieving Deep Understanding (HOT-DUG). Qualifying education in this way results in deeper understanding for the students regarding not only what to study but also why and how to study, the teachers become more explicit about objectives...

  18. [A retrospective survey of childhood corporal punishment by school teachers in students].

    Science.gov (United States)

    Chen, Jing-qi; Wu, Chun-mei; Dunne, Michael P; Ma, Yu-xia; Chen, Bo; Liang, Yi-huai; Cheng, Ya-jie

    2006-01-01

    To ascertain the prevalence of childhood corporal punishment by teachers in students, to explore the influencing factors and associations between childhood corporal punishment and psychological problems. Five hundred and twenty-eight students from a college and a technical secondary school in Hebei province were surveyed by self-administered questionnaire anonymously in Dec. 2004. The questionnaire used for this survey mainly included (1) general demographic information; (2) 5 forms of childhood corporal punishments, in this study, cases of teachers' corporal punishments were defined as those who answered positively one or more of the 5 questions relating to childhood corporal punishment by school teachers occurring before the age of 16 years; (3) Symptom Checklist-90 (SCL-90); (4) Youth Risk Behaviours. Overall, 57.6% of students reported having been corporally punished at least one time, one of four forms of corporal punishment by teachers before age of 16 years, the four forms corporal punishment were non-contact corporal punishment, e.g., running for punishment, repeat-doing homework many times for punishment, standing for punishment, kneel down for punishment, not allowing to eat, sending outside in winter, etc. (53.4%), hitting/kicking/pushing very hard with open hands/fist/feet/other part of body (16.1%), beating with an object (10.2%), and locking in a small compartment/tying with rope (0.2%). No students reported having been choked, or burned/scalded, or stabbed with a sharp object by the teachers. Males had a significantly higher overall prevalence rate than females (66.4% vs. 46.6%, chi(2) = 21.01, P = 0.000). There was no statistically significant association between a history of childhood corporal punishment and the three other demographic indicators, which included residence region (rural and non-rural area) prior to 16 years of age, parental education level, and whether the respondent lived in a single or multiple children family. Compared with their

  19. Use of information technologies in the process of professional preparation of future teacher of physical culture as pre-condition of professional development in the conditions of informatization of higher education.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-04-01

    Full Text Available It is marked that exactly application of information technologies in professional preparation must answer the modern world standards of professional development of future teacher of physical culture in the conditions of informatively-educational space. Specified, that presently in connection with sound changes in higher athletic education, which take place in sew on to the country, questions, related to professional self-determination of personality of future teacher of physical culture, rise; ways are determined by his self-realization in future professional activity.

  20. Culture Shock and Higher Education Performance: Implications for Teaching

    Science.gov (United States)

    Kelly, Philip; Moogan, Yvonne

    2012-01-01

    The globalisation of higher education brings together learners and teachers from differing systems, creating a heterogeneous and diverse environment. Yet many higher education institutions typically rely on foreign students themselves to adapt to their new higher education environments. An investigation was undertaken as to whether traditional…

  1. Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

    Science.gov (United States)

    Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

    2009-05-01

    In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

  2. Teaching strategies to elicit excellence in higher education

    NARCIS (Netherlands)

    Wolfensberger, Marca; van der Rijst, Roeland M.

    2011-01-01

    Pedagogy for gifted and talented students in higher education is the main topic of this study. Teachers of educational programmes designed for talented or highly motivated students in higher education (here called honours programmes) are challenged to stimulate students to increase the quality of

  3. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

    Science.gov (United States)

    Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

    2013-08-01

    This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, pteacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  4. The personality structure of toddlers and pre-school children as perceived by their kindergarten teachers

    Directory of Open Access Journals (Sweden)

    Maja Zupančič

    2003-04-01

    Full Text Available The present study was designed to analyse the personality structure of children aged one to seven, as perceived by their kindergarten teachers. In addition, gender differences were examined to determine whether kindergarten teachers perceived the personality characteristics of toddler and pre-school girls differently than those of boys. 508 randomly-selected Slovenian children were assessed by their kindergarten teachers using adapted Flemish Big-Five Bipolar Rating Scales. Four-factor structures that explained more than two-thirds of the variance emerged for teachers' personality ratings of children in each of the three age groups: toddlers, three- to five-year-olds and five- to seven-year-olds. However, five of the twenty-five scales, four of them referring to the Conscientiousness dimension, did not appear to be relevant when assessing individual differences in the toddlerhood. Intellect/Openness, as observed for the toddler sample, and the combined Conscientiousness-Intellect/Openness factor, extracted for each of the two older age groups, accounted for the greatest part of the variance. Extroversion was obtained as a second factor in each of the three age groups, while Emotional Stability showed relatively less stability across these groups. Agreeableness was clearly differentiated only in the oldest age group, emerging there for the first time as an independent factor. A few gender differences were found to be significant within the two groups of pre-school children, with girls consistently being rated higher in terms of Conscientiousness-Intellect/Openness.

  5. Using Job Embeddedness to Explain New Teacher Retention

    Science.gov (United States)

    Watson, Jennifer Moradian; Olson-Buchanan, Julie

    2016-01-01

    The high turnover rates among teachers, particularly novice teachers, is a significant problem in the field of education. This study examines the relationship between teacher turnover and a construct found in organizational literature--job embeddedness. Job embeddedness is the extent to which an employee connects socially and emotionally to their…

  6. Reduction Rates for Higher Americium Oxidation States in Nitric Acid

    Energy Technology Data Exchange (ETDEWEB)

    Grimes, Travis Shane [Idaho National Lab. (INL), Idaho Falls, ID (United States); Mincher, Bruce Jay [Idaho National Lab. (INL), Idaho Falls, ID (United States); Schmitt, Nicholas C [Idaho National Lab. (INL), Idaho Falls, ID (United States)

    2015-09-30

    The stability of hexavalent americium was measured using multiple americium concentrations and nitric acid concentrations after contact with the strong oxidant sodium bismuthate. Contrary to our hypotheses Am(VI) was not reduced faster at higher americium concentrations, and the reduction was only zero-order at short time scales. Attempts to model the reduction kinetics using zero order kinetic models showed Am(VI) reduction in nitric acid is more complex than the autoreduction processes reported by others in perchloric acid. The classical zero-order reduction of Am(VI) was found here only for short times on the order of a few hours. We did show that the rate of Am(V) production was less than the rate of Am(VI) reduction, indicating that some Am(VI) undergoes two electron-reduction to Am(IV). We also monitored the Am(VI) reduction in contact with the organic diluent dodecane. A direct comparison of these results with those in the absence of the organic diluent showed the reduction rates for Am(VI) were not statistically different for both systems. Additional americium oxidations conducted in the presence of Ce(IV)/Ce(III) ions showed that Am(VI) is reduced without the typical growth of Am(V) observed in the systems sans Ce ion. This was an interesting result which suggests a potential new reduction/oxidation pathway for Am in the presence of Ce; however, these results were very preliminary, and will require additional experiments to understand the mechanism by which this occurs. Overall, these studies have shown that hexavalent americium is fundamentally stable enough in nitric acid to run a separations process. However, the complicated nature of the reduction pathways based on the system components is far from being rigorously understood.

  7. Teacher educators’ personal practical knowledge of language

    NARCIS (Netherlands)

    Swart, Fenna; de Graaff, H.C.J.; Onstenk, Jeroen; Knezic, Dubravka

    2018-01-01

    This paper describes teacher educators’ understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students’ language use and provide better support

  8. Chronic Teacher Turnover in Urban Elementary Schools

    Directory of Open Access Journals (Sweden)

    Kacey Guin

    2004-08-01

    Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

  9. Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

    Science.gov (United States)

    Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

    2010-01-01

    Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more

  10. ORIGINAL Is the Role of Teacher Performance Appraisal in Ethiopia ...

    African Journals Online (AJOL)

    aware of the purposes of the current teacher performance appraisal. However, the ... building, and expensive equipment (Daniel,. 2009). ... development of teachers, teachers' job ...... Appraisers' tend to rate high a person who is similar.

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

    Directory of Open Access Journals (Sweden)

    Mehmet Firat

    2017-01-01

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

  12. EFL Teachers' Views of English Language Assessment in Higher Education in the United Arab Emirates and Kuwait

    Science.gov (United States)

    Troudi, Salah; Coombe, Christine; Al-Hamliy, Mashael

    2009-01-01

    Issues of assessment design and implementation in Kuwait and the United Arab Emirates (UAE) have attracted some attention over recent years, but teachers' philosophies about assessment remain underexplored. This article reports the findings of a qualitative study into the assessment roles and philosophies of a group of teachers of English as a…

  13. Factors Associated with Occupational Stress among University Teachers in Pakistan and Finland

    Directory of Open Access Journals (Sweden)

    Naima Akhtar Malik

    2017-08-01

    Full Text Available The study examines the interplay of psychosocial factors and works conditions on occupational stress among 531 university teachers in Pakistan and Finland with the help of a web-based questionnaire. Results from an MANOVA revealed that good working conditions, social support at work, and promotion and development opportunities were rated as significantly better by the Finnish sample. Workplace bullying occurred considerably less often in Finland than in Pakistan. Male Pakistani teachers reported significantly higher levels of workplace bullying than any other group. Although the working conditions, social support, and promotion and development opportunities were better, and less bullying appeared in Finland than in Pakistan, but the difference in stress symptoms between the two countries was not significant.

  14. With age a lower individual breathing reserve is associated with a higher maximal heart rate.

    Science.gov (United States)

    Burtscher, Martin; Gatterer, Hannes; Faulhaber, Martin; Burtscher, Johannes

    2018-01-01

    Maximal heart rate (HRmax) is linearly declining with increasing age. Regular exercise training is supposed to partly prevent this decline, whereas sex and habitual physical activity do not. High exercise capacity is associated with a high cardiac output (HR x stroke volume) and high ventilatory requirements. Due to the close cardiorespiratory coupling, we hypothesized that the individual ventilatory response to maximal exercise might be associated with the age-related HRmax. Retrospective analyses have been conducted on the results of 129 consecutively performed routine cardiopulmonary exercise tests. The study sample comprised healthy subjects of both sexes of a broad range of age (20-86 years). Maximal values of power output, minute ventilation, oxygen uptake and heart rate were assessed by the use of incremental cycle spiroergometry. Linear multivariate regression analysis revealed that in addition to age the individual breathing reserve at maximal exercise was independently predictive for HRmax. A lower breathing reserve due to a high ventilatory demand and/or a low ventilatory capacity, which is more pronounced at a higher age, was associated with higher HRmax. Age explained the observed variance in HRmax by 72% and was improved to 83% when the variable "breathing reserve" was entered. The presented findings indicate an independent association between the breathing reserve at maximal exercise and maximal heart rate, i.e. a low individual breathing reserve is associated with a higher age-related HRmax. A deeper understanding of this association has to be investigated in a more physiological scenario. Copyright © 2017 Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2015

    2015-01-01

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

  16. Team-Based Professional Development Interventions in Higher Education : A Systematic Review

    NARCIS (Netherlands)

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development

  17. Self-efficacy as a health-protective resource in teachers? A biopsychological approach.

    Science.gov (United States)

    Schwerdtfeger, Andreas; Konermann, Leslie; Schönhofen, Katja

    2008-05-01

    To examine the psychobiological correlates of self-efficacy in teachers. Study 1 examined associations between teacher self-efficacy and cardiac activation on a working day and Study 2 assessed the cortisol morning response in teachers with varying levels of teacher self-efficacy. Teacher self-efficacy was assessed by questionnaire. In Study 1 heart rate, heart rate variability, and locomotor activity were recorded by 22 hours ambulatory monitoring and subjective measures of stress and strain were obtained. Study 2 assessed the cortisol response to awakening to obtain a measure of HPA-axis activation and teachers filled in a questionnaire on physical complaints. Study 1 found that self-efficacy proved protective for psychological well-being. Moreover, after controlling for locomotor activity, demographic, and lifestyle variables, self-efficacy was associated with elevated heart rate and attenuated heart rate variability during school and leisure time, respectively, but not during the night, thus questioning the health-implications of self-efficacy. Study 2 found that teachers high in self-efficacy exhibited an attenuated cortisol response to awakening and fewer cardiac complaints. The results of both studies are compatible with the view that teacher self-efficacy might act as a physiological toughening agent with possibly favorable health outcomes.

  18. The profession that eats its young: The effect of principal leadership on the survival rate of teachers

    Directory of Open Access Journals (Sweden)

    Carolyn L. Carlson

    2013-06-01

    Full Text Available Each year, 450,000 teachers leave their teaching positions. One of the main factors contributing to this turnover is the lack of support by the administration. Teachers in school environments that fail to foster a sense of support and collaboration are more likely to leave their positions than those teachers in more positive environments. This study sought to examine the impact of the leadership of the principal on teacher retention by analyzing data from the National Center for Education Statistics’ School and Staffing Survey and the Teacher Follow-Up Survey. Results indicate the impact of principal leadership in a teacher’s decision to remain in a teaching position as well as a significant number of teachers who do not feel an overall sense of job satisfaction

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

    Science.gov (United States)

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

    2010-06-01

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

  20. Research Experiences for Science Teachers: The Impact On Their Students

    Science.gov (United States)

    Dubner, J.

    2005-12-01

    of time than more conventionally trained teachers. Most importantly, the performance of their students improves; students of participating teachers have a higher pass rate on New York State Science Regents examinations than students in classes of non-participating teachers in the same schools. Student outcomes data will be presented for both Columbia's program and from a multi-site study, which Columbia's program headed up.

  1. Quality of Work Life: Perceptions of Jordanian Special Education Teachers

    Science.gov (United States)

    Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

    2015-01-01

    The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

  2. Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

    Science.gov (United States)

    Bohr, Teresa M.

    This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

  3. Information and Announcements National Board for Higher ...

    Indian Academy of Sciences (India)

    National Board for Higher Mathematics ... the mathematics Olympiad cell of the Homi Bhabha Centre for Science Education (TIFR). ... cians and teachers interested in contributing to the mathematics Olympiad activity at the national level.

  4. The Role of Stress Management in the Relationship between Purpose in Life and Self-Rated Health in Teachers: A Mediation Analysis.

    Science.gov (United States)

    Li, Fei; Chen, Jieyu; Yu, Lin; Jing, Yuan; Jiang, Pingping; Fu, Xiuqiong; Wu, Shengwei; Sun, Xiaomin; Luo, Ren; Kwan, Hiuyee; Zhao, Xiaoshan; Liu, Yanyan

    2016-07-16

    To examine whether stress management mediates the relationship between purpose in life and self-rated health status (SRH). A cross-sectional survey was conducted among 6840 teachers in 2013 in Guangzhou, China. Purpose in life was assessed through the Purpose in Life Subscale of the Psychological Well-being Scale. Stress management was assessed using the eight-item questionnaire adapted from the Health-promoting Lifestyle Profile II. SRH was assessed by the Suboptimal Health Measurement Scale Version 1.0. The mediation hypothesis was tested by the structural equation model for path analysis. It was found that purpose in life had direct and indirect effects on SRH. The path analysis showed the total effect (β = 0.563) of purpose in life on SRH was comprised of a direct effect (β = 0.319) and an indirect effect (β = 0.244), which was mediated by stress management. By supporting the mediation hypothesis, our results indicate that stress management mediated the effect of purpose in life on SRH. Enhancement of teachers' purpose in life and improvement of training skills of stress management should be incorporated in the strategy of improving teachers' health.

  5. Where Have All the Teachers Gone?

    Directory of Open Access Journals (Sweden)

    Mark Fetler

    1997-01-01

    Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.

  6. Resident evaluation of clinical teachers based on teachers' certification.

    Science.gov (United States)

    Steiner, Ivan P; Yoon, Philip W; Kelly, Karen D; Diner, Barry M; Donoff, Michel G; Mackey, Duncan S; Rowe, Brian H

    2003-07-01

    To examine the influence of emergency medicine (EM) certification of clinical teaching faculty on evaluations provided by residents. A prospective cohort analysis was conducted of assessments between July 1994 and July 2000 on residents' evaluations of EM faculty at the University of Alberta, Edmonton, Canada. Resident- and faculty-related variables were entered anonymously using the validated evaluation tool (ER Scale). Credentialing and demographic information on EM faculty was supplemented by data obtained through a nine-question survey. Groups were compared using ANOVA. The 562 residents returned 705 (91%) valid evaluation sheets on 115 EM faculty members. The four domains of didactic teaching, clinical teaching, approachability, and helpfulness were assessed. The majority of ratings were in the very good or superb categories for each domain. Instructors with certification in EM had higher scores in didactic, clinical teaching compared with others, and teachers without national certification scored lower in the helpful and approachable categories (p certifications either through training or practice eligibility did not affect scores. Instructors under the age of 40 years had higher scores than the older age groups in three of four categories (p certification in EM, academic track, rotation year, and site are all correlated with better teaching performance.

  7. Development of the Self-Esteem Rating Scale for Children (Revised).

    Science.gov (United States)

    Chiu, Lian-Hwang

    1987-01-01

    Developed a teacher's rating scale of self-esteem for children. Participants were 231 school children in grades K-7. Used sociometric measures, popularity ranking by teachers, and the Coopersmith Self-Esteem Inventory to estimate validity. The Self-Esteem Rating Scale for Children (SERSC) included 12 behavioral characteristics rated most…

  8. Asthma knowledge level of child daycare center teachers' in Istanbul, Turkey.

    Science.gov (United States)

    Akcay, A; Tamay, Z; Duksal, F; Celtik, C; Ergin, A; Guler, N

    2014-08-01

    Teachers are primarily responsible for supervising schoolchildren with asthma during school hours. The purpose of this study was to elucidate the level of knowledge of child daycare center teachers about asthma and factors affecting their knowledge. This study was performed on 297 teachers from 20 randomly selected child daycare centers in Istanbul. The teachers' level of knowledge about asthma was assessed by a questionnaire with 32 questions about asthma. The teachers were asked thirteen additional questions about demographic data and other characteristics of the child daycare centers and about themselves. One-way ANOVA and the independent samples t-test were used to determine differences in the level of asthma knowledge. A total of 297 teachers (287 females/10 males) filled in the questionnaire. The mean age of the teachers was 26.4 ± 8.1 years (range, 20-53 year). The teachers' "response score rate for each question" ranged from 38% to 94%. The teachers' "completely true response rate for each question" was lower and ranged from 1.6% to 83.9%. "The mean of asthma knowledge score" for the 32 questions was 113.64 ± 20.26 (71% ± 12.7%) from a maximum of 160 marks. "Asthma knowledge score for all questions" was related to teachers' gender, age, location and property of child daycare center and number of children in child daycare center. Although teachers of child daycare centers have some knowledge about asthma, their "completely true response rate for each question" was insufficient. Much more efficient educational programs are needed for these teachers.

  9. Do We Know a Successful Teacher when We See One?: Experiments in the Identification of Effective Teachers

    Science.gov (United States)

    Strong, Michael; Gargani, John; Hacifazlioglu, Ozge

    2011-01-01

    The authors report on three experiments designed to (a) test under increasingly more favorable conditions whether judges can correctly rate teachers of known ability to raise student achievement, (b) inquire about what criteria judges use when making their evaluations, and (c) determine which criteria are most predictive of a teacher's…

  10. Teacher training by means of a school-based model

    African Journals Online (AJOL)

    21172714

    teacher shortage; teacher training; university-school partnerships; workplace learning ... (Department of Higher Education & Training, Republic of South Africa, 2011:8), which is an ..... http://www.researchgate.net/profile/Lynda_Wiest/p.

  11. Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

    Science.gov (United States)

    Cueto, Sofía; Prieto, José Antonio; Nistal, Paloma; Abelairas-Gómez, Cristian; Barcala-Furelos, Roberto; López, Sergio

    2017-08-01

    This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students' teachers' subjective assessment. We also correlated these data with other variables such as age, gender, and family influence. A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated. Additionally, 30 preschool teachers from these classes participated. Study results revealed serious teacher misperceptions regarding their students' psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas. The reasons for and implications of these misperceptions are discussed.

  12. The European Resource Centre for Alternatives in Higher Education.

    Science.gov (United States)

    de Boo, Jasmijn; Dewhurst, David; van der Valk, Jan

    2004-06-01

    The European Resource Centre for Alternatives in Higher Education (EURCA: http://www.eurca.org) is an exciting new project, which aims to enable teachers using animals in teaching to be more creative and innovative in their approach to teaching and learning, to foster high-quality training for science students, and to significantly reduce the number of animals used, often unnecessarily, in teaching. This will be achieved by: a) establishing a resource centre--a collection of mainly electronic alternatives, and taking this to relevant scientific meetings in Europe, where it would function as a drop-in advice centre for teachers; b) creating a network of academic teachers who actively use alternatives, to take responsibility for disseminating information about alternatives to other teachers in the European Union, to participate in the activity outlined above, and to share experiences and good practice; c) setting up an Internet website with an expansive, information-rich database (peer-reviews, demos, peer-evaluations, peer-recommendations, links to users, etc.) on selected "tried and tested" alternatives; and d) encouraging and promoting the findings of evaluative studies on the effectiveness of alternatives in higher education teaching and learning.

  13. Role of Teacher in Forming Experience of Intercultural Interaction in Students

    Directory of Open Access Journals (Sweden)

    V I Kazarenkov

    2014-12-01

    Full Text Available The article considers the role of the teacher in the realization of one of the significant aspects of the problem of forming the experience of intercultural interaction in higher school students. The significance of personal and professional resources of the higher school teacher for the effective development in the future experts the requirement for intercultural interaction, the experience of intercultural interaction is revealed. The separate directions and forms of the activity of the teacher aimed at forming in students the experience of intercultural interaction in socially-educational space of the higher school are presented.

  14. Factors Influencing Assessment Quality in Higher Vocational Education

    Science.gov (United States)

    Baartman, Liesbeth; Gulikers, Judith; Dijkstra, Asha

    2013-01-01

    The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4-11 teachers and 3-10…

  15. Mathematics Teacher Education: A Model from Crimea.

    Science.gov (United States)

    Ferrucci, Beverly J.; Evans, Richard C.

    1993-01-01

    Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)

  16. Teacher Performance Trajectories in High- and Lower-Poverty Schools

    Science.gov (United States)

    Xu, Zeyu; Özek, Umut; Hansen, Michael

    2015-01-01

    This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

  17. South African Journal of Higher Education - Vol 19, No 2 (2005)

    African Journals Online (AJOL)

    South African Journal of Higher Education. ... Accounting for autonomy. JD Jansen. http://dx.doi.org/10.4314/sajhe.v19i2.25647 · Issues in competence and pre-service teacher education. Part 1.Can outcomes-based programmes produce competent teachers? WJ Fraser, R Killen, MM Nieman.

  18. Healthy lifestyle in teachers

    OpenAIRE

    Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

    2012-01-01

    Introduction: The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. Materials and Methods: The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a question...

  19. Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.

    Science.gov (United States)

    Morin, Alexandre J S; Arens, A Katrin; Maïano, Christophe; Ciarrochi, Joseph; Tracey, Danielle; Parker, Philip D; Craven, Rhonda G

    2017-04-01

    Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within

  20. VOICE DISORDERS AMONG TEACHERS IN SLOVENIA: PREVALENCE AND SOME RISK FACTORS

    Directory of Open Access Journals (Sweden)

    Tanja Soklič

    2004-06-01

    Full Text Available Background. Teachers as voice professionals with heavy vocal load represent a population at high risk of vocal problems. Until now there has not been any study evaluating prevalence and risk factors for voice disorders among teachers in Slovenia.Methods. Questionnaires about voice disorders and vocal habits were sent to randomly chosen 10% of elementary, middle schools and kindergarten in Slovenia. Answers from 1509 completed questionnaires were analyzed by statistical program SPSS 11.0.Results. In the school year 2002/03 51% of teachers occasionally experienced voice disorders and 15% did frequently. The prevalence of transient voice problems was therefore about 66%. By univariate χ 2 test we found statistically significant relationship to frequent voice disorders for female sex (p < 0.02, middle school teachers (p < 0.02, age over 40 years (p < 0.0005 and atopic constitution (p < 0.006; voice disorders during study showed borderline significance (p < 0.07. There was no significant relationship to voice problems for yelling, talking loudly or rapidly, using chalk while talking, cigarette smoking, water intake and gastroesophageal reflux. Statistically significant variates were included in the multivariate logistic regression model. There was 1.9-times higher risk of experiencing frequent voice disorders in females than for males (p < 0.003. Risk of vocal problems in middle school teachers was 1.5-times higher than in kindergarten teachers (p < 0.01 and 1.8-times higher than in elementary school teachers (p < 0.0005. Age over 40 years carried 2,3-times higher risk for hoarseness than age under 40 years (p < 0.0005. Voice disorders during study showed 1.7-times higher risk for later occupational vocal problems (p < 0.02. Atopic constitution had 1.6-times higher risk for frequent vocal problems (p < 0.008. The questionaire also showed how unfamiliar to vocal hygiene Slovene teachers are.Conclusions. The prevalence of voice disorders among

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

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2006-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2005-08-01

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

  3. Disruptive behaviors in the classroom: initial standardization data on a new teacher rating scale.

    Science.gov (United States)

    Burns, G L; Owen, S M

    1990-10-01

    This study presents initial standardization data on the Sutter-Eyberg Student Behavior Inventory (SESBI), a teacher-completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kingergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item-total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.

  4. Graduation Rates and the Higher Education Demographic Evolution

    Science.gov (United States)

    Hunsaker, B. Tom; Thomas, Douglas E.

    2013-01-01

    In his 1918 orienting work, The Higher Learning in America, Veblen highlights two primary aims of the higher education institution: (a) scientific and scholarly inquiry, and (b) the instruction of students (Veblen, 1918). As of 2006, this overarching mission remained intact. In contemporary literature, a common measure of the efficacy of the…

  5. The effects of policies concerning teachers' wages on students' performance

    OpenAIRE

    Varga, Júlia

    2017-01-01

    Using country panel data of student achievement from PISA, 2003-2012 combined with national-level teacher salary data from the OECD; this study investigates if relatively short term -5-years - changes in the level and structure of statutory teacher salaries affect student performance in the European countries. Our results show that there are marked differences between subjects and by the experience of teachers. Higher statutory teacher salaries and larger growth of teacher salaries at the fir...

  6. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

    Science.gov (United States)

    Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

    2013-10-01

    Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights

  7. Higher Education Policy in Australia: Corporate or Coercive Federalism?

    Science.gov (United States)

    Smart, Don

    1991-01-01

    Although the Hawke government's general strategy of corporate federalism may dominate educational policy in Australia, higher education (excluding teacher education) is an exception. Because the Commonwealth assumed full financial responsibility for higher education, it has increasingly employed coercive federalism or simply ignored the states.…

  8. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Science.gov (United States)

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  9. Organizational Structure and Professional Alienation: The Case of Public School Teachers.

    Science.gov (United States)

    Cox, Harold; Wood, James R.

    1980-01-01

    Alienation among teachers has increased as their demands for greater professional autonomy increase. Conflict arises when principals reject teachers' need for independence. The professional teacher's rejection of bureaucratic organizational techniques results from professional training with its commitment to higher ideals. (JN)

  10. Comparison of higher order spectra in heart rate signals during two techniques of meditation: Chi and Kundalini meditation.

    Science.gov (United States)

    Goshvarpour, Ateke; Goshvarpour, Atefeh

    2013-02-01

    The human heartbeat is one of the important examples of complex physiologic fluctuations. For the first time in this study higher order spectra of heart rate signals during meditation have explored. Specifically, the aim of this study was to analysis and compares the contribution of quadratic phase coupling of human heart rate variability during two forms of meditation: (1) Chinese Chi (or Qigong) meditation and (2) Kundalini Yoga meditation. For this purpose, Bispectrum was estimated by using biased, parametric and the direct (FFT) method. The results show that the mean Bispectrum magnitude of heart rate signals increased during Kundalini Yoga meditation, but it decreased significantly during Chi meditation. However, in both meditation techniques phase-coupled harmonics are shifted to the higher frequencies during meditation. In addition, it has shown that not only there are significant differences between rest and meditation states, but also heart rate patterns appear to be influenced by different types of meditation.

  11. Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

    Science.gov (United States)

    Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

    2014-01-01

    As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.

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

    Science.gov (United States)

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

    1999-01-01

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

  13. Antecedents and outcomes of meaningful work among school teachers

    Directory of Open Access Journals (Sweden)

    Elmari Fouché

    2017-03-01

    Research purpose: The aim of this study was to investigate antecedents and outcomes of meaningful work among school teachers. Motivation for the study: Meaningful work underpins people’s motivation and affects their well-being and job satisfaction. Furthermore, it is a significant pathway to healthy and authentic organisations. However, a research gap exists regarding the effects of different antecedents and outcomes of meaningful work. Research approach, design and method: A cross-sectional survey was used with a convenience sample of 513 teachers. The Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Work Engagement Scale, Turnover Intention Scale and a measure of self-rated performance were administered. Main findings: A calling orientation, job design and co-worker relations were associated with meaningful work. A low calling orientation and poor co-worker relationships predicted burnout. A calling orientation, a well-designed job, good co-worker relationships and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intention to leave the organisation. Practical/managerial implications: Educational managers should consider implementing interventions to affect teachers’ calling orientation (through job crafting, perceptions of the nature of their jobs (by allowing autonomy and co-worker relations (through teambuilding to promote perceptions of meaningful work. Promoting perceptions of meaningful work might contribute to lower burnout, higher work engagement, better self-ratings of performance and retention of teachers. Contribution/value-add: This study contributes to scientific knowledge regarding the effects of three antecedents, namely a calling orientation, job design and co-worker relationships on meaningful work. It also contributed to knowledge

  14. Improving Completion Rates in Adult Education through Social Responsibility

    Science.gov (United States)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2017-01-01

    Dropout is a serious problem within education. This article reports on an intervention project, titled "New Roles for the Teacher--Increased Completion Rates Through Social Responsibility," which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers' competences. This goal was…

  15. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  16. Empowering School Teachers for Emerging Technologies: An Action Plan

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    "Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

  17. Higher dosage nicotine patches increase one-year smoking cessation rates : results from the European CEASE trial

    NARCIS (Netherlands)

    Tonnesen, P; Paoletti, P; Gustavsson, G; Russell, MA; Saracci, R; Gulsvik, A; Rijcken, B

    The Collaborative European Anti-Smoking Evaluation (CEASE) was a European multicentre, randomized, double-blind placebo controlled smoking cessation study, The objectives were to determine whether higher dosage and longer duration of nicotine patch therapy would increase the success rate. Thirty-six

  18. Are We Talking about the Same Child? Parent-Teacher Ratings of Preschoolers' Social-Emotional Behaviors

    Science.gov (United States)

    Major, Sofia O.; Seabra-Santos, Maria J.; Martin, Roy P.

    2015-01-01

    The parent-teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent-teacher agreement (correlations) and discrepancies (t…

  19. FACTORS CAUSING OCCUPATIONAL STRESS AMONG SENIOR SECONDARY SCHOOL TEACHERS OF AMRITSAR DISTRICT

    Directory of Open Access Journals (Sweden)

    Mandeep Singh

    2009-12-01

    Full Text Available The study attempts to investigate the various factors causing occupational stress experienced by senior secondary school teachers. A sample of 100 teachers (50 science teachers and 50 physical education teachers was randomly selected. They were administered a comprehensive questionnaire which measures various factors of stress. Factor analyses were used to identify underlying factors causing stress. The analysis showed that non cooperation from the colleagues, hastiness to finish the work, unable to perform duty smoothly, unclear instructions and insufficient facilities, unclear expectations of higher authority and having more work load in less time were the significant factors causing occupational stress among the teachers. The monotonous nature of work, ignorance of higher authority and violation of administrative processes and policies were factors also contributing towards occupational stress among teachers

  20. Team-Based Professional Development Interventions in Higher Education: A Systematic Review

    Science.gov (United States)

    Gast, Inken; Schildkamp, Kim; van der Veen, Jan T.

    2017-01-01

    Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study…

  1. Teacher Judgment in Assessing Students' Social Behavior within a Response-to-Intervention Framework: Using What Teachers Know

    Science.gov (United States)

    Walker, Hill M.; Marquez, Brion; Yeaton, Pamela; Pennefather, Jordan; Forness, Steven R.; Vincent, Claudia G.

    2015-01-01

    This article is focused on the initial development and trial testing of a brief teacher rating tool that can be used for universal screening and tracking of instructionally relevant forms of student social behavior over time. A 12-item scale is described in which teachers make judgments about student performance on a skills-based rather than a…

  2. Fostering Student Emotional Growth: Teacher Self-Assessments.

    Science.gov (United States)

    Strein, William; Murphy, James P.

    1982-01-01

    Analyzed 78 teachers' perceptions of their skills, knowledge, and attitudes about fostering students' emotional growth. Teachers rated themselves moderately skilled on most skill items and reported frequent use of skills designed to increase students' problem solving ability and self esteem. Results indicated much less curriculum use of affective…

  3. Imaging Teachers: In Fact and in the Mass Media.

    Science.gov (United States)

    Reyes, Xae Alicia; Rios, Diana I.

    2003-01-01

    The impact of mass media on public images of teachers and students is considered in a dialogue between two educational and mass media researchers. Stereotypes in films, such as teacher-savior and student-failure, and abundant reports about Latino dropout rates and low academic achievement impact teachers and the public, who accept negative images…

  4. Intersectionality and Diversity in Higher Education,

    NARCIS (Netherlands)

    R.A. Icaza Garza (Rosalba); R. Vázquez (Rolando)

    2017-01-01

    textabstractWhat is ‘intersectionality’ and why does it matter to teachers and researchers of diversity in higher education? In this text, we approach intersectionality not just as concept that allows a critical enquiry into how class, gender and race shape society but also as praxis for social

  5. New system for higher recovery rate of water borne Cryptosporidium oocysts and Giardia cysts

    DEFF Research Database (Denmark)

    Al-Sabi, Mohammad Nafi Solaiman; Gad, Jens; Klinting, Mette

    2012-01-01

    Background: The two most common water borne pathogenic protozoa, Cryptosporidium and Giardia, cause diarrhea worldwide. Detecting these parasites in water samples depends on effective parasite recovery from the water matrix. The reported low recovery rates of the currently used filter methods...... motivate the development of systems with higher recovery rates. Materials and methods: Five replicates of IMS purified Cryptosporidium oocysts and Giardia cysts (N=2x103) were injected into a specially coated filter unit with a carefully chosen pore size. Following filtration, sonication was performed...... were 85% were recorded when the filter was sonicated. Sonication usually affects parasite viability but could be tuned into a useful tool for enhanced backwash collection of parasites using a specially constructed filter unit and a sonication protocol. The filtration...

  6. The Relationship Between Measured Self-Actualization and Student Teacher Effectiveness.

    Science.gov (United States)

    Breiter, Joan

    The relationship between teacher effectiveness (performance) and personality orientation of a specific group of intern teachers is examined. One hundred fifty-three elementary education majors in their fourth year at Iowa Stae University were administered the Personality Orientation Inventory (POI) and rated on a Teacher Performance Inventory…

  7. Gender Difference as a Factor in Teachers' Perceptions of Students.

    Science.gov (United States)

    Prawat, Richard S.; Jarvis, Robert

    1980-01-01

    Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

  8. Teacher Reflective Practice in Jesuit High Schools

    Science.gov (United States)

    Klug, Joseph H.

    2010-01-01

    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  9. Multicultural environment in higher education: The knowledge and perceptions of medical teachers of UNIKL RCMP, Malaysia

    Directory of Open Access Journals (Sweden)

    ATM Emdadul Haque

    2017-02-01

    Full Text Available Background A clear majority of teaching staff in UniKL-RCMP are expatriates with different cultural backgrounds, and the university currently accepting international students with a different cultural background in addition to the local culturally diverse students. Aims The purpose was to determine the knowledge and awareness of the lecturers of Faculty of Medicine regarding multiculturalism and the importance in the medical profession. Methods This was a cross-sectional study. A questionnaire was developed based on the relevant demographic information and knowledge and awareness of the cultural issues and the validity was discussed with a survey expert. Results A total of 43 teachers took part in the survey. The respondents were mostly male, expatriate and had very fewer experiences in teaching students of different cultural background. The most important thing affecting teachers’ competence was their experience in teaching students of different culture, and the teachers with experience in teaching in a multicultural environment felt more competent than the ones without experience. Gender or teaching experience did not have a significant impact on their feeling of competence. However, the teachers believed that training on special education program might have helped them more than their educational background to help develop the cultural competence of the students from different cultural backgrounds. Conclusion This study showed that teachers need more training and experiences of the multicultural education program and to facilitate the development of cultural competence of students with cultural diversity, which should be taken into consideration in the faculty development activities.

  10. Promoting Distance Education in Higher Education in Cape Verde and Mozambique

    Science.gov (United States)

    Ramos, Fernando; Taju, Gulamo; Canuto, Louisette

    2011-01-01

    Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: (1) a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005-2008); (2) a teacher training programme for 1375 elementary teachers provided…

  11. Issues in competence and pre-service teacher education. Part 1.Can ...

    African Journals Online (AJOL)

    The Department of Education's Norms and standards for educators (Department of. Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the

  12. COMPETENCIAS DEL DOCENTE DE EDUCACIÓN SUPERIOR EN LÍNEA (TEACHER`S COMPETENCIES FOR ON LINE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Jensy Campos Céspedes

    2010-12-01

    Full Text Available Resumen:En este artículo se propone un perfil de competencias para los profesores universitarios de educación a distancia en línea. Para el diseño de la propuesta se realizó una revisión de literatura mediante dos fases, una convergente que consistió en búsquedas en bases de datos ERIC utilizando como discriminadores el período de publicación 2008-2010 y la palabra clave: “teacher competence”. En esta fase se consiguió un total de 245 documentos y se realizó una fase divergente en la que se seleccionaron los documentos cuyos títulos y resúmenes tuvieran mayor relación con las competencias para el personal docente en línea. Esos documentos seleccionados se volvieron a filtrar utilizando como criterio la pertinencia de las competencias propuestas por los autores con las nuevas tendencias de la tecnología educativa y la educación a distancia. Posteriormente se realizó el análisis de los documentos filtrados y se identificaron coincidencias entre habilidades y competencias para los educadores que se desempeñan utilizando plataformas de aprendizaje en línea. Una vez identificadas las competencias planteadas por los diferentes autores, se cotejaron con las tendencias de la educación a distancia y se identificaron los vacíos o aspectos que deben contemplarse en el perfil de quien realiza la docencia en línea frente a los actuales desarrollos de esta modalidad de educación. Por último, se procedió a diseñar el perfil propuesto con una serie de capacidades consideradas vitales para la ejecución de la actividad docente en este contexto educativo a distancia en línea. Ese perfil puede ser utilizado para la autoevaluación por parte del educador o educadora y como insumo en los procesos de selección y de desarrollo profesional.Abstract:This article proposes a profile of skills for long distance university level teaching on line. For the design of this profile a literature review was realized in two phases, one convergent

  13. Teacher Education: A Panacea for National Development in Nigeria

    African Journals Online (AJOL)

    DrNneka

    social, economic and political transformation of the nation. ... Essentially, teachers have obligation to the development of education and teaching as a .... teacher education as the form of higher education he or she will pursue. In Nigeria today ...

  14. Effects of biology teachers' professional knowledge and cognitive activation on students' achievement

    Science.gov (United States)

    Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

    2016-11-01

    This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.

  15. TEACHING STRATEGY DEVELOPMENT IN UNDERGRADUATE COURSES IN MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

    Directory of Open Access Journals (Sweden)

    Jéferson Deleon Fávero

    2016-05-01

    Full Text Available This study aimed to analyze the teaching strategy development in undergraduate courses in HEI Management of Itajaí Valley from the perspective of students and teachers. Studies of strategy approaches have been reviewed, as well as methods and techniques of teaching strategy and the role of strategy teachers. A qualitative research has been performed based on a collective case study with students (focus groups and teachers (in depth interviews of a private and a public institution, in addition to a documentary research. Regarding the body of knowledge in strategy, it has been identified the presence of classical approaches. Both HEI use books from national and international classic authors. In relation to teaching methods, the HEI “A” uses the interaction between the theory of strategic planning and the application in a company, whereas the HEI “B” gives preference to theoretical discussions. Regarding the typification of conduct, it has been noticed a pattern of action of teachers regarding the collection of reading and on-time delivery of activities. The individuals (strategy teachers have specific actions, which are typified as forms of action, i.e. patterns collectively targeted to teach, to impart or disseminate knowledge of strategy.

  16. Teacher Educators' Personal Practical Knowledge of Language

    Science.gov (United States)

    Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka

    2018-01-01

    This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…

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

    Science.gov (United States)

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

    2012-01-01

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

  18. [What Enhances Teachers' Health at Inclusive Primary Schools? A Mixed-Methods Approach].

    Science.gov (United States)

    Riechmann-Wolf, Merle; Claus, Matthias; Kimbel, Renate; Schöne, Klaus; Claus, Annika; Letzel, Stephan; Rose, Dirk-Matthias

    2018-02-01

    Teachers' suggestions to enhance their health at inclusive primary schools ("Schwerpunktgrundschulen") were analyzed by quantitative content analysis taking personal or job-related parameters of effort and strain into consideration. The paper and pencil cross-sectional study was conducted by Institut für Lehrergesundheit (IFL) between August 2013 and April 2015 at 14 schools in Rhineland-Palatinate. Overall response rate was 46.3% (143/309 teachers). The answers to the open-ended question "Which concrete job-related measures would enhance your wellbeing or health situation at your work place?" was categorized and quantified. An analysis of the item-non-response was undertaken. The aim was to identify by logistic regression, personal or job-related parameters of effort or strain associated with a specific category. Data from 143 teachers were analyzed. 79 teachers made 362 suggestions to enhance the health situation at their work place. Making a suggestion was not related to socio-demographic parameters. 33.6% of the teachers addressed physical environmental conditions of work, e. g., climatic or acoustic conditions or the availability of space for recreation. 29.4% of the teachers made suggestions concerning human resource strategy (e. g., "double teaching"). 9.1% of the teachers referred to aspects of relationships with colleagues. After regression analysis, there were relationships between suggestions of single categories and specific job-related parameters of effort. Furthermore, teachers under (high) strain - here: teachers who (very) strongly experienced their work as hazardous to health - showed significantly higher odds to make suggestions of the categories "Colleagues" (aOR 3.71; 95%CI 1.00-13.76) or "External Support" (e. g., "supervision") (aOR 3.92; 95%CI 1.15-13.41) than teachers experiencing less stress. Teachers of inclusive primary schools are ready to take active part in health-related organizational development. The development of problem

  19. The Attributes of an Effective Teacher Differ between the Classroom and the Clinical Setting

    Science.gov (United States)

    Haws, Jolene; Rannelli, Luke; Schaefer, Jeffrey P.; Zarnke, Kelly; Coderre, Sylvain; Ravani, Pietro; McLaughlin, Kevin

    2016-01-01

    Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the…

  20. Urban Early Childhood Teachers' Attitudes towards Inclusive Education

    Science.gov (United States)

    Hsieh, Wu-Ying; Hsieh, Chang-Ming

    2012-01-01

    This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were…

  1. Measuring Teaching Quality in Higher Education: Assessing Selection Bias in Course Evaluations

    Science.gov (United States)

    Goos, Maarten; Salomons, Anna

    2017-01-01

    Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional…

  2. Combating Teacher Burnout

    Science.gov (United States)

    Williams, Cheryl Scott

    2012-01-01

    Generation Y teachers--those under 30 years of age--have higher expectations for technology than their colleagues from earlier generations--for good reason. Improved instructional and networking technology is one important aspect of a modern high-performing workplace. This generational difference is important, since a majority of seasoned…

  3. Inclusive practices in teacher training in Mexico

    Directory of Open Access Journals (Sweden)

    Vasthi Jocabed Flores Barrera

    2017-06-01

    Full Text Available Inclusive practices include diversity as a resource that favors teaching-learning processes in the classroom, although they focus on the most vulnerable people by offering them higher-quality education. This descriptive study sought to identify the inclusive practices of teachers who train teachers in an Escuela Normal (teachers’ college in Mexico. Eight teachers and 247 students participated in the study; the Guidelines for the Evaluation of Inclusive Practices in the Classroom (observation formats and students, the Learning Strategies Questionnaire, and semi-structured interviews were used. The results suggest that, although the general perception is that participating teachers have high inclusive practices, they need greater support in the physical conditions of the classroom, methodology and teacher-student relationship. It was also identified the need for a refresher program for teachers to conceptually enrich the teaching staff and encourage the implementation of inclusive education within the Escuela Normal.

  4. Science teachers in deaf education: A national survey of K-8 teachers

    Science.gov (United States)

    Shaw, Cynthia

    = 67) = 10.78, p < .001, used concurrent translation chi2 (1, N = 67) = 11.30, p. < .001, used the Cummins BICS model chi 2 (1, N = 67) = 5.71, p < .01, and used problem based learning chi 2 (1, N = 67) = 4.14, p < .01. Survey response revealed that science teachers in the elementary school lacked training in science, used technology infrequently and did not have access to in-service science workshops. Recommendations are made to provide higher quality science preparation at the pre-service and in-service levels. More research was also suggested to investigate the use of bilingual strategies in the teaching of science as many of the deaf teachers reported they used these strategies often.

  5. Assessing the Relationship of Teacher Self-Efficacy, Job Satisfaction, and Perception of Work-Life Balance of Louisiana Agriculture Teachers

    Science.gov (United States)

    Blackburn, J. Joey; Bunchm, J. C.; Haynes, J. Chris

    2017-01-01

    Agricultural education has faced a national shortage of qualified teachers since 1965. Initiatives, such as NAAE's TeachAg Campaign, seek to alleviate this shortage through recruitment of new agriculture teachers. However, turnover in the teaching profession remains a problem, with attrition rates approaching 60% reported in some research studies.…

  6. Healthy lifestyle in teachers.

    Science.gov (United States)

    Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

    2012-01-01

    The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a questionnaire including demographic healthy lifestyle questions. Analysis of the data was performed through Software SPSS version 18. The mean age of the subjects was 40.26 ± 6.05 years and, BMI mean was 25.08 ± 3.20. 96.8% of them were married and 3.1% also were single. 1% of the teachers had a weak lifestyle, 13.5%had moderate, 85.4% had a good lifestyle. In terms of nutrition, 2% of the teachers had a weak lifestyle, 23% moderate, 74% good. 76% in terms of physical activity, 29.2% smoking and 21.9% stress had a weak lifestyle. According to the results, planning for teachers in school for receiving information about healthy lifestyle is important.

  7. Challenges of Women Participation in Continuing Higher Education

    African Journals Online (AJOL)

    Engr E. Egbochukwu

    providing close and continuing contact between the students and teacher. Thus ... in seeking further higher education is seen as a means of ensuring career ..... counselling theories such as Behaviour Modification Theory, Rationale. Emotional ...

  8. Sweet Rejuvenation: Linking In-Service and Teacher Induction.

    Science.gov (United States)

    McNair, Veda; And Others

    This paper describes a collaborative effort between a local education agency (LEA) and an institution of higher education to link inservice education with induction--teachers teaching teachers. The program, based on the Joyce coaching paradigm and recent cognitive development research, posits that long-term training conducted by trained teachers…

  9. Mentoring: A New Approach to Geography Teacher Preparation

    Science.gov (United States)

    Bednarz, Sarah Witham; Bockenhauer, Mark H.; Walk, Fred H.

    2005-01-01

    Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of…

  10. Why the EU-15 Maintains Higher CIT Rates than the New Member States?

    Directory of Open Access Journals (Sweden)

    Karpowicz Andrzej

    2014-11-01

    Full Text Available The European Union is not a homogenous area. This lack of homogeneity extends to taxes, which vary across jurisdictions. On average, Western Europe imposes significantly higher taxes on capital than New Member States, which joined the Community in 2004 and 2007. Often this fact is simply taken for granted. However, there are several arguments that can explain this variance. Although several of these arguments are well known and have been researched, they have not been assessed in combination, or used in a comparative analysis of corporate income tax (CIT rates between EU member states. Because of interest in harmonizing CIT throughout the EU, the roots of divergent CIT is of particular and timely value. Therefore, this article we attempts to demonstrate the differences in CIT rates in the EU-15 and New Member States. In so doing the general characteristics of these country grouping is identified, and then discussed in the context of the taxation theory.

  11. The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas

    Science.gov (United States)

    Hauber, Jennifer Alward; Mehta, Smita Shukla; Combes, Bertina H.

    2015-01-01

    An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers, resulting in chronic teacher shortages in this area. Alternative certification (AC) is used as a mechanism to alleviate the demand for highly qualified special education teachers. However, AC…

  12. Rabies Vaccination: Higher Failure Rates in Imported Dogs than in those Vaccinated in Italy.

    Science.gov (United States)

    Rota Nodari, E; Alonso, S; Mancin, M; De Nardi, M; Hudson-Cooke, S; Veggiato, C; Cattoli, G; De Benedictis, P

    2017-03-01

    The current European Union (EU) legislation decrees that pets entering the EU from a rabies-infected third country have to obtain a satisfactory virus-neutralizing antibody level, while those moving within the EU require only rabies vaccination as the risk of moving a rabid pet within the EU is considered negligible. A number of factors driving individual variations in dog vaccine response have been previously reported, including a high rate of vaccine failure in puppies, especially those subject to commercial transport. A total of 21 001 observations collected from dogs (2006-2012) vaccinated in compliance with the current EU regulations were statistically analysed to assess the effect of different risk factors related to rabies vaccine efficacy. Within this framework, we were able to compare the vaccination failure rate in a group of dogs entering the Italian border from EU and non-EU countries to those vaccinated in Italy prior to international travel. Our analysis identified that cross-breeds and two breed categories showed high vaccine success rates, while Beagles and Boxers were the least likely to show a successful response to vaccination (88.82% and 90.32%, respectively). Our analysis revealed diverse performances among the commercially available vaccines, in terms of serological peak windows, and marked differences according to geographical area. Of note, we found a higher vaccine failure rate in imported dogs (13.15%) than in those vaccinated in Italy (5.89%). Our findings suggest that the choice of vaccine may influence the likelihood of an animal achieving a protective serological level and that time from vaccination to sampling should be considered when interpreting serological results. A higher vaccine failure in imported compared to Italian dogs highlights the key role that border controls still have in assessing the full compliance of pet movements with EU legislation to minimize the risk of rabies being reintroduced into a disease-free area.

  13. Regional variations in breast cancer among california teachers.

    Science.gov (United States)

    Reynolds, Peggy; Hurley, Susan; Goldberg, Debbie E; Anton-Culver, Hoda; Bernstein, Leslie; Deapen, Dennis; Horn-Ross, Pamela L; Peel, David; Pinder, Richard; Ross, Ronald K; West, Dee; Wright, William E; Ziogas, Argyrios

    2004-11-01

    Observed regional differences in breast cancer incidence could provide valuable clues to the etiology of this disease. The pattern of historically higher breast cancer rates among residents of California's San Francisco Bay and Southern Coastal areas is evident in the disease experience among members of the California Teachers Study. This large cohort study has followed female professional school employees for cancer incidence since 1995 and has collected extensive information on breast cancer risk factors. Between 1996 and 1999, invasive breast cancer was diagnosed in 1562 of the 115,611 cohort members who could be geocoded to a California address in 1995 and who had no previous breast cancer diagnosis. Adjusted hazard rate ratios (HRs) were estimated through multivariate Cox proportional hazards modeling. Rates were higher for cohort members in the San Francisco Bay area (HR = 1.22; 95% confidence interval = 1.06-1.40) and Southern Coastal area (1.16; 1.04-1.30) compared with those in the rest of California. The distributions of variables representing socioeconomic status, urbanization, and personal risk factors were consistent with higher risks for cohort members residing in the San Francisco Bay and Southern Coastal areas. Adjustment for these factors, however, did not explain regional differences in incidence, resulting in HRs that remained elevated for these 2 areas. Regional differences in breast cancer incidence in this large, well-defined cohort are not easily explained by known risk factors.

  14. Teachers doing science: An authentic geology research experience for teachers

    Science.gov (United States)

    Hemler, D.; Repine, T.

    2006-01-01

    Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.

  15. The Mobile Teachers Profile Competencies Performance And Problems In The Department Of Education Division Of Northern Samar Philippines

    Directory of Open Access Journals (Sweden)

    Estrellita C. Pinca

    2015-08-01

    Full Text Available Abstract This study aimed to describe the profile of the mobile teachers assess their competencies determine the level of their performance and identify the problems they encountered from 2010-2014 in the Department of Education Division of Northern Samar Philippines. The descriptive evaluative research design was used. Questionnaires actual observation focus-group discussion and interview were utilized in gathering the data. All mobile teachers during the conduct of the study served as respondents. Others sources of information were the ALS Education supervisor ALS specialist the District supervisor barangay officials learners and completers. The performance rating given by the District supervisor was used as the basis in determining the work performance of the mobile teachers. The mobile teachers were young adults majorities were males educationally qualified but their formal training were inclined towards the conduct of formal classes. Several mobile teachers have pursued graduate studies geared towards administration and supervision. All were passers of the Licensure Examination for Teachers but were relatively young in service as mobile teachers. They have higher competence in the conduct of learning sessions and have very satisfactory work performance. Their major problems were lack of community-based instructional materials delayed release of travel allowance and absence of permanent room during the conduct of the learning sessions.

  16. Information Updating in Working Memory: Its Effect on Teacher Efficacy

    Directory of Open Access Journals (Sweden)

    Jun Tao

    2012-01-01

    Full Text Available Teacher efficacy has a great impact on effective teaching and has been studied in various perspectives. The updating information ability in working memory is always related with many capabilities of cognition. An experiment of N-back task and a questionnaire of teacher efficacy were conducted in this study to test the effect of the ability of information updating in working memory on the teacher efficacy. A significant difference was found in the reaction time between high teacher efficacy group and low teacher efficacy group. The results showed that teachers who scored higher in the teacher efficacy scale tended to react faster than those who scored lower based on the same accuracy. And the updating information ability could serve as a predictor of teacher efficacy.

  17. Comparison of mother, father, and teacher reports of ADHD core symptoms in a sample of child psychiatric outpatients.

    Science.gov (United States)

    Sollie, Henrik; Larsson, Bo; Mørch, Willy-Tore

    2013-11-01

    To explore the significance of adding father ratings to mother and teacher ratings in the assessment of ADHD symptoms in children. The ADHD Rating Scale-IV, the Child Behavior Checklist, and the Teacher Report Form were filled out by all three informants for a sample of 48 clinically referred children (79% boys) aged 6 to 15 (M = 10.1) years. Correspondence between father and teacher reports on ADHD-specific symptoms (intraclass correlation coefficient [ICC] = .38) exceeded that between mothers and teachers (ICC = .23). Fathers rated their children as having fewer problems than did mothers and teachers on Total scale scores and the Inattention subscale of the ADHD Rating Scale-IV. Mother ratings were more sensitive to an ADHD diagnosis, whereas father ratings better predicted an ADHD diagnosis requiring the two-setting criterion. The choice of parent informant and informant combination had a considerable impact on parent-teacher concordance and estimates of ADHD symptoms and subtypes in the child.

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

    Science.gov (United States)

    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. Gore's Controversial Priorities for Higher Education.

    Science.gov (United States)

    Gose, Ben

    2000-01-01

    Evaluates presidential candidate Al Gore's priorities for higher education, noting criticism by some educators of his emphasis on benefits for the middle class and the large number of specific proposals he has offered, including the College Opportunity Tax Cut, 21st Century Teachers' Corps, 401(j) Educational Savings Accounts, the National Tuition…

  20. Relationship of Teachers' Perceptions of Organizational Health and Work-Place Bullying

    Science.gov (United States)

    Cabrera, Cesar M.

    2012-01-01

    The present study investigated the relationship between teachers' ratings of the organizational health of the school and the level of workplace bullying experienced. The relationship between organizational health, bullying, and the staff level factors of gender and age were analyzed. The study examined the survey ratings of 52 teachers from a…

  1. When Teacher Self-Care Is Not Enough

    Science.gov (United States)

    Benson, Jeffrey

    2018-01-01

    Teachers who work with students who have mental illnesses face day-to-day challenges and high burnout rates. In this article, Jeffrey Benson argues that messages about teacher self-care and resiliency are not enough. Instead, the structures must change--by way of clinical consultations, mentorships, and in-school support systems--to best serve…

  2. ADD-H-Comprehensive Teacher's Rating Scale (ACTeRS): a measure for attention deficit hyperactivity disorder among children with intellectual disability in India.

    Science.gov (United States)

    Tsheringla, Sherab; Simon, Aby; Russell, Paul Swamidhas Sudhakar; Shankar, SatyaRaj; Russell, Sushila; Mammen, Priya; Nair, M K C

    2014-12-01

    There is no validated measure for assessing Attention Deficit Hyperactivity Disorder (ADHD) in India, and therefore, the authors validated the ADD-H Comprehensive Teacher's Rating Scale (ACTeRS). Teachers/parents/clinicians of 110 children with ADHD completed the ACTeRS. The diagnosis of ADHD was confirmed by an independent multi-disciplinary team using ICD-10 diagnosis for diagnostic accuracy and criterion validity. The convergent and divergent validity were assessed by another rater. The data was analyzed for diagnostic accuracy, reliability and validity appropriately. An ACTeRS score of ≥61 [Sensitivity (Sn) =85.51%; Specificity (Sp) = 90.24%; Area under the curve (AUC) = 0.94] is appropriate for the diagnosis of ADHD. The test-re-test reliability [Intra-class correlation coefficient (ICC) = 0.87], internal consistency (Cronbach's α = 0.80; range of 0.89-0.93), section-total correlation, face and content validity for the ACTeRS were good. Convergent validity of attention deficit, hyperactivity and oppositional subscales of ACTeRS with the corresponding subscales of Swanson, Nolan & Pelham Rating Scale-Revised (SNAP-IV) was moderate (r = 0.60, P = 0.005; r = 0.49, P = 0.02; r = 0.58, P = 0.008 respectively), and negative correlation with the Childhood Autism Rating Scale (r = -0.36; P =0.1) for divergent validity was found. The criterion validity analysis showed a high concordance rate of 82.52% between ACTeRS and International Classification of Diseases, Edition10 (ICD-10) diagnosis of ADHD. A 4-factor structure was replicated. The ACTeRS has adequate psychometric properties for use in the Indian population for identifying ADHD.

  3. Effective Principals, Effective Schools: Arriving at Site-Based Decision-Making with Successful Principals and Teacher Participation.

    Science.gov (United States)

    Charles, Gregory Stewart; Karr-Kidwell, PJ

    This paper reviews research on principals' and teachers' roles in site-based decision making (SBDM). Research examining teacher participation in SBDM is reviewed, finding that higher quality teaching behaviors and higher student academic attainment resulted from teacher participation. The review focuses on steps in implementing SBDM, means for…

  4. Relation between Teachers' Demographic and Professional Profile and Their Attitude towards Ethical Obligations of Teaching Profession

    Science.gov (United States)

    Goswami, I; Ranjith, L.

    2010-01-01

    Teachers in higher education are not contrastingly different from the primary and secondary school teachers in terms of their ethical obligations to their stakeholders. However in higher education teachers' professionalism and their attitude towards ethical obligations are believed to be more important for ensuring quality education services. The…

  5. Conflict Management in Student Groups - a Teacher’s Perspective in Higher Education

    OpenAIRE

    Markus Borg; Joakim Kembro; Jesper Notander; Catarina Petersson; Lars Ohlsson

    2011-01-01

    Students working in groups is a commonly used method of instruction in higher education, popularized by the introduction of problem based learning. As a result, management of small groups of people has become an important skill for teachers. The objective of our study is to investigate why conflicts arise in student groups at the Faculty of Engineering at Lund University and how teachers manage them. We have conducted an exploratory interdepartmental interview study on teachers' views on this...

  6. Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

    Science.gov (United States)

    Range, Bret; Hewitt, Paul; Young, Suzie

    2014-01-01

    This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers. Principals ranked their own evaluation of the teacher as the most important factor when identifying marginal teachers and relied on informal methods to diagnose marginal teaching. Female principals rated a majority of…

  7. How do medical students form impressions of the effectiveness of classroom teachers?

    Science.gov (United States)

    Rannelli, Luke; Coderre, Sylvain; Paget, Michael; Woloschuk, Wayne; Wright, Bruce; McLaughlin, Kevin

    2014-08-01

    Teaching effectiveness ratings (TERs) are used to provide feedback to teachers on their performance and to guide decisions on academic promotion. However, exactly how raters make decisions on teaching effectiveness is unclear. The objectives of this study were to identify variables that medical students appraise when rating the effectiveness of a classroom teacher, and to explore whether the relationships among these variables and TERs are modified by the physical attractiveness of the teacher. We asked 48 Year 1 medical students to listen to 2-minute audio clips of 10 teachers and to describe their impressions of these teachers and rate their teaching effectiveness. During each clip, we displayed either an attractive or an unattractive photograph of an unrelated third party. We used qualitative analysis followed by factor analysis to identify the principal components of teaching effectiveness, and multiple linear regression to study the associations among these components, type of photograph displayed, and TER. We identified two principal components of teaching effectiveness: charisma and intellect. There was no association between rating of intellect and TER. Rating of charisma and the display of an attractive photograph were both positively associated with TER and a significant interaction between these two variables was apparent (p attractive picture was displayed and 0.83 (95% CI 0.66-1.00) when an unattractive picture was displayed (p relationship between this attribute and TER appears to be modified by the perceived physical attractiveness of the teacher. Further studies are needed to identify other variables that may influence subjective ratings of teaching effectiveness and to evaluate alternative strategies for rating teaching effectiveness. © 2014 John Wiley & Sons Ltd.

  8. A Proposed Methodology for Contextualised Evaluation in Higher Education

    Science.gov (United States)

    Nygaard, Claus; Belluigi, Dina Zoe

    2011-01-01

    This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education…

  9. Higher order constraints on the Higgs production rate from fixed-target DIS data

    International Nuclear Information System (INIS)

    Alekhin, S.; Bluemlein, J.; Moch, S.

    2011-01-01

    The constraints of fixed-target DIS data in fits of parton distributions including QCD corrections to next-to-next-to leading order are studied. We point out a potential problem in the analysis of the NMC data which can lead to inconsistencies in the extracted value for α s (M Z ) and the gluon distribution at higher orders in QCD. The implications for predictions of rates for Standard Model Higgs boson production at hadron colliders are investigated. We conclude that the current range of excluded Higgs boson masses at the Tevatron appears to be much too large. (orig.)

  10. [Compare the occupational stress and work ability among the police-officers, doctors and teachers].

    Science.gov (United States)

    Yang, Xin-wei; Wang, Zhi-ming; Lan, Ya-jia; Wang, Mian-zhen

    2004-03-01

    To compare the occupational stress and work ability in doctors, police-officers and teachers. Changes in occupational stress work ability were measured with revised occupational stress inventory (OSI-R) and work ability index (WAI) for 288 doctors, 191 police-officers and 343 teachers, and then comparative and correlation analyses were made. 1. The difference in occupational stress and strain between the groups was statistically significant (P < 0.01), and the score of the police-officers was higher than that of the doctors and teachers (P < 0.05), but the personal resources of police-officers were lower than those of the doctors and teachers (P < 0.05). 2. Analysis of the 6 items of occupational role questionnaire revealed that the scores of role ambiguity, role boundary and responsibility were obviously higher in police-officers than in doctors and teachers, while the scores of role overload and physical environment were higher in teachers (P < 0.05). 3. Analysis of all items of personal strain revealed that the scores of vocational strain, psychological strain, physical strain, but not of interpersonal starin, were significantly higher in police-officers than in doctors and teachers (P < 0.05). 4. As to the personal resource, the results indicated that recreation and self-care of doctors and teachers were superior to those of police-officers. The score of social support was highest in doctors. The score of rational conduct was highest in teachers (P < 0.05). 5. Occupational role and personal strain were positively correlated, and both were correlated negatively to the personal resources (P < 0.01). The correlations of work ability, occupational stress and strain, and personal resources were significant in teachers (P < 0.01). For polices-officers, doctors and teachers, different yet relevant measures should be taken to reduce the occupational stress so as to improve their work ability.

  11. Geography and Values in Higher Education: 2

    Science.gov (United States)

    Huckle, John

    1978-01-01

    The geography curriculum in higher education reflects values held by the geographical and educational communities and by society in general. Teachers should transmit an environmental ethic by adopting relevant approaches from moral and political education. For journal availability, see SO 506 224. (Author/AV)

  12. Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles

    Science.gov (United States)

    Fuller, Bruce; Waite, Anisah; Irribarra, David Torres

    2016-01-01

    Lifting achievement in many schools depends on reducing the exit of effective teachers. We examine the extent to which teacher perceptions of school cohesion and intrinsic motivators stemming from two theoretical traditions contribute to the intent to leave one's school. We find that elementary teachers report higher levels of organizational…

  13. Who Really Cares About Higher Education For Sustainable Development?

    OpenAIRE

    Torsten Richter; Kim P. Schumacher

    2011-01-01

    Problem statement: It is agreed that integrating Higher Education for Sustainable Development (HESD) into the curricula of universities is of key importance to disseminate the idea of sustainability. Especially the curricula of teacher-training should contain elements of Education for Sustainable Development (ESD) due to the crucial role of future teachers in information propagation. Approach: In order to find out about the spreading of ESD into the curricula and whether or not it is of inter...

  14. Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

    Directory of Open Access Journals (Sweden)

    Parmigiani Davide

    2016-06-01

    Full Text Available This study aimed to analyse and explore the potential opportunities offered by mobile devices to improve the higher education scenario. In particular, the study was conducted within a teacher education programme. The students attended a course called Educational Technology, which focussed on the use of mobile devices (smartphones and tablets inside and outside the classroom. We examined the impact of mobile learning on students’ university activities and the changes in the organisation of their studying activity, their learning strategies and their interaction/cooperation levels. After the course, we administered a questionnaire that highlighted some findings concerning the differences between smartphones and tablets in supporting these aspects. We found that both types of devices improved the interaction/collaboration among students and the search for information, which was useful for studying. However, the organisation of studying and the learning strategies were supported only by tablets and for specific aspects of learning. This exploratory research suggests, on the one hand, some possible solutions to improve the quality of university activities, and on the other, it underlines some difficulties that will be analysed more thoroughly in further studies.

  15. Current Challenges to Teacher Education in Denmark

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen; Rasmussen, Palle

    and other subjects. But the university colleges are not part of the regular university sector, so teacher education is still generally separated from the research-based university tradition. Currently this fact is much debated. Two main types of arguments are being put forward for relocating teacher...... education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. This is deemed necessary in the wake of international comparative surveys of achievement (like the PISA). Another argument is that many......Until recently, teacher education in Denmark for primary and lower secondary school (the Folkeskole) was organised in separate teacher training colleges. During the last ten years two comprehensive reforms of the system of medium cycle higher education have been implemented, first the act...

  16. How Do Teachers Make Judgments about Ethical and Unethical Behaviors? Toward the Development of a Code of Conduct for Teachers

    Science.gov (United States)

    Barrett, David E.; Casey, J. Elizabeth; Visser, Ryan D.; Headley, Kathy N.

    2012-01-01

    The authors examined the dimensions that underlie teachers' judgments about ethical versus unethical behaviors. 593 educators and teachers in training were administered a 41 item survey. For each item, respondents rated the extent to which they believed the behavior (a) occurred frequently and (b) represented a serious violation of professional…

  17. Teacher training for mathematical literacy: A case study taking the past into the future

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2015-02-01

    Full Text Available With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ, higher education institutions (HEIs are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML, most teacher training has been offered via government-funded Advanced Certificate in Education (ACE qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.

  18. Comparing parent and teacher assessments of mental health in elementary school children.

    Science.gov (United States)

    Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof

    2016-03-01

    Screening instruments are often used for detecting mental health problems in children and adolescents. The Strengths and Difficulties Questionnaire (SDQ) is one instrument for screening children's mental health. The SDQ can be used for assessment by different informants, i.e. parents, teachers and by 11-16 year olds for self-reporting. The aim was to compare the precision and validity of parental and teacher SDQ assessments in elementary school children, and to analyze whether assessments were affected by the child's sex and by socio-demographic factors. A total of 512 primary school students were included in a cross-sectional study. Exploratory factor analysis, sensitivity/specificity analysis, Cronbach's alphas, and logistic regression were applied. Parents rated 10.9% and teachers 8.8% of the children as high-risk individuals, but the overlap was low (32.1%). Cronbach's alphas were 0.73 and 0.71 for parents and teachers, respectively. However, factor analysis showed that the five-factor solution could be confirmed only for teacher ratings. Moreover, only the parents' ratings were affected by maternal educational level and parental country of birth when rating the same children as the teachers. Construct validity was only confirmed for teacher assessments. However, parental assessments might capture a dimension of a child's mental health that seems to be sensitive to socioeconomic factors, which could be important when addressing equity issues, and for the dialogue between parents and school. © 2015 the Nordic Societies of Public Health.

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

    Directory of Open Access Journals (Sweden)

    Azam Othman

    2017-03-01

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

  20. The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

    Science.gov (United States)

    Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

    2015-12-01

    The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

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

    Science.gov (United States)

    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…

  2. Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

    Science.gov (United States)

    Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

    2015-07-01

    Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

  3. Fourth Issue of the Journal of Problem Based Learning in Higher Education

    DEFF Research Database (Denmark)

    Davidsen, Jacob; Ryberg, Thomas

    2015-01-01

    We are pleased to introduce the fourth issue of the Journal of Problem Based Learning in Higher Education. Current issue is composed of five research papers and two PBL cases. These address different aspects of PBL in higher education as and represent an international experiences and knowledge...... with contributions from Brazil, Denmark, Germany and Morocco. The first three papers and the two cases touch upon the role of the teacher in facilitating problem based learning processes. These papers address the complex questions of how teachers can actually implement and teach PBL to students. The fourth paper...... a diverse set of aspects related to research in Problem Based Learning: teachers and supervisors roles, implementation of PBL curricular, assessment formats supporting PBL and new advances in combining technology and PBL....

  4. Restructuring Teachers' Work

    Directory of Open Access Journals (Sweden)

    Lisa Kirtman

    2002-05-01

    Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside

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

    Science.gov (United States)

    Alon, Nirit Lavie; Tal, Tali

    2017-08-01

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

  6. Exploring Student Voice in Teachers' Motivation to Use ICT in Higher Education: Qualitative Evidence from a Developing Country

    Science.gov (United States)

    Zhou, Mingming; Teo, Timothy

    2017-01-01

    Success of ICT integration in the classrooms is, to a large part, accounted for by teachers' engagement with technologies. However, while many studies have identified the factors that affect teachers' decision to use technology, few have considered student perception as a likely influence. Increasingly, there is evidence in the literature to…

  7. Teacher labor markets in developed countries.

    Science.gov (United States)

    Ladd, Helen F

    2007-01-01

    Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification

  8. The Impact of Induction/Mentoring on Job Satisfaction and Retention of Novice Teachers

    Science.gov (United States)

    Williams, Ingrid Rene'e

    2012-01-01

    Teachers are essential to the success of all students. In an effort to reduce high teacher turnover, states and/or school systems are implementing induction/mentoring programs as a mechanism for supporting teachers in their early years. The issue is not the availability of teachers; higher education is producing more than enough qualified…

  9. Revalidating the Arabic Scale for Teachers' Ratings of Basic Education Gifted Students' Characteristics Using Rasch Modeling

    Directory of Open Access Journals (Sweden)

    Salah Eldin Farah Atallah Bakheit

    2013-12-01

    Full Text Available The Arabic scale for teachers' ratings of basic education gifted students' characteristics is one of the most common Arabic measures used for initial identification of gifted students in some Arabic countries. One of the shortcomings of this scale is that it is based on the classical the-ory of measurement. This study sought to reval-idate the scale in the light of Rasch modeling which rests upon the modern theory of meas-urement and to develop different criteria for in-terpreting the levels of individuals' traits. The scale was administered to 830 of Basic Educa-tion students in Khartoum (ages ranged from 7 to 12 years. Two groups of students partici-pated in the study: a calibration sample (N = 250 and a standardization sample (N = 580. The statistical treatments were performed using the PSAW 18 and RUMM 2020 programs ac-cording to Rasch's unidimentional model. Six of the scale's items were deleted for not conform-ing to Rasch Modeling. This left the scale with 31 items. Besides, new criteria for the scale were developed by obtaining the t-scores and special education scores that match the various ratings of the individuals' ability.

  10. Invasive acacias experience higher ant seed removal rates at the invasion edges

    Directory of Open Access Journals (Sweden)

    D. Montesinos

    2012-06-01

    Full Text Available Seed dispersal is a key process for the invasion of new areas by exotic species. Introduced plants often take advantage of native generalist dispersers. Australian acacias are primarily dispersed by ants in their native range and produce seeds bearing a protein and lipid rich reward for ant mutualists (elaiosome. Nevertheless, the role of myrmecochory in the expansion of Australian acacias in European invaded areas is still not clear. We selected one European population of Acacia dealbata and another of A. longifolia and offered elaiosome-bearing and elaiosome-removed seeds to local ant communities. For each species, seeds were offered both in high-density acacia stands and in low-density invasion edges. For both acacia species, seed removal was significantly higher at the low-density edges. For A. longifolia, manual elimination of elaiosomes reduced the chance of seed removal by 80% in the low-density edges, whereas it made no difference on the high-density stands. For A. dealbata, the absence of elaiosome reduced seed removal rate by 52%, independently of the acacia density. Our data suggests that invasive acacias have found effective ant seed dispersers in Europe and that the importance of such dispersers is higher at the invasion edges.

  11. Parents' and Teachers' Perceptions of Abnormal Attention Span of Elementary School-Age Children.

    Science.gov (United States)

    Segal-Triwitz, Yael; Kirchen, Louisa M; Shani Sherman, Tal; Levav, Miriam; Schonherz-Pine, Yael; Kushnir, Jonathan; Ariel, Raya; Gothelf, Doron

    2016-01-01

    To determine teacher and parental perception of minimal expected sustained attention span during various daily tasks among elementary school children. 54 parents and 47 teachers completed the attention span questionnaire (AtSQ) that was developed for this study. The AtSQ consists of 15 academic and leisure tasks that require a child's sustained attention. The study focused on third and fourth graders in Israel. There was a high degree of variability among teachers and parents in their responses to the AtSQ. The expected attention span of children as judged by parents was higher and more varied compared to teachers, and higher for girls than for boys. Our results indicate poor agreement in cutoff values for sustained attention span between teachers and parents and within each group.

  12. Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

    Science.gov (United States)

    Zhukov, Katie

    2013-01-01

    This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

  13. Thinking about Thinking: An Exploration of Preservice Teachers' Views about Higher Order Thinking Skills

    Science.gov (United States)

    Coffman, Diane M.

    2013-01-01

    Thinking skills have long been regarded as an essential outcome of the educational process. Yet, research shows that the teaching of thinking skills in K-12 education does not follow a coherent path. Several factors affect the teaching and use of thinking skills in the classroom, with teacher knowledge and beliefs about thinking skills among the…

  14. Health Promoting Lifestyles Among Primary School Teachers Working in Edirne

    Directory of Open Access Journals (Sweden)

    Burcu Tokuc

    2007-12-01

    Full Text Available To determine some socio-demographic characteristics and to evaluate daily life behaviors of the teachers who are working in Primary Schools in Edirne with Health Promotion Life Style Profile (HPLSP, was aimed in this study. This is a cross-sectional, descriptive study. A questionnaire which was prepared by the investigators and HPLSP was sent to all teachers working in 33 primary schools in Edirne. 410 teachers accepted to participate and completed the questionnaire. Data were evaluated by SPSS v 13.0. It was found that teachers participated in the study were generally at medium level at health promoting behaviors, and the highest mean score was nutrition and the lowest was exercise. The total health promoting behaviors score and inter personel relations score was significantly higher in females but exercise score was significantly higher in males. It was also found that the total score of health promoting behaviors, increased with age. For increasing and supporting health promoting behaviors of the teachers, health promotion lectures should be included in occupational education and in-service training programs, and health professionals always must be in relation with teachers. [TAF Prev Med Bull. 2007; 6(6: 421-426

  15. Health Promoting Lifestyles Among Primary School Teachers Working in Edirne

    Directory of Open Access Journals (Sweden)

    Burcu Tokuc

    2007-12-01

    Full Text Available To determine some socio-demographic characteristics and to evaluate daily life behaviors of the teachers who are working in Primary Schools in Edirne with Health Promotion Life Style Profile (HPLSP, was aimed in this study. This is a cross-sectional, descriptive study. A questionnaire which was prepared by the investigators and HPLSP was sent to all teachers working in 33 primary schools in Edirne. 410 teachers accepted to participate and completed the questionnaire. Data were evaluated by SPSS v 13.0. It was found that teachers participated in the study were generally at medium level at health promoting behaviors, and the highest mean score was nutrition and the lowest was exercise. The total health promoting behaviors score and inter personel relations score was significantly higher in females but exercise score was significantly higher in males. It was also found that the total score of health promoting behaviors, increased with age. For increasing and supporting health promoting behaviors of the teachers, health promotion lectures should be included in occupational education and in-service training programs, and health professionals always must be in relation with teachers. [TAF Prev Med Bull 2007; 6(6.000: 421-426

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

    Science.gov (United States)

    Manivannan, M.; Premila, K. S.

    2009-01-01

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

  17. Teaching Creatively in Higher Education

    DEFF Research Database (Denmark)

    Chemi, Tatiana; Zhou, Chunfang

    The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and develop­me......­ment, together with teacher motivation and overall satisfaction. This booklet meets the need for renewal and creation in higher education, in order to address the challenges of the future, focusing on the benefits of teaching crea­tively at higher education.......The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and develop...

  18. The origins of mental toughness – prosocial behavior and low internalizing and externalizing problems at age 5 predict higher mental toughness scores at age 14

    Directory of Open Access Journals (Sweden)

    Dena Sadeghi Bahmani

    2016-08-01

    Full Text Available Background: The concept of mental toughness has gained increasing importance among groups other than elite athletes by virtue of its psychological importance and explanatory power for a broad range of health-related behaviors. However, no study has focused so far on the psychological origins of mental toughness. Therefore, the aims of the present study were: to explore, to what extent the psychological profiles of preschoolers aged five were associated with both 1 mental toughness scores and 2 sleep disturbances at age 14, and 3 to explore possible gender differences.Method: Nine years after their first assessment at age five (preschoolers, a total of 77 adolescents (mean age: 14.35 years; SD = 1.22; 42% females took part in this follow-up study. At baseline, both parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ, covering internalizing and externalizing problems, hyperactivity, negative peer relationships, and prosocial behavior. At follow-up, participants completed a booklet of questionnaires covering socio-demographic data, mental toughness, and sleep disturbances.Results: Higher prosocial behavior, lower negative peer relationships, and lower internalizing and externalizing problems at age five, as rated by parents and teachers, were associated with self-reported higher mental toughness and lower sleep disturbances at age 14. At age 14, and relative to males, females had lower MT scores and reported more sleep disturbances.Results: Higher prosocial behavior, lower negative peer relationships, and lower internalizing and externalizing problems at age five, as rated by parents and teachers, predicted self-reported higher mental toughness and lower sleep disturbances at age 14. At age 14, and relative to males, females had lower MT scores and reported more sleep disturbance.Conclusions: The pattern of results suggests that mental toughness traits during adolescence may have their origins in the pre-school years.

  19. Connections between voice ergonomic risk factors in classrooms and teachers' voice production.

    Science.gov (United States)

    Rantala, Leena M; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2012-01-01

    The aim of the study was to investigate if voice ergonomic risk factors in classrooms correlated with acoustic parameters of teachers' voice production. The voice ergonomic risk factors in the fields of working culture, working postures and indoor air quality were assessed in 40 classrooms using the Voice Ergonomic Assessment in Work Environment - Handbook and Checklist. Teachers (32 females, 8 males) from the above-mentioned classrooms recorded text readings before and after a working day. Fundamental frequency, sound pressure level (SPL) and the slope of the spectrum (alpha ratio) were analyzed. The higher the number of the risk factors in the classrooms, the higher SPL the teachers used and the more strained the males' voices (increased alpha ratio) were. The SPL was already higher before the working day in the teachers with higher risk than in those with lower risk. In the working environment with many voice ergonomic risk factors, speakers increase voice loudness and use more strained voice quality (males). A practical implication of the results is that voice ergonomic assessments are needed in schools. Copyright © 2013 S. Karger AG, Basel.

  20. Higher dose rate Gamma Knife radiosurgery may provide earlier and longer-lasting pain relief for patients with trigeminal neuralgia.

    Science.gov (United States)

    Lee, John Y K; Sandhu, Sukhmeet; Miller, Denise; Solberg, Timothy; Dorsey, Jay F; Alonso-Basanta, Michelle

    2015-10-01

    Gamma Knife radiosurgery (GKRS) utilizes cobalt-60 as its radiation source, and thus dose rate varies as the fixed source decays over its half-life of approximately 5.26 years. This natural decay results in increasing treatment times when delivering the same cumulative dose. It is also possible, however, that the biological effective dose may change based on this dose rate even if the total dose is kept constant. Because patients are generally treated in a uniform manner, radiosurgery for trigeminal neuralgia (TN) represents a clinical model whereby biological efficacy can be tested. The authors hypothesized that higher dose rates would result in earlier and more complete pain relief but only if measured with a sensitive pain assessment tool. One hundred thirty-three patients were treated with the Gamma Knife Model 4C unit at a single center by a single neurosurgeon during a single cobalt life cycle from January 2006 to May 2012. All patients were treated with 80 Gy with a single 4-mm isocenter without blocking. Using an output factor of 0.87, dose rates ranged from 1.28 to 2.95 Gy/min. The Brief Pain Inventory (BPI)-Facial was administered before the procedure and at the first follow-up office visit 1 month from the procedure (mean 1.3 months). Phone calls were made to evaluate patients after their procedures as part of a retrospective study. Univariate and multivariate linear regression was performed on several independent variables, including sex, age in deciles, diagnosis, follow-up duration, prior surgery, and dose rate. In the short-term analysis (mean 1.3 months), patients' self-reported pain intensity at its worst was significantly correlated with dose rate on multivariate analysis (p = 0.028). Similarly, patients' self-reported interference with activities of daily living was closely correlated with dose rate on multivariate analysis (p = 0.067). A 1 Gy/min decrease in dose rate resulted in a 17% decrease in pain intensity at its worst and a 22% decrease