WorldWideScience

Sample records for higher teacher scores

  1. 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.

  2. 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)…

  3. Combining Teacher Assessment Scores with External Examination ...

    African Journals Online (AJOL)

    Combining Teacher Assessment Scores with External Examination Scores for Certification: Comparative Study of Four Statistical Models. ... University entrance examination scores in mathematics were obtained for a subsample of 115 ...

  4. 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 ...

  5. Let's Get Higher Scores on These New Assessments

    Science.gov (United States)

    Shanahan, Timothy

    2015-01-01

    This column explains three ways that teachers can improve reading test performance. Basically, the idea is that instead of teaching students to respond to particular question types as is typical of test preparation despite the ineffectiveness of this practice, it is better to teach students to read the test passages more effectively. Three…

  6. Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates

    Science.gov (United States)

    Nalbantoglu Yilmaz, Funda

    2017-01-01

    This study aims to determine the reliability of scores obtained from self-, peer-, and teacher-assessments in terms of teaching materials prepared by teacher candidates. The study group of this research constitutes 56 teacher candidates. In the scope of research, teacher candidates were asked to develop teaching material related to their study.…

  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. 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…

  9. 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

  10. Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences

    Science.gov (United States)

    Wang, Ze; Rohrer, David; Chuang, Chi-ching; Fujiki, Mayo; Herman, Keith; Reinke, Wendy

    2015-01-01

    This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c)…

  11. 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...

  12. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Directory of Open Access Journals (Sweden)

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

  13. Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

    Science.gov (United States)

    Angle, Julie; Moseley, Christine

    2009-01-01

    The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the…

  14. Chemotherapy-Induced Fatigue Correlates With Higher Fatigue Scores Before Treatment.

    Science.gov (United States)

    Araújo, José Klerton Luz; Giglio, Adriana Del; Munhoz, Bruna Antenusse; Fonseca, Fernando Luiz Affonso; Cruz, Felipe Melo; Giglio, Auro Del

    2017-06-01

    Cancer chemotherapy can induce fatigue in about 20% to 30% of patients. So far, there is very little information as to the predictors of chemotherapy-induced fatigue (CIF). We evaluated potential predictors of CIF in a sample of patients with cancer with several types of solid tumors scheduled to receive chemotherapy according to institutional protocols. Before their first and second chemotherapy cycles, patients answered to the Brief Fatigue Inventory (BFI), Chalder, Mini Nutritional Assessment (MNA), Stress thermometer, and HADS questionnaires as well as provided blood samples for inflammatory markers. We evaluated 52 patients, 37 (71%) were female and mean age was 53 years. The most common tumors were breast cancer 21 (40%) and gastrointestinal tumors 12 (23%). Although 14 (25.2%) patients had an increase in their fatigue BFI scores equal or above 3 points from baseline, we observed no significant overall differences between BFI scores before and after chemotherapy. The only 2 factors associated with an increase of 3 points in the BFI scores after chemotherapy were race and higher baseline BFI levels. By multivariate analysis, overall BFI and Chalder scores after chemotherapy also correlated significantly with their respective baseline scores before treatment. HADS scores before treatment correlated with overall BFI scores postchemotherapy, whereas MNA scores before chemotherapy and female sex correlated with higher Chalder scores after treatment. We conclude that fatigue induced by chemotherapy is common and consistently associated with higher fatigue scores before treatment. Screening for fatigue before chemotherapy may help to identify patients who are prone to develop CIF.

  15. 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.…

  16. 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…

  17. Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale

    Science.gov (United States)

    Kahveci, Murat; Kahveci, Ajda; Mansour, Nasser; Mohammed, Maher

    2016-01-01

    The Science Teachers' Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively…

  18. The Effect of Improved School Climate over Time on Fifth-Grade Students' Achievement Assessment Scores and Teacher Administered Grade Scores

    Science.gov (United States)

    Marten, Dawn M.

    2012-01-01

    The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…

  19. [Comparison of VHI scores in teachers with voice disorders and the non-professional dysphonic population].

    Science.gov (United States)

    Kuzańska, Anna; Niebudek-Bogusz, Ewa; Woźnicka, Ewelina; Kopczyńska, Jerzy; Sliwińska-Kowalska, Mariola

    2009-01-01

    The aim of this study was to assess the application of Voice Handicap Index (VHI) in the diagnosis of occupational voice disorders in teachers as compared with the dysphonic non-teachers population. The subjective assessment of voice by VHI was performed in 105 teachers with dysphonia and 60 dysphonic subjects whose jobs did not involve vocal effort. The control group comprised 65 healthy individuals with normal voice. The results of total VHI score and each of its subscales, functional, emotional and physical, were significantly worse in the study groups (I and II) than in the control group (p teachers and 16% of non-teachers reported severe voice disability. All individuals in the control group assessed their voice problems as minor, their results fell within the range of the lowest level of VHI score. This study confirmed that VHI as a tool for self-assessment of voice can significantly contribute to the diagnosis of occupational and non-occupational dysphonia.

  20. 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.

  1. 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.

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

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    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

  3. 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.…

  4. The Effects of a Voice Education Program on VHI Scores of Elementary School Teachers.

    Science.gov (United States)

    Faham, Maryam; Ahmadi, Akram; Drinnan, Michael; Saadatmand, Najme; Fatahi, Elahe; Jalalipour, Maryam

    2016-11-01

    Teachers seem to be vulnerable to voice disorders because of excessive use of their voice. The purpose of this study was to investigate the effects of a voice education program on the Vocal Handicap Index (VHI) scores of elementary school teachers in the Persian education system. This was a semi-experimental study, performed in Shiraz public schools. Ten schools were selected on their similarity in number of students and teachers, and allocated at random to training or control groups. Sixty-one teachers in the training group and 66 teachers in the control group completed the VHI in the first week. Teachers in the trained group received voice education for 4 weeks, and then continued to follow the program for a further 4 weeks. The control group received no training. After 8 weeks, all subjects completed the questionnaire again. Compliance was good for all practices except "breathing exercises" and "using amplifiers" where it was exceptionally poor. Teachers in the training group improved significantly in total VHI score (from 14.2 to 6.8), whereas the control group showed a significant worsening (from 10.1 to 13.7). These effects were significant (P teachers, even without dysphonia, in the middle of their teaching. Such a program may have a place in the Persian education system. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

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

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    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.

  6. 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.

  7. 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 ...

  8. 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...

  9. Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

    Science.gov (United States)

    Garrett, Rachel; Steinberg, Matthew P.

    2015-01-01

    Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

  10. 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…

  11. Longitudinal AddiQoL scores may identify higher risk for adrenal crises in Addison's disease.

    Science.gov (United States)

    Meyer, Gesine; Koch, Maike; Herrmann, Eva; Bojunga, Jörg; Badenhoop, Klaus

    2018-05-01

    Several studies have shown a reduced quality of life (QoL) in patients with Addison's disease (AD), but investigations of QoL over a long-term course are lacking. Adrenal crises (AC) are life-threatening complications in AD. The purpose of this prospective study was to test whether the repeated use of QoL-questionnaires can detect prodromal periods of an AC. 110 patients with AD were asked to complete the disease specific-QoL questionnaire AddiQoL and a short questionnaire about adverse events once monthly over a period of ten months. AC was defined if at least two of the following symptoms were reported: (a) hypotension, (b) nausea or vomiting, (c) severe fatigue, (d) documented hyponatremia, hyperkalemia, or hypoglycemia, and subsequent parenteral glucocorticoid administration was carried out. Prevalence of AC was 10.9/100 patient years. AddiQoL scores in patients with AC showed a trend (p = 0,08) to a wider fluctuation over time. Subjective precrises not meeting the criteria for AC were reported by 31 patients who had significantly lower AddiQoL scores (p = 0,018). These are the first data showing the course of QoL during a period of ten months in patients with AD. Incidence of AC exceeds previous data. Our data show, that subjective precrises in AD associate with lower QoL. AC, as well as precrises affect intraindividual AddiQol-scores over time with a trend to a stronger fluctuation. Longitudinal AddiQol scores and self-reporting of precrises via patient diaries are additional clinical tools to identify higher risk for critical events.

  12. Job satisfaction and cortisol awakening response in teachers scoring high and low on burnout.

    Science.gov (United States)

    Moya-Albiol, Luis; Serrano, Miguel Angel; Salvador, Alicia

    2010-11-01

    The burnout syndrome is an important psychosocial risk in the job context, especially in professions with a strong social interaction, as in the case of teaching. High levels of burnout have been related to negative psychological indicators and hormonal alterations. This study compares job satisfaction and the cortisol awakening response (CAR) in teachers scoring high (HB) and low (LB) on burnout. HB teachers showed lower job satisfaction and no significant differences in the CAR when compared with the LB group. The results of the study suggest a general dissatisfaction with work along with a different functioning of the hypothalamo-pituitary-adrenocortical axis in HB teachers. Although non significantly, they showed a lower magnitude of the CAR than LB teachers. When considering the whole sample, emotional exhaustion and depersonalization correlated negatively and personal accomplishment positively with each subscale of the job satisfaction questionnaire whereas cortisol levels or CAR did not correlate significantly with both burnout subscales and job satisfaction. These results should be taken into account when working to prevent burnout in teachers, as the modified parameters could be considered indicators of the onset or development of the syndrome.

  13. 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.…

  14. 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

  15. 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,

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

    Science.gov (United States)

    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…

  17. Higher dietary diversity score is associated with obesity: a case-control study.

    Science.gov (United States)

    Karimbeiki, R; Pourmasoumi, M; Feizi, A; Abbasi, B; Hadi, A; Rafie, N; Safavi, S M

    2018-04-01

    The present study was carried out to compare dietary diversity score (DDS) among overweight, obese, and normal-weight adults. This case-control study was conducted with a total of 200 cases (100 participants with obesity and 100 participants with overweight) and 300 controls (normal weight) matched by socio-economic status (SES), older than 18 years. Dietary intakes were assessed using a self-administered Food Frequency Questionnaire. Data regarding physical activity and sociodemographic variables were gathered. DDS was computed based on the scoring of the five food groups emphasized in the United States Department of Agriculture Food Guide Pyramid. Anthropometric measurements were measured, and the body mass index and waist-to-hip ratio were calculated. The mean ± standard deviation of DDS was higher in participants with obesity (5.65 ± 1.32) than that in overweight participants (5.23 ± 1.23), while the lowest score was reported among normal-weight individuals (4.97 ± 1.42) (P obesity increased with each unit increase in DDS (odds ratio [OR]: 1.46; 95% confidence interval [CI]: 1.22, 1.74). However, the association became slightly weaker after adjusting for potential confounding factors (OR: 1.34; 95% CI: 1.07, 1.68). It was concluded that there was a significant positive association between DDS and obesity. However, additional investigations are warranted. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  18. Higher Prostate Weight Is Inversely Associated with Gleason Score Upgrading in Radical Prostatectomy Specimens

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    Leonardo Oliveira Reis

    2013-01-01

    Full Text Available Background. Protective factors against Gleason upgrading and its impact on outcomes after surgery warrant better definition. Patients and Methods. Consecutive 343 patients were categorized at biopsy (BGS and prostatectomy (PGS as Gleason score, ≤6, 7, and ≥8; 94 patients (27.4% had PSA recurrence, mean followup 80.2 months (median 99. Independent predictors of Gleason upgrading (logistic regression and disease-free survival (DFS (Kaplan-Meier, log-rank were determined. Results. Gleason discordance was 45.7% (37.32% upgrading and 8.45% downgrading. Upgrading risk decreased by 2.4% for each 1 g of prostate weight increment, while it increased by 10.2% for every 1 ng/mL of PSA, 72.0% for every 0.1 unity of PSA density and was 21 times higher for those with BGS 7. Gleason upgrading showed increased clinical stage (P=0.019, higher tumor extent (P=0.009, extraprostatic extension (P=0.04, positive surgical margins (P<0.001, seminal vesicle invasion (P=0.003, less “insignificant” tumors (P<0.001, and also worse DFS, χ2=4.28, df=1, P=0.039. However, when setting the final Gleason score (BGS ≤6 to PGS 7 versus BGS 7 to PGS 7, avoiding allocation bias, DFS impact is not confirmed, χ2=0.40, df=1, P=0.530.Conclusions. Gleason upgrading is substantial and confers worse outcomes. Prostate weight is inversely related to upgrading and its protective effect warrants further evaluation.

  19. The origins of mental toughness – prosocial behavior and low internalizing and externalizing problems at age 5 predict higher mental toughness scores at age 14

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    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.

  20. The Effect of Working Condition on Math Teacher Effectiveness: Value-Added Scores and Student Satisfaction in Teaching

    Science.gov (United States)

    Ye, Yincheng; Singh, Kusum

    2017-01-01

    The purpose of this study is to better understand how math teachers' effectiveness as measured by value-added scores and student satisfaction with teaching is influenced by school's working conditions. The data for the study were derived from 2009 to 2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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 ...

  6. 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…

  7. Infections after shoulder arthroplasty are correlated with higher anesthetic risk score: a case-control study in Brazil

    Directory of Open Access Journals (Sweden)

    Leonardo Hideto Nagaya

    2017-11-01

    Conclusion: This study provides evidence suggesting that patient-related known factors such as higher ASA score predisposes to shoulder arthroplasty-associated infection. Furthermore, unusual pathogens associated with PSI were identified.

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

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    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

  9. 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…

  10. 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…

  11. 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

  12. 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…

  13. 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…

  14. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    OpenAIRE

    Hai-Hon Chen

    2015-01-01

    The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, T...

  15. 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

  16. 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

  17. Teacher's Use of iPads in Higher Education

    Science.gov (United States)

    Churchill, Daniel; Wang, Tianchong

    2014-01-01

    Mobile devices (e.g. iPads or galaxy tab) are increasingly being used in educational contexts. There has been growing investment in higher education institutions in Hong Kong by the HKSAR Education Bureau in relation to educational uses of mobile technology. However, current research into educational applications of this technology is limited.…

  18. Communities of practice; facilitating teacher professionalization in higher education

    NARCIS (Netherlands)

    dr. Donald Ropes

    2005-01-01

    The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational

  19. Higher Mobility Scores in Patients with Cystic Fibrosis Are Associated with Better Lung Function

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    Aneesha Thobani

    2015-01-01

    Full Text Available Objective. The purpose of this study was to determine whether mobility and physical activity were associated with lung function in adults with cystic fibrosis (CF. Design. This was a prospective cohort observational study in an urban, academic, specialized care center. Participants were ambulatory, nonhospitalized adults with CF. Main Outcome Measures. Mobility was assessed monthly by the Life-Space Assessment (LSA questionnaire and quarterly by pedometer. Lung function was assessed by spirometry. Results. Twenty-seven subjects participated. Subjects recorded mean pedometer steps of 20,213 ± 11,331 over three days and FEV1% predicted of 77.48% ± 22.60% over one year. The LSA score at enrollment was correlated with initial pedometer steps (r=0.42 and P=0.03, and mean LSA score over one year was correlated with mean number of steps (r=0.51 and P=0.007. LSA mobility and pedometer scores were correlated with FEV1% predicted at enrollment and throughout the study. Conclusions. Mobility and physical activity measured by LSA questionnaire and pedometer are positively associated with lung function in adults with CF. This study confirms the importance of mobility and physical activity and supports the utility of a simple office-based questionnaire as a measure of mobility in adults with CF.

  20. Higher mobility scores in patients with cystic fibrosis are associated with better lung function.

    Science.gov (United States)

    Thobani, Aneesha; Alvarez, Jessica A; Blair, Shaina; Jackson, Kaila; Gottlieb, Eric R; Walker, Seth; Tangpricha, Vin

    2015-01-01

    The purpose of this study was to determine whether mobility and physical activity were associated with lung function in adults with cystic fibrosis (CF). This was a prospective cohort observational study in an urban, academic, specialized care center. Participants were ambulatory, nonhospitalized adults with CF. Mobility was assessed monthly by the Life-Space Assessment (LSA) questionnaire and quarterly by pedometer. Lung function was assessed by spirometry. Twenty-seven subjects participated. Subjects recorded mean pedometer steps of 20,213 ± 11,331 over three days and FEV1% predicted of 77.48% ± 22.60% over one year. The LSA score at enrollment was correlated with initial pedometer steps (r = 0.42 and P = 0.03), and mean LSA score over one year was correlated with mean number of steps (r = 0.51 and P = 0.007). LSA mobility and pedometer scores were correlated with FEV1% predicted at enrollment and throughout the study. Mobility and physical activity measured by LSA questionnaire and pedometer are positively associated with lung function in adults with CF. This study confirms the importance of mobility and physical activity and supports the utility of a simple office-based questionnaire as a measure of mobility in adults with CF.

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

    Directory of Open Access Journals (Sweden)

    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.

  2. Higher stress scores for female medical students measured by the Kessler Psychological Distress Scale (K10 in Pakistan

    Directory of Open Access Journals (Sweden)

    Khadija Qamar

    2014-10-01

    Full Text Available The aim of this study was to determine the stress level of medical students and the relationship between stress and academic year. A cross-sectional, descriptive study was conducted at an undergraduate medical school with a five-year curriculum, in Pakistan, from January 2014 to April 2014. Medical students in the first four years were included in the study. The Kessler Psychological Distress Scale (K10, a self-administered questionnaire, was distributed to the students. A total of 445 medical students completed the questionnaire. The average stress score was 19.61 (SD = 6.76 with a range from 10 to 43. Stress was experienced by 169 students (41.7%. The scores of female students were higher than scores of males, indicating a higher stress level (P = 0.011. The relationship between stress and academic year was insignificant (P = 0.392.

  3. Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks

    Science.gov (United States)

    Demir, Metin

    2015-01-01

    This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…

  4. Impact of Answer-Switching Behavior on Multiple-Choice Test Scores in Higher Education

    Directory of Open Access Journals (Sweden)

    Ramazan BAŞTÜRK

    2011-06-01

    Full Text Available The multiple- choice format is one of the most popular selected-response item formats used in educational testing. Researchers have shown that Multiple-choice type test is a useful vehicle for student assessment in core university subjects that usually have large student numbers. Even though the educators, test experts and different test recourses maintain the idea that the first answer should be retained, many researchers argued that this argument is not dependent with empirical findings. The main question of this study is to examine how the answer switching behavior affects the multiple-choice test score. Additionally, gender differences and relationship between number of answer switching behavior and item parameters (item difficulty and item discrimination were investigated. The participants in this study consisted of 207 upper-level College of Education students from mid-sized universities. A Midterm exam consisted of 20 multiple-choice questions was used. According to the result of this study, answer switching behavior statistically increase test scores. On the other hand, there is no significant gender difference in answer-switching behavior. Additionally, there is a significant negative relationship between answer switching behavior and item difficulties.

  5. 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.

  6. 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

  7. Predictive Power of Primary and Secondary School Success Criterion on Transition to Higher Education Examination Scores

    OpenAIRE

    Atilla ÖZDEMİR; Selahattin GELBAL

    2016-01-01

    It is seen that education has a significant effect that changes an individual’s life in our country in which education is a way of moving up the social ladder. In order to continue to a higher education program after graduating from high school, students have to succeed in transition to higher education examination. Thus, the entrance exam is an important factor to determine the future of the students. In our country, middle school grades and high school grade point average that is added to u...

  8. 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…

  9. The Analysis of a Teacher Test Preparation Tutorial to Learner Test Scores: An Action Research Study

    Science.gov (United States)

    Mild, Toni L. Hittle

    2014-01-01

    Many Pennsylvania colleges and universities require that teacher candidates pass a standardized assessment in order to gain formal entry in to their education programs. Standardized tests are also required for Level I teacher certification within Pennsylvania. The initial assessment required of all Pennsylvania preservice teachers for…

  10. Greater Equality: The Hidden Key to Better Health and Higher Scores

    Science.gov (United States)

    Wilkinson, Richard; Pickett, Kate

    2011-01-01

    There are now many studies of income inequality and health that compare countries, American states, or other large regions, and the majority of these studies show that more egalitarian societies tend to be healthier. Inequality is associated with lower life expectancy, higher rates of infant mortality, shorter height, poor self-reported health,…

  11. Effects of honours programme participation in higher education : A propensity score matching approach

    NARCIS (Netherlands)

    Kool, Ada; Mainhard, Tim; Jaarsma, Debbie; van Beukelen, Peter; Brekelmans, Mieke

    2017-01-01

    Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed:

  12. Bilingualism in older Mexican-American immigrants is associated with higher scores on cognitive screening.

    Science.gov (United States)

    Padilla, Claudia; Mendez, Mario F; Jimenez, Elvira E; Teng, Edmond

    2016-11-24

    Bilingualism may protect against cognitive aging and delay the onset of dementia. However, studies comparing monolinguals and bilinguals on such metrics have produced inconsistent results complicated by confounding variables and methodological concerns. We addressed this issue by comparing cognitive performance in a more culturally homogeneous cohort of older Spanish-speaking monolingual (n = 289) and Spanish-English bilingual (n = 339) Mexican-American immigrants from the Sacramento Longitudinal Study on Aging. After adjusting for demographic differences and depressive symptoms, both groups performed similarly at baseline on verbal memory but the bilingual group performed significantly better than the monolingual group on a cognitive screening test, the Modified Mini-Mental State Examination (3MS; p bilingual group, neither language of testing nor degree of bilingualism was significantly associated with 3MS or verbal memory scores. Amongst individuals who performed in the normal or better range on both tests at baseline and were followed for an average of 6 years, both monolinguals and bilinguals exhibited similar rates of cognitive decline on both measures. These findings suggest that bilingualism is associated with modest benefits in cognitive screening performance in older individuals in cross-sectional analyses that persist across longitudinal analyses. The effects of bilingualism should be considered when cognitively screening is performed in aging immigrant populations.

  13. Bilingualism in older Mexican-American immigrants is associated with higher scores on cognitive screening

    Directory of Open Access Journals (Sweden)

    Claudia Padilla

    2016-11-01

    Full Text Available Abstract Background Bilingualism may protect against cognitive aging and delay the onset of dementia. However, studies comparing monolinguals and bilinguals on such metrics have produced inconsistent results complicated by confounding variables and methodological concerns. Methods We addressed this issue by comparing cognitive performance in a more culturally homogeneous cohort of older Spanish-speaking monolingual (n = 289 and Spanish-English bilingual (n = 339 Mexican-American immigrants from the Sacramento Longitudinal Study on Aging. Results After adjusting for demographic differences and depressive symptoms, both groups performed similarly at baseline on verbal memory but the bilingual group performed significantly better than the monolingual group on a cognitive screening test, the Modified Mini-Mental State Examination (3MS; p < 0.001. Group differences on the 3MS were driven by language/executive and language/praxis factors. Within the bilingual group, neither language of testing nor degree of bilingualism was significantly associated with 3MS or verbal memory scores. Amongst individuals who performed in the normal or better range on both tests at baseline and were followed for an average of 6 years, both monolinguals and bilinguals exhibited similar rates of cognitive decline on both measures. Conclusions These findings suggest that bilingualism is associated with modest benefits in cognitive screening performance in older individuals in cross-sectional analyses that persist across longitudinal analyses. The effects of bilingualism should be considered when cognitively screening is performed in aging immigrant populations.

  14. NAPLAN Scores as Predictors of Access to Higher Education in Victoria

    OpenAIRE

    Brendan Houng; Moshe Justman

    2014-01-01

    This paper examines the extent to which year-9 performance on the National Assessment Program—Language Arts and Numeracy (NAPLAN) predicts access to higher education as determined by subsequent achievement on year-12 Victoria Certificate of Education (VCE) exams. VCE performance is measured via three binary indicators: achieving an Australian tertiary admission rank (ATAR) above 50 ("ATAR50"), above 70 ("ATAR70"), and above 90 ("ATAR90"); and two continuous indicators: ATAR and the Tertiary E...

  15. A higher score on the Aging Males' Symptoms scale is associated with insulin resistance in middle-aged men.

    Science.gov (United States)

    Hamanoue, Nobuya; Tanabe, Makito; Tanaka, Tomoko; Akehi, Yuko; Murakami, Junji; Nomiyama, Takashi; Yanase, Toshihiko

    2017-05-30

    An age-associated androgen decrease and its pathological conditions are defined as late-onset hypogonadism (LOH). Among the various symptoms associated with LOH, a visceral fat increase is strongly associated with relatively low levels of testosterone. However, few studies have investigated the relationship between the Aging Males' Symptoms (AMS) scores and metabolic abnormalities. Thus, we aimed to clarify this relationship by investigating the relationship between AMS scores and various markers in blood. During routine health examinations in 241 middle-aged males (52.7±7.5 years of age, mean±SD), 150 males (62.2%) displayed higher AMS values than normal. No statistical association was observed between total AMS scores and any testosterone value. All mental, physical and sexual AMS subscales were significantly positively correlated with insulin levels and HOMA-IR. Only sexual subscale scores were significantly inversely associated with free or bioavailable testosterone level. Males with insulin resistance (HOMA-IR≥2.5) demonstrated significantly higher AMS scores than those with normal insulin sensitivity (HOMA-IRinsulin and HOMA-IR values. Interestingly, univariate and multivariate analyses revealed that HOMA-IR≥2.5 was a significant predictor for detection of moderately severe AMS values (AMS≥37), whereas AMS≥37 was not a predictor of metabolic syndrome by International Diabetes Federation (IDF) criterion. In conclusion, almost 60% of healthy male subjects displayed abnormal AMS scores. AMS values were not associated with testosterone values but rather were related to insulin resistance, particularly in subjects with moderately severe AMS values. Insulin resistance-related general unwellness might be reflected by AMS values.

  16. 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.

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

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    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.

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

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    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.

  19. 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.

  20. Relationships among Teacher Absenteeism, Evaluation Scores, and Satisfaction with Teaching at the Elementary School Level

    Science.gov (United States)

    Russell, Marilyn D.

    2016-01-01

    In an effort to determine what factors were believed to influence teacher absenteeism in a small southwestern rural district in Tennessee, a study was conducted using information from Survey Monkey (https://www.surveymonkey.com/r/satisfaction_absences) to obtain responses from 89 teachers in grades third through fifth at seven elementary schools…

  1. 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…

  2. 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…

  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. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

  12. 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…

  13. 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…

  14. 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

  15. Impact of Students' Participation to a Facebook Group on their Motivation and Scores and on Teacher's Evaluation

    Directory of Open Access Journals (Sweden)

    Bernard Montoneri

    2015-01-01

    Full Text Available The development of Information and communications technology (ICT has brought rapid and profound changes in the field of Education. Nowadays, teachers and students alike are engaging on social networks such as Facebook. This study discusses the benefits of using social network in the classroom. It aims at assessing the impact of Facebook on students' motivation and scores in a course of European Literature in a university of central Taiwan. A class of students was taught during the first semester of academic year 2013-2014 (September-January using a traditional way of teaching. During the second semester (February-June 2014, the teacher used multimedia and Facebook to teach to the same students. They joined a "secret group", that is a group in which only students from the class can join, post, view posts, like, and comment. This research compares various data from the first and second semester to measure students' improvement in motivation, their participation to the group and their scores. The data collected from the Facebook group during the whole second semester and students' evaluation of the educator at the end of each semester. Students are expected to make some progress and teacher's evaluation should improve. Even though Taiwanese students generally read and write in Chinese on Facebook, it is expected that they exclusively use English to read, share, and comment texts and information concerning the books studied during the second semester, thus increasing their chances to improve their reading and writing skills.

  16. 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

    conducted in Phase 3 in order to study the effectiveness of the designed curriculum on the teachers and students. The research samples consisted of 12 Science teachers teaching Mattayomsuksa 3 students. The research instruments were included the curriculum for the enhancement of learning management performances emphasizing the higher order thinking skills, the test on knowledge and understanding of the learning management focusing on the higher order thinking skills, the assessment form to assess the capability to design the learning management with the emphasis on the higher order thinking skills, the observation form to assess the ability to manage the learning process that focuses on the higher order thinking skills, and the achievement test to assess the students’ achievement in Science. The results showed as follows. 1. For the knowledge and understanding of the learning management focusing on the higher order thinking skills of the teachers, it exposed that the mean of the score in the pretest was 13.67 and the percentage was 45.56. The mean and the percentage in the post-test were 25.42 and 84.72, respectively. It could be concluded that the teachers teaching Science had knowledge and understanding in the learning management that emphasizes on the higher order thinking skills at higher level after the training. 2. The Science teachers’ capability to design the learning management with the emphasis on the higher order thinking skills was significantly appropriate. 3. The lower secondary Science teachers’ ability to manage the learning process with the emphasis on the higher order thinking skills was at good level. 4. The Mattayomsuksa 3 students learning Science with the trained teachers gained 74.68 percent in post-test which was higher than the set criteria at 70 percent. There were 82 students passing the set criteria accounted for 82 percent. The result indicated that the students achieved their learning and passed the requirement. In Phase 4, the curriculum

  17. [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.

  18. 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…

  19. Effects of zinc supplementation on parent and teacher behaviour rating scores in low socioeconomic level Turkish primary school children.

    Science.gov (United States)

    Uçkardeş, Yasemin; Ozmert, Elif N; Unal, Fatih; Yurdakök, Kadriye

    2009-04-01

    To determine the effect of zinc supplementation on behaviour in low-income school aged children. Double-blind randomized, placebo controlled trial. Low-income district primary school in Turkey. Third grade students in the school. Among 252 students, 226 participated and 218 completed the study. Children in each class were randomized either to the study group to receive 15 mg/day elemental zinc syrup or to placebo group to receive the syrup without zinc for 10 weeks. The change in Conner's Rating Scales for Teachers and Parents scores after supplementation. The mean Conner's Rating Scale for Parents scores on attention deficit, hyperactivity, oppositional behaviour and conduct disorder decreased significantly in the study and placebo groups after supplementation (p children with clinically significant parent ratings on attention deficit (p = 0.01) and hyperactivity (p = 0.004) decreased in the study group while prevalence of oppositional behaviour (p = 0.007) decreased in the placebo group. In children of mothers with low education all mean Parents' scores decreased significantly (p children with clinically significant scores for attention deficit, hyperactivity and oppositional behaviour decreased only in the study group (p children with clinically significant scores for attention deficit and hyperactivity. The affect on behaviour was more evident in the children of low educated mothers.

  20. Replication and validation of higher order models demonstrated that a summary score for the EORTC QLQ-C30 is robust

    DEFF Research Database (Denmark)

    Giesinger, Johannes M.; Kieffer, Jacobien M.; Fayers, Peter M.

    2016-01-01

    OBJECTIVE: To further evaluate the higher order measurement structure of the European Organisation for Research and Treatment of Cancer (EORTC) Quality of Life Questionnaire Core 30 (QLQ-C30), with the aim of generating a summary score. STUDY DESIGN AND SETTING: Using pretreatment QLQ-C30 data (N...... = 3,282), we conducted confirmatory factor analyses to test seven previously evaluated higher order models. We compared the summary score(s) derived from the best performing higher order model with the original QLQ-C30 scale scores, using tumor stage, performance status, and change over time (N = 244......) as grouping variables. RESULTS: Although all models showed acceptable fit, we continued in the interest of parsimony with known-groups validity and responsiveness analyses using a summary score derived from the single higher order factor model. The validity and responsiveness of this QLQ-C30 summary score...

  1. 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.

  2. Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

    Science.gov (United States)

    Kablan, Zeynel; Kaya, Sibel

    2014-01-01

    This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

  3. Computer Proficiency for Online Learning: Factorial Invariance of Scores among Teachers

    Science.gov (United States)

    Martin, Amy L.; Reeves, Todd D.; Smith, Thomas J.; Walker, David A.

    2016-01-01

    Online learning is variously employed in K-12 education, including for teacher professional development. However, the use of computer-based technologies for learning purposes assumes learner computer proficiency, making this construct an important domain of procedural knowledge in formal and informal online learning contexts. Addressing this…

  4. Accreditation Outcome Scores: Teacher Attitudes toward the Accreditation Process and Professional Development

    Science.gov (United States)

    Ulmer, Phillip Gregory

    2015-01-01

    Accreditation is an essential component in the history of education in the United States and is a central catalyst for quality education, continuous improvement, and positive growth in student achievement. Although previous researchers identified teachers as an essential component in meeting accreditation outcomes, additional information was…

  5. Regional 18F-Fluorodeoxyglucose Hypometabolism is Associated with Higher Apathy Scores Over Time in Early Alzheimer Disease.

    Science.gov (United States)

    Gatchel, Jennifer R; Donovan, Nancy J; Locascio, Joseph J; Becker, J Alex; Rentz, Dorene M; Sperling, Reisa A; Johnson, Keith A; Marshall, Gad A

    2017-07-01

    Apathy is among the earliest and most pervasive neuropsychiatric symptoms in prodromal and mild Alzheimer disease (AD) dementia that correlates with functional impairment and disease progression. We investigated the association of apathy with regional 18F-fluorodeoxyglucose (FDG) metabolism in cognitively normal, mild cognitive impairment, and AD dementia subjects from the Alzheimer's Disease Neuroimaging Initiative database. Cross-sectional and longitudinal studies. 57 North American research sites. 402 community dwelling elders. Apathy was assessed using the Neuropsychiatric Inventory Questionnaire. Baseline FDG metabolism in five regions implicated in the neurobiology of apathy and AD was investigated in relationship to apathy at baseline (cross-sectional general linear model) and longitudinally (mixed random/fixed effect model). Covariates included age, sex, diagnosis, apolipoprotein E genotype, premorbid intelligence, cognition, and antidepressant use. Cross-sectional analysis revealed that posterior cingulate hypometabolism, diagnosis, male sex, and antidepressant use were associated with higher apathy scores. Longitudinal analysis revealed that the interaction of supramarginal hypometabolism and time, posterior cingulate hypometabolism, and antidepressant use were associated with higher apathy scores across time; only supramarginal hypometabolism was positively related to rate of increase of apathy. Results support an association of apathy with hypometabolism in parietal regions commonly affected in early stages of AD, rather than medial frontal regions implicated in the neurobiology of apathy in later stages. Further work is needed to substantiate whether this localization is specific to apathy rather than to disease stage, and to investigate the potential role of AD proteinopathies in the pathogenesis of apathy. Copyright © 2017 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

  6. 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.

  7. 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…

  8. 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.

  9. 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.

  10. 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…

  11. “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.

  12. 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.

  13. 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

  14. Higher IELTS Score, Higher Academic Performance?\\ud The Validity of IELTS in Predicting the Academic Performance\\ud of Chinese Students

    OpenAIRE

    Yen, Dorothy; Kuzma, Joanne

    2009-01-01

    The International English Language Testing System (IELTS) is widely accepted as a reliable means of assessing whether candidates are ready to study or train in the medium of the English language. It consists of four key parts: reading, speaking, listening and writing. Before enrolling onto any HE programmes at the University of Worcester, international students are required to take the IELTS exam and obtain a\\ud score of 6.0 and above, indicating a satisfactory command of English. However, de...

  15. Right-handers have negligibly higher IQ scores than left-handers: Systematic review and meta-analyses.

    Science.gov (United States)

    Ntolka, Eleni; Papadatou-Pastou, Marietta

    2018-01-01

    The relationship between intelligence and handedness remains a matter of debate. The present study is a systematic review of 36 studies (totaling 66,108 individuals), which have measured full IQ scores in different handedness groups. Eighteen of those studies were further included in three sets of meta-analyses (totaling 20,442 individuals), which investigated differences in standardized mean IQ scores in (i) left-handers, (ii) non-right-handers, and (iii) mixed-handers compared to right-handers. The bulk of the studies included in the systematic review reported no differences in IQ scores between left- and right-handers. In the meta-analyses, statistically significant differences in mean IQ scores were detected between right-handers and left-handers, but were marginal in magnitude (d=-0.07); the data sets were found to be homogeneous. Significance was lost when the largest study was excluded. No differences in mean IQ scores were found between right-handers and non-right-handers as well as between right-handers and mixed-handers. No sex differences were found. Overall, the intelligence differences between handedness groups in the general population are negligible. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. 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.…

  17. 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…

  18. 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…

  19. 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...

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

    Directory of Open Access Journals (Sweden)

    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.

  1. Peer-instructed seminar attendance is associated with improved preparation, deeper learning and higher exam scores : A survey study

    NARCIS (Netherlands)

    Bouwmeester, Rianne A M; De Kleijn, Renske A M; Van Rijen, Harold V M

    2016-01-01

    Background: Active engagement in education improves learning outcomes. To enhance active participation in seminars, a student-centered course design was implemented and evaluated in terms of self-reported preparation, student motivation and exam scores. We hypothesized that small group learning with

  2. Student's Perceived Level and Teachers' Teaching Strategies of Higher Order Thinking Skills: A Study on Higher Educational Institutions in Thailand

    Science.gov (United States)

    Shukla, Divya; Dungsungnoen, Aj Pattaradanai

    2016-01-01

    Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective…

  3. EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES

    Directory of Open Access Journals (Sweden)

    Anita Lie

    2007-01-01

    Full Text Available Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.

  4. “Always Look on the Bright Side of Life!” – Higher Hypomania Scores Are Associated with Higher Mental Toughness, Increased Physical Activity, and Lower Symptoms of Depression and Lower Sleep Complaints

    Directory of Open Access Journals (Sweden)

    Leila Jahangard

    2017-12-01

    Full Text Available Background: In the present study, we explored the associations between hypomania, symptoms of depression, sleep complaints, physical activity and mental toughness. The latter construct has gained interest for its association with a broad variety of favorable behavior in both clinical and non-clinical samples.Subjects and Methods: The non-clinical sample consisted of 206 young adults (M = 21.3 years; age range: 18–24 years; 57.3% males. They completed questionnaires covering hypomania, mental toughness, symptoms of depression, physical activity, and sleep quality.Results: Higher hypomania scores were associated with higher mental toughness, increased physical activity, lower symptoms of depression and lower sleep complaints. No gender differences were observed. Higher hypomania scores were predicted by higher scores of mental toughness subscales of control and challenge, and physical activity.Conclusion: The pattern of results suggests that among a non-clinical sample of young adults, self-rated hypomania scores were associated with higher scores on mental toughness and physical activity, along with lower depression and sleep complaints. The pattern of results further suggests that hypomania traits are associated with a broad range of favorable psychological, behavioral and sleep-related traits, at least among a non-clinical sample of young adults.

  5. "Always Look on the Bright Side of Life!" - Higher Hypomania Scores Are Associated with Higher Mental Toughness, Increased Physical Activity, and Lower Symptoms of Depression and Lower Sleep Complaints.

    Science.gov (United States)

    Jahangard, Leila; Rahmani, Anahita; Haghighi, Mohammad; Ahmadpanah, Mohammad; Sadeghi Bahmani, Dena; Soltanian, Ali R; Shirzadi, Shahriar; Bajoghli, Hafez; Gerber, Markus; Holsboer-Trachsler, Edith; Brand, Serge

    2017-01-01

    Background: In the present study, we explored the associations between hypomania, symptoms of depression, sleep complaints, physical activity and mental toughness. The latter construct has gained interest for its association with a broad variety of favorable behavior in both clinical and non-clinical samples. Subjects and Methods: The non-clinical sample consisted of 206 young adults ( M = 21.3 years; age range: 18-24 years; 57.3% males). They completed questionnaires covering hypomania, mental toughness, symptoms of depression, physical activity, and sleep quality. Results: Higher hypomania scores were associated with higher mental toughness, increased physical activity, lower symptoms of depression and lower sleep complaints. No gender differences were observed. Higher hypomania scores were predicted by higher scores of mental toughness subscales of control and challenge, and physical activity. Conclusion: The pattern of results suggests that among a non-clinical sample of young adults, self-rated hypomania scores were associated with higher scores on mental toughness and physical activity, along with lower depression and sleep complaints. The pattern of results further suggests that hypomania traits are associated with a broad range of favorable psychological, behavioral and sleep-related traits, at least among a non-clinical sample of young adults.

  6. 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.

  7. 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.

  8. 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…

  9. 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…

  10. 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.

  11. 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

  12. 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…

  13. 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)

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

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    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.

  15. 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…

  16. In patients suffering from idiopathic central serous chorioretinopathy, anxiety scores are higher than in healthy controls, but do not vary according to sex or repeated central serous chorioretinopathy.

    Science.gov (United States)

    Bazzazi, Nooshin; Ahmadpanah, Mohammad; Akbarzadeh, Siamak; Seif Rabiei, Mohammad Ali; Holsboer-Trachsler, Edith; Brand, Serge

    2015-01-01

    Idiopathic central serous chorioretinopathy (CSCR) is a relatively common ophthalmic disorder characterized by the development of a serous detachment of the sensory retina. Psychophysiological factors may trigger or maintain CSCR, though, surprisingly, the association between CSCR and anxiety has yet to be studied. The aims of the present study were threefold: to determine whether 1) Iranian patients with CSCR have higher scores for anxiety, 2) anxiety is lower, if CSCR has been experienced twice, and whether 3) anxiety scores differ between sexes. A total of 30 patients with CSCR and 30 healthy age-and sex-matched controls took part in the study. A brief face-to-face interview was conducted covering demographic variables and history and occurrence of CSCR and assessing anxiety. Compared to healthy controls, anxiety was significantly higher in both first-time and second-time CSCR patients. In CSCR patients, anxiety scores did not differ between sexes. Higher anxiety scores were observed in Iranian patients with CSCR, irrespective of whether this was the first or second occurrence of CSCR. This suggests there is no psychological adaptation in terms of reduced anxiety among patients with repeated CSCR.

  17. "Tristan Chords and Random Scores": Exploring Undergraduate Students' Experiences of Music in Higher Education through the Lens of Bourdieu

    Science.gov (United States)

    Moore, Gwen

    2012-01-01

    Within a theoretical framework drawn from Bourdieu, this article explores the relationship between undergraduate students' experiences of music in higher education and their musical backgrounds and prior music education experiences. More critically, this study aims to discover whether ideologies surrounding musical value impact on the student…

  18. Higher blood harmane (1-methyl-9H-pyrido[3,4-b]indole) concentrations correlate with lower olfactory scores in essential tremor.

    Science.gov (United States)

    Louis, Elan D; Rios, Eileen; Pellegrino, Kathryn M; Jiang, Wendy; Factor-Litvak, Pam; Zheng, Wei

    2008-05-01

    Harmane (1-methyl-9H-pyrido[3,4-b]indole), a neurotoxin, may be an environmental risk factor for essential tremor (ET). Harmane and related chemicals are toxic to the cerebellum. Whether it is through this mechanism (cerebellar toxicity) that harmane leads to ET is unknown. Impaired olfaction may be a feature of cerebellar disease. To determine whether blood harmane concentrations correlate with olfactory test scores in patients with ET. Blood harmane concentrations were quantified using high performance liquid chromatography. Odor identification testing was performed with the University of Pennsylvania Smell Identification Test (UPSIT). In 83 ET cases, higher log blood harmane concentration was correlated with lower UPSIT score (rho=-0.46, p<0.001). 25/40 (62.5%) cases with high log blood harmane concentration (based on a median split) had low UPSIT scores (based on a median split) vs. 12/43 (27.9%) ET cases with low log blood harmane concentration (adjusted odd ratios (OR) 4.04, 95% confidence intervals (CI) 1.42-11.50, p=0.009). When compared with the low log blood harmane tertile, the odds of olfactory dysfunction were 2.64 times higher in cases in the middle tertile and 10.95 times higher in cases in the high tertile. In 69 control subjects, higher log blood harmane concentration was not correlated with lower UPSIT score (rho=0.12, p=0.32). Blood harmane concentrations were correlated with UPSIT scores in ET cases but not controls. These analyses set the stage for postmortem studies to further explore the role of harmane as a cerebellar toxin in ET.

  19. 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...

  20. Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

    Science.gov (United States)

    Sharma, Umesh; Sokal, Laura

    2016-01-01

    This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in…

  1. Repairing Leaks in the Chemistry Teacher Pipeline: A Longitudinal Analysis of Praxis Chemistry Subject Assessment Examinees and Scores

    Science.gov (United States)

    Shah, Lisa; Hao, Jie; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.

    2018-01-01

    Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of…

  2. 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...

  3. 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.

  4. 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.

  5. In patients suffering from idiopathic central serous chorioretinopathy, anxiety scores are higher than in healthy controls, but do not vary according to sex or repeated central serous chorioretinopathy

    Directory of Open Access Journals (Sweden)

    Bazzazi N

    2015-04-01

    Full Text Available Nooshin Bazzazi,1 Mohammad Ahmadpanah,2 Siamak Akbarzadeh,1 Mohammad Ali Seif Rabiei,3 Edith Holsboer-Trachsler,4 Serge Brand4,5 1Department of Ophthalmology, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran; 2Research Center for Behavioral Disorders and Substance Abuse, Hamadan University of Medical Sciences; Hamadan, Iran; 3Department of Social Medicine, Faculty of Medicine, Hamadan University of Medical Sciences, Hamadan, Iran; 4Psychiatric Clinics of the University of Basel, Center for Affective, Stress and Sleep Disorders, Basel, Switzerland; 5Department of Sport and Health Science, Sport Science Section, University of Basel, Basel, Switzerland Introduction: Idiopathic central serous chorioretinopathy (CSCR is a relatively common ophthalmic disorder characterized by the development of a serous detachment of the sensory retina. Psychophysiological factors may trigger or maintain CSCR, though, surprisingly, the association between CSCR and anxiety has yet to be studied. The aims of the present study were threefold: to determine whether 1 Iranian patients with CSCR have higher scores for anxiety, 2 anxiety is lower, if CSCR has been experienced twice, and whether 3 anxiety scores differ between sexes.Methods: A total of 30 patients with CSCR and 30 healthy age- and sex-matched controls took part in the study. A brief face-to-face interview was conducted covering demographic variables and history and occurrence of CSCR and assessing anxiety.Results: Compared to healthy controls, anxiety was significantly higher in both first-time and second-time CSCR patients. In CSCR patients, anxiety scores did not differ between sexes.Conclusion: Higher anxiety scores were observed in Iranian patients with CSCR, irrespective of whether this was the first or second occurrence of CSCR. This suggests there is no psychological adaptation in terms of reduced anxiety among patients with repeated CSCR. Keywords: idiopathic central

  6. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

  7. 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…

  8. 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

  9. Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

    Science.gov (United States)

    Lowrie, Tom; Jorgensen, Robyn

    2016-01-01

    This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

  10. 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.

  11. 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…

  12. Reference Values for the Marx Activity Rating Scale in a Young Athletic Population: History of Knee Ligament Injury Is Associated With Higher Scores.

    Science.gov (United States)

    Cameron, Kenneth L; Peck, Karen Y; Thompson, Brandon S; Svoboda, Steven J; Owens, Brett D; Marshall, Stephen W

    2015-01-01

    Activity-related patient-reported outcome measures are an important component of assessment after knee ligament injury in young and physically active patients; however, normative data for most activity scales are limited. To present reference values by sex for the Marx Activity Rating Scale (MARS) within a young and physically active population while accounting for knee ligament injury history and sex. Cross-sectional study. Level 2. All incoming freshman entering a US Service Academy in June of 2011 were recruited to participate in this study. MARS was administered to 1169 incoming freshmen (203 women) who consented to participate within the first week of matriculation. All subjects were deemed healthy and medically fit for military service on admission. Subjects also completed a baseline questionnaire that asked for basic demographic information and injury history. We calculated means with standard deviations, medians with interquartile ranges, and percentiles for ordinal and continuous variables, and frequencies and proportions for dichotomous variables. We also compared median scores by sex and history of knee ligament injury using the Kruskal-Wallis test. MARS was the primary outcome of interest. The median MARS score was significantly higher for men when compared with women (χ(2) = 13.22, df = 1, P MARS scores between men and women (χ(2) = 0.47, df = 1, P = 0.493) who reported a history of injury. Overall, median MARS scores were significantly higher among those who reported a history of knee ligament injury when compared with those who did not (χ(2) = 9.06, df = 1, P = 0.003). Assessing activity as a patient-reported outcome after knee ligament injury is important, and reference values for these instruments need to account for the influence of prior injury and sex. © 2015 The Author(s).

  13. The validity, reliability and normative scores of the parent, teacher and self report versions of the Strengths and Difficulties Questionnaire in China

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    Coghill David

    2008-04-01

    Full Text Available Abstract Background The Strengths and Difficulties Questionnaire (SDQ has become one of the most widely used measurement tools in child and adolescent mental health work across the globe. The SDQ was originally developed and validated within the UK and whilst its reliability and validity have been replicated in several countries important cross cultural issues have been raised. We describe normative data, reliability and validity of the Chinese translation of the SDQ (parent, teacher and self report versions in a large group of children from Shanghai. Methods The SDQ was administered to the parents and teachers of students from 12 of Shanghai's 19 districts, aged between 3 and 17 years old, and to those young people aged between 11 and 17 years. Retest data was collected from parents and teachers for 45 students six weeks later. Data was analysed to describe normative scores, bandings and cut-offs for normal, borderline and abnormal scores. Reliability was assessed from analyses of internal consistency, inter-rater agreement, and temporal stability. Structural validity, convergent and discriminant validity were assessed. Results Full parent and teacher data was available for 1965 subjects and self report data for 690 subjects. Normative data for this Chinese urban population with bandings and cut-offs for borderline and abnormal scores are described. Principle components analysis indicates partial agreement with the original five factored subscale structure however this appears to hold more strongly for the Prosocial Behaviour, Hyperactivity – Inattention and Emotional Symptoms subscales than for Conduct Problems and Peer Problems. Internal consistency as measured by Cronbach's α coefficient were generally low ranging between 0.30 and 0.83 with only parent and teacher Hyperactivity – Inattention and teacher Prosocial Behaviour subscales having α > 0.7. Inter-rater correlations were similar to those reported previously (range 0.23 – 0

  14. 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.

  15. 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.

  16. Manufacturing of High Quality Teachers for Chemistry Education at Higher Secondary Level in Current Era

    OpenAIRE

    R. Azmat

    2013-01-01

    Education is the most influential tool whose efficient use requires the power of determination, devoted work and sacrifice. As teachers are major handler of this tool therefore, they must possess qualities of high education and competency for deliver. Education extends attractive way of life, talent and manners which make an individual a fine civilian. Primary and secondary education is one of the foundation stone of development of children and country. It acts as a vital part in placing the ...

  17. The Relationship Between Teachers' Self-efficacy Perception of Application-Based Educational Technology and Material Development Skills and Their Students' Level Certifying Exam Scores

    Directory of Open Access Journals (Sweden)

    İlhan Varank

    2013-12-01

    Full Text Available The purpose of the study is to investigate the relationship between 6th., 7th., and 8th grade Turkish, math, science and technology, social sciences and foreign language teachers' self-efficacy perception of application-based educational technology and material development skills and their students' Level Certifying Exam scores. A total of 256 Turkish, math, science and technology, social sciences and foreign language teachers and their students from 48 elementary schools located in a city and one of its close districts in Inner Aegean area participated in the study. The significance levels of the models established to explain students' Level Certifying Exam performance show differences from subject to subject and from grade to grade. Similar results were found for the significance levels of the variables used in the models

  18. Impact of Students' Participation to a Facebook Group on Their Motivation and Scores and on Teacher's Evaluation

    Science.gov (United States)

    Montoneri, Bernard

    2015-01-01

    The development of Information and communications technology (ICT) has brought rapid and profound changes in the field of Education. Nowadays, teachers and students alike are engaging on social networks such as Facebook. This study discusses the benefits of using social network in the classroom. It aims at assessing the impact of Facebook on…

  19. Entrepreneurial orientation, market orientation and performance of teachers and researchers in higher education institutions

    OpenAIRE

    Felgueira, Teresa Maria Monteiro

    2015-01-01

    Higher Education has been the focus of significant growth in the last decades. In this context, the educational market has undergone some changes and competition among Institutions of Higher Education worldwide was established. Particularly, in Europe, there have been profound changes in the way education has been provided for by Higher Education Institutions (HEIs), according to Bologna process, allowing students to move freely between European Institutions of higher education...

  20. Do later wake times and increased sleep duration of 12th graders result in more studying, higher grades, and improved SAT/ACT test scores?

    Science.gov (United States)

    Cole, James S

    2016-09-01

    The aim of this study was to investigate the relationship between sleep duration, wake time, and hours studying on high school grades and performance on the Scholastic Aptitude Test (SAT)/ American College Testing (ACT) college entrance exams. Data were collected from 13,071 recently graduated high school seniors who were entering college in the fall of 2014. A column proportions z test with a Bonferroni adjustment was used to analyze proportional differences. Analysis of covariance (ANCOVA) was used to examine mean group differences. Students who woke up prior to 6 a.m. and got less than 8 h of sleep (27 %) were significantly more likely to report studying 11 or more hours per week (30 %), almost double the rate compared to students who got more than 8 h of sleep and woke up the latest (16 %). Post hoc results revealed students who woke up at 7 a.m. or later reported significantly higher high school grades than all other groups (p students who woke up between 6:01 a.m. and 7:00 a.m. and got eight or more hours of sleep. The highest reported SAT/ACT scores were from the group that woke up after 7 a.m. but got less than 8 h sleep (M = 1099.5). Their scores were significantly higher than all other groups. This study provides additional evidence that increased sleep and later wake time are associated with increased high school grades. However, this study also found that students who sleep the longest also reported less studying and lower SAT/ACT scores.

  1. Greater Independence in Activities of Daily Living is Associated with Higher Health-Related Quality of Life Scores in Nursing Home Residents with Dementia

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    Charice S. Chan

    2015-06-01

    Full Text Available Health-related quality of life (HRQL for nursing home residents is important, however, the concept of quality of life is broad, encompasses many domains and is difficult to assess in people with dementia. Basic activities of daily living (ADL are measured routinely in nursing homes using the Resident Assessment Instrument-Minimum Data Set Version 2.0 (RAI-MDS and Functional Independence Measure (FIM instrument. We examined the relationship between HRQL and ADL to assess the future possibility of ADL dependency level serving as a surrogate measure of HRQL in residents with dementia. To assess ADL, measures derived from the RAI-MDS and FIM data were gathered for 111 residents at the beginning of our study and at 6-month follow-up. Higher scores for independence in ADL were correlated with higher scores for a disease-specific HRQL measure, the Quality of Life—Alzheimer’s Disease Scale. Preliminary evidence suggests that FIM-assessed ADL is associated with HRQL for these residents. The associations of the dressing and toileting items with HRQL were particularly strong. This finding suggests the importance of ADL function in HRQL. The RAI-MDS ADL scales should be used with caution to evaluate HRQL.

  2. Consumption of Low-Calorie Sweeteners among U.S. Adults Is Associated with Higher Healthy Eating Index (HEI 2005 Scores and More Physical Activity

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    Adam Drewnowski

    2014-10-01

    Full Text Available The possibility that low-calorie sweeteners (LCS promote lower quality diets and, therefore, weight gain has been noted as a cause for concern. Data from a representative sample of 22,231 adults were obtained from five cycles of the National Health and Nutrition Examination Survey (1999–2008 NHANES. A single 24-hour recall was used to identify consumers of LCS beverages, foods and tabletop sweeteners. Diet quality was assessed using the Healthy Eating Index 2005 (HEI 2005 and its multiple subscores. Health behaviors of interest were physical activity, smoking and alcohol use. LCS consumers had higher HEI 2005 scores than did non-consumers, largely explained by better SoFAAS subscores (solid fats, added sugar and alcohol. LCS consumers had better HEI subscores for vegetables, whole grains and low-fat dairy, but worse subscores for saturated fat and sodium compared to non-consumers. Similar trends were observed for LCS beverages, tabletop LCS and LCS foods. Consumers of LCS were less likely to smoke and were more likely to engage in recreational physical activity. LCS use was associated with higher HEI 2005 scores, lower consumption of empty calories, less smoking and more physical activity.

  3. Consumption of low-calorie sweeteners among U.S. adults is associated with higher Healthy Eating Index (HEI 2005) scores and more physical activity.

    Science.gov (United States)

    Drewnowski, Adam; Rehm, Colin D

    2014-10-17

    The possibility that low-calorie sweeteners (LCS) promote lower quality diets and, therefore, weight gain has been noted as a cause for concern. Data from a representative sample of 22,231 adults were obtained from five cycles of the National Health and Nutrition Examination Survey (1999-2008 NHANES). A single 24-hour recall was used to identify consumers of LCS beverages, foods and tabletop sweeteners. Diet quality was assessed using the Healthy Eating Index 2005 (HEI 2005) and its multiple subscores. Health behaviors of interest were physical activity, smoking and alcohol use. LCS consumers had higher HEI 2005 scores than did non-consumers, largely explained by better SoFAAS subscores (solid fats, added sugar and alcohol). LCS consumers had better HEI subscores for vegetables, whole grains and low-fat dairy, but worse subscores for saturated fat and sodium compared to non-consumers. Similar trends were observed for LCS beverages, tabletop LCS and LCS foods. Consumers of LCS were less likely to smoke and were more likely to engage in recreational physical activity. LCS use was associated with higher HEI 2005 scores, lower consumption of empty calories, less smoking and more physical activity.

  4. 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.

  5. Students' Engagement with Engagement: The Case of Teacher Education Students in Higher Education in South Africa

    Science.gov (United States)

    Osman, Ruksana; Petersen, Nadine

    2010-01-01

    Public engagement is one of the three legs which support and underpin a restructured and transformed post-apartheid higher education system in South Africa (along with teaching and research). This third sector role of higher education is widely implemented in South Africa and is described differently by different institutions and entails a diverse…

  6. Internet Plagiarism in Higher Education: Tendencies, Triggering Factors and Reasons among Teacher Candidates

    Science.gov (United States)

    Eret, Esra; Ok, Ahmet

    2014-01-01

    While plagiarism has been a growing problem in higher education for a long time, the use of the Internet has made this increasing problem more unmanageable. In many countries, this problem has become a matter of discussion, and higher education institutions feel obliged to review their policies on academic dishonesty. As part of these efforts, the…

  7. 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.

  8. People reporting experiences of mediumship have higher dissociation symptom scores than non-mediums, but below thresholds for pathological dissociation [version 3; referees: 2 approved, 1 not approved

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    Helané Wahbeh

    2018-01-01

    Full Text Available Background: Dissociative states exist on a continuum from nonpathological forms, such as highway hypnosis and day-dreaming, to pathological states of derealization and depersonalization. Claims of communication with deceased individuals, known as mediumship, were once regarded as a pathological form of dissociation, but current definitions recognize the continuum and include distress and functional disability as symptoms of pathology. This study examined the relationship between dissociative symptoms and mediumship in a large convenience sample. Methods: Secondary analyses of cross-sectional survey data were conducted. The survey included demographics, the Dissociation Experience Scale Taxon (DES-T, score range 0-100, as well as questions about instances of mediumship experiences. Summary statistics and linear and logistic regressions explored the relationship between dissociative symptoms and mediumship endorsement. Results: 3,023 participants were included and were mostly middle-aged (51 years ± 16; range 17-96, female (70%, Caucasian (85%, college educated (88%, had an annual income over $50,000 (55%, and were raised Christian (71% but were presently described as Spiritual but not Religious (60%. Mediumship experiences were endorsed by 42% of participants, the experiences usually began in childhood (81%, and 53% had family members who reported similar experiences. The mean DES-T score across all participants was 14.4 ± 17.3, with a mean of 18.2 ± 19.3 for those claiming mediumship experiences and 11.8 ± 15.2 for those who did not (t = -10.3, p < 0.0005. The DES-T threshold score for pathological dissociation is 30. Conclusions: On average, individuals claiming mediumship experiences had higher dissociation scores than non-claimants, but neither group exceeded the DES-T threshold for pathology. Future studies exploring dissociative differences between these groups may benefit from using more comprehensive measures of dissociative symptoms

  9. Polygenic Risk Score Identifies Subgroup With Higher Burden of Atherosclerosis and Greater Relative Benefit From Statin Therapy in the Primary Prevention Setting.

    Science.gov (United States)

    Natarajan, Pradeep; Young, Robin; Stitziel, Nathan O; Padmanabhan, Sandosh; Baber, Usman; Mehran, Roxana; Sartori, Samantha; Fuster, Valentin; Reilly, Dermot F; Butterworth, Adam; Rader, Daniel J; Ford, Ian; Sattar, Naveed; Kathiresan, Sekar

    2017-05-30

    Relative risk reduction with statin therapy has been consistent across nearly all subgroups studied to date. However, in analyses of 2 randomized controlled primary prevention trials (ASCOT [Anglo-Scandinavian Cardiac Outcomes Trial-Lipid-Lowering Arm] and JUPITER [Justification for the Use of Statins in Prevention: An Intervention Trial Evaluating Rosuvastatin]), statin therapy led to a greater relative risk reduction among a subgroup at high genetic risk. Here, we aimed to confirm this observation in a third primary prevention randomized controlled trial. In addition, we assessed whether those at high genetic risk had a greater burden of subclinical coronary atherosclerosis. We studied participants from a randomized controlled trial of primary prevention with statin therapy (WOSCOPS [West of Scotland Coronary Prevention Study]; n=4910) and 2 observational cohort studies (CARDIA [Coronary Artery Risk Development in Young Adults] and BioImage; n=1154 and 4392, respectively). For each participant, we calculated a polygenic risk score derived from up to 57 common DNA sequence variants previously associated with coronary heart disease. We compared the relative efficacy of statin therapy in those at high genetic risk (top quintile of polygenic risk score) versus all others (WOSCOPS), as well as the association between the polygenic risk score and coronary artery calcification (CARDIA) and carotid artery plaque burden (BioImage). Among WOSCOPS trial participants at high genetic risk, statin therapy was associated with a relative risk reduction of 44% (95% confidence interval [CI], 22-60; P statin therapy was 3.6% (95% CI, 2.0-5.1) among those in the high genetic risk group and 1.3% (95% CI, 0.6-1.9) in all others. Each 1-SD increase in the polygenic risk score was associated with 1.32-fold (95% CI, 1.04-1.68) greater likelihood of having coronary artery calcification and 9.7% higher (95% CI, 2.2-17.8) burden of carotid plaque. Those at high genetic risk have a greater

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

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    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.

  11. ACER Mathematics Profile Series: Number Test. (Test Booklet, Answer and Record Sheet, Score Key, and Teachers Handbook).

    Science.gov (United States)

    Cornish, Greg; Wines, Robin

    The Number Test of the ACER Mathematics Profile Series, contains 30 items, for each of three suggested grade levels: 7-8, 8-9, and 9-10. Raw scores on all tests in the ACER Mathematics Profile Series (Number, Operations, Space and Measurement) are converted to a common scale called MAPS, a major feature of the Series. Based on the Rasch Model,…

  12. The Human Student: The Essentiality of the Teacher-Student Connection in Higher Education

    Science.gov (United States)

    Torrisi-Steele, Geraldine

    2018-01-01

    Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by…

  13. Higher Education Teachers' Experiences with Learning Analytics in Relation to Student Retention

    Science.gov (United States)

    West, Deborah; Huijser, Henk; Heath, David; Lizzio, Alf; Toohey, Danny; Miles, Carol; Searle, Bill; Bronnimann, Jurg

    2016-01-01

    This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants' early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about:…

  14. Teachers' perceptions of the effectiveness of an urban health sciences curriculum in closing the Black-White test score gap: A participatory case study

    Science.gov (United States)

    Prince, Joan Marie

    1999-12-01

    Over the past years, progress in Black academic achievement, particularly in the area of science, has generally slowed or ceased. According to the 1994 NAEP assessment, twelfth-grade Black students are performing at the level of White eighth-grade students in the discipline of science (Department of Education, 1996). These students, in their last year of required schooling, are about to graduate, yet they lag at least four years behind their white counterparts in science achievement. Despite the establishment and implementation of numerous science intervention programs, Black students still suffer from a disparate gap in standardized test score achievement. The purpose of this research is to investigate teachers' perceptions of the effectiveness of an urban sciences intervention tool that was designed to assist in narrowing the Black-White science academic achievement gap. Specifically, what factors affect teachers' personal sense of instructional efficacy, and how does this translate into their outcome expectancy for student academic success? A multiple-case, replicative design, grounded in descriptive theory, was selected for the study. Multiple sources of evidence were queried to provide robust findings. These sources included a validated health sciences self-efficacy instrument, an interview protocol, a classroom observation, and a review of archival material that included case study participants' personnel files and meeting minutes. A cross-comparative analytic approach was selected for interpretation (Yin, 1994). Findings indicate that teachers attribute the success or failure of educational intervention tools in closing the Black-White test score gap to a variety of internal and external factors. These factors included a perceived lack of both monetary and personal support by the school leadership, as well as a perceived lack of parental involvement which impacted negatively on student achievement patterns. The case study participants displayed a depressed

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

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    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.

  16. 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.

  17. Tertiary Gleason pattern in radical prostatectomy specimens is associated with worse outcomes than the next higher Gleason score group in localized prostate cancer.

    Science.gov (United States)

    Özsoy, Mehmet; D'Andrea, David; Moschini, Marco; Foerster, Beat; Abufaraj, Mohammad; Mathieu, Romain; Briganti, Alberto; Karakiewicz, Pierre I; Roupret, Morgan; Seitz, Christian; Czech, Anna Katarzyna; Susani, Martin; Shariat, Shahrokh F

    2018-04-01

    To assess the predictive value of TGP on biochemical recurrence (BCR) and its association with clinicopathological outcomes in a large, multicenter cohort of patients with localized prostate cancer (PCa) treated with radical prostatectomy (RP). Records of 6,041 patients who were treated with RP between 2000 and 2011 for clinically nonmetastatic PCa were, retrospectively, analyzed from prospectively collected datasets. BCR-free survival rates were assessed using univariable and multivariable cox-regression analyses. Median patient age was 61 years (interquartile range [IQR]: 57-66) with a median preoperative prostrate specific antigen of 6ng/ml (IQR: 4-9). Overall, 28% of patients had Gleason score (GS) 6, 0.3% GS 6 + TGP, 33% GS 7 (3 + 4), 0.2% GS 7 (3 + 4) + TGP, 22% GS 7 (4 + 3), 0.2% GS 7 (4 + 3) + TGP, 0.1% GS 8 and 0.4% GS 9 or 10. Median follow-up was 45 months (IQR: 31-57). Harboring a TGP was associated with higher rates of positive surgical margins, lymphovascular invasion, extraprostatic extension, and seminal vesicle invasion than their counterparts within the same GS group as well as in the next higher GS group (all P ≤ 0.05). At 5 years post-RP, BCR estimates were 5% for patients with GS 6, 13% for patients with GS 6 + TGP, 6% for patients with GS 7 (3 + 4), 22% for patients with GS 7 (3 + 4) + TGP, 16% for patients with GS 7 (4 + 3), 41% for patients with GS 7 (4 + 3) + TGP, 38% for patients with GS 8 (4 + 4) and 46% for patients with GS 9 or 10. Patients harboring a TGP had higher BCR rates than the patients in the next higher GS group: GS 6 + TGP vs. GS 7 (3 + 4), HR = 1.6, P = 0.02 and GS 7 (3 + 4)+TGP vs. GS 7 (4 + 3), HR = 1.4, P = 0.03. Patients with a TGP in the GS 7 (4 + 3) group had comparable BCR rates as patients with GS = 8 (P = 0.4) and GS 9 to 10 (P = 0.2). On multivariable analysis that adjusted for the effects of preoperative prostrate specific antigen, nodal involvement, positive surgical margin, extraprostatic disease (pT3a

  18. 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?

  19. Promoting an active form of learning out-of-class via answering online “study questions” leads to higher than expected exam scores in General Biology

    Directory of Open Access Journals (Sweden)

    Susan I. Gibson

    2015-10-01

    had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g., from a “B-” to a “B”. In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

  20. Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology.

    Science.gov (United States)

    Gibson, Susan I

    2015-01-01

    online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students' exam grades by one grade (e.g., from a "B-" to a "B"). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

  1. DMARD use is associated with a higher risk of dementia in patients with rheumatoid arthritis: A propensity score-matched case-control study.

    Science.gov (United States)

    Chou, Ming-Hsien; Wang, Jong-Yi; Lin, Cheng-Li; Chung, Wei-Sheng

    2017-11-01

    Patients with rheumatoid arthritis (RA) exhibit an increased risk of dementia. Disease-modifying antirheumatic drugs (DMARDs) are commonly used to slow RA progression, but studies investigating the relationship between DMARDs and dementia in patients with RA are lacking. We investigated the relationship between DMARDs and dementia in patients with RA. Using the National Health Insurance Research Database, patients aged ≥20years, who were newly diagnosed with RA between 2000 and 2011 were identified. Patients with RA who had dementia comprised the dementia group, and patients with RA who did not have dementia comprised the control group. The groups were matched at a 1:1 ratio by the propensity score. DMARDs were categorized into conventional synthetic DMARDs (csDMARDs) and biological DMARDs (bDMARDs). Logistic regression models were used to calculate the odds ratio and 95% confidence interval (CI) to evaluate the association between DMARD use and the risk of dementia in patients with RA. A total of 957 patients with RA and dementia, and 957 patients with RA but not dementia, were enrolled. The risk of dementia was determined to be 1.63-fold higher in patients with RA with csDMARD use than in those without csDMARD use (95% CI=1.33-2.00). No significant risk of dementia was observed in patients with RA who used bDMARDs compared with their counterparts. However, patients with RA who used hydroxychloroquine, methotrexate, and sulfasalazine exhibited significant risks of dementia, irrespective of cumulative exposure days. Patients with RA who used csDMARDs exhibit significant association with dementia. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  2. The Balance Between Higher Education Autonomy and Public Quality Assurance:Development of the Portuguese System for Teacher Education Accreditation

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    Bártolo Campos

    2004-12-01

    Full Text Available The accreditation systems of higher education institutions and/or programs are becoming a policy measure used to find a balance between their autonomy and public assurance concerning the quality of the qualifications they award. This article analyses, from the point of view of this balance of power, the process of development of the Portuguese accreditation system aimed at providing public assurance that initial teacher education programs are more driven by social demand, namely by the changing school education needs. This was a political and cultural process rather than a merely rational and technical one. Thus the emergence of the need for, and possibility of, external pressure upon higher education institutions is related to the evolution of several social factors. On the other hand, the implementation of the accreditation system means a significant change for these institutions which implies new practices and comes into conflict with some of their values and with power sharing within and among them and with society. For these reasons a strategy of wide participation of significant stakeholders was deemed more suitable for the formulation, adoption and implementation of this new public policy. The way in which government, the accreditation body, and the significant stakeholders exercised their power in this process influenced the characteristics of the system, the rhythm of its implementation, and the abrupt governmental decision to put it on stand-by, until now.

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

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    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

  4. Higher neonatal growth rate and body condition score at 7 months are predictive factors of obesity in adult female Beagle dogs.

    Science.gov (United States)

    Leclerc, Lucie; Thorin, Chantal; Flanagan, John; Biourge, Vincent; Serisier, Samuel; Nguyen, Patrick

    2017-04-13

    The risks during early growth on becoming overweight in adulthood are widely studied in humans. However, early-life predictive factors for canine adult overweight and obesity have not yet been studied. To identify factors that may help explain the development of overweight and obesity at adulthood in dogs, a longitudinal study of 2 years was conducted in 24 female Beagle dogs of the same age, sexual status, and raised under identical environmental conditions. By means of a hierarchical classification on principal components with the following quantitative values: fat-free mass (FFM), percentage fat mass and pelvic circumference at 2 years of age, three groups of dogs were established and were nominally named: ideal weight (IW, n = 9), slightly overweight (OW1, n = 6) and overweight (OW2, n = 9). With the aim of identifying predictive factors of development of obesity at adulthood parental characteristics, growth pattern, energy balance and plasma factors were analysed by logistic regression analysis. At 24 months, the group compositions were in line with the body condition scores (BCS 1-9) values of the IW (5 or 6/9), the OW1 (6/9) and the OW2 (7 or 8/9) groups. Logistic regression analysis permitted the identification of neonatal growth rate during the first 2 weeks of life (GR 2W ) and BCS at 7 months as predictors for the development of obesity at adulthood. Seventy percent of dogs with either GR 2W >125% or with BCS > 6/9 at 7 months belonged to the OW2 group. Results from energy intake and expenditure, corrected for FFM, showed that there was a greater positive energy imbalance between 7 and 10 months for the OW2, compared to the IW group. This study expands the understanding of previously reported risk factors for being overweight or obese in dogs, establishing that (i) 15 out of 24 of the studied dogs became overweight and (ii) GR 2W and BCS at 7 months of age could be used as predictive factors as overweight adult dogs in the OW2

  5. 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…

  6. 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)

  7. 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…

  8. 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…

  9. 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.

  10. Comparação dos escores dos protocolos QVV, IDV e PPAV em professores Comparison of V-RQOL, VHI and VAPP scores in teachers

    Directory of Open Access Journals (Sweden)

    Alessandra Sayuri Tutya

    2011-09-01

    Handicap Index and VAPP (Voice Activity and Participation Profile, and to analyze the correspondence of information obtained by these instruments. METHODS: Fourty six teachers with voice complaints that sought for speech-language pathology intervention and were diagnosed with behavioral dysphonia answered randomly the V-RQOL, VHI and VAPP questionnaires. RESULTS: Dysphonic teachers presented worse quality of life than the general dysphonic population on the V-RQOL. The VHI showed no significant handicap. On the VAPP, teachers had lower scores in the effects in social communication. The physical (VHI and physical functioning (V-RQOL domains were similar to each other. The VAPP provides information about aspects not contemplated by the other protocols; self-perception of the severity of dysphonia was correlated with all domains of the three protocols. The items with greatest impact on the V-RQOL were from the physical functioning domain, and, on the VHI, from the physical domain. On the VAPP, the two questions with greater occurrence were related to the effect of voice over emotion. Hence, for this population, it is suggested the use of the VAPP questionnaire, because it comprises aspects that the others don't; in addition, the V-RQOL should also be used, because it has fewer questions and more impact (total and emotional scores than the VHI. CONCLUSION: The protocols do not show the same information for dysphonic teachers. The physical functioning (V-RQOL and physical (VHI domains provide similar results, however social-emotional domain of the V-RQOL exhibited more evidently the impact of the voice disorder in dysphonic teachers than the VHI. The VAPP present information not contemplated by the other protocols.

  11. 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

  12. 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…

  13. 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

  14. 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…

  15. [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.

  16. 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.

  17. 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.

  18. Insulin-like growth factor II mRNA binding protein 3 (IMP3) is overexpressed in prostate cancer and correlates with higher Gleason scores

    International Nuclear Information System (INIS)

    Ikenberg, Kristian; Behnke, Silvia; Gerhardt, Josefine; Mortezavi, Ashkan; Wild, Peter; Hofstädter, Ferdinand; Burger, Maximilian; Moch, Holger; Kristiansen, Glen; Fritzsche, Florian R; Zuerrer-Haerdi, Ursina; Hofmann, Irina; Hermanns, Thomas; Seifert, Helge; Müntener, Michael; Provenzano, Maurizio; Sulser, Tullio

    2010-01-01

    The oncofetal protein insulin-like growth factor II mRNA binding protein 3 (IMP3) is an important factor for cell-migration and adhesion in malignancies. Recent studies have shown a remarkable overexpression of IMP3 in different human malignant neoplasms and also revealed it as an important prognostic marker in some tumor entities. To our knowledge, IMP3 expression has not been investigated in prostate carcinomas so far. Immunohistochemical stainings for IMP3 were performed on tissue microarray (TMA) organized samples from 507 patients: 31 normal prostate tissues, 425 primary carcinomas and 51 prostate cancer metastases or castration-resistant prostate cancers (CRPC). IMP3 immunoreactivity was semiquantitatively scored and correlated with clinical-pathologic parameters including survival. IMP3 is significantly stronger expressed in prostate carcinomas compared to normal prostate tissues (p < 0.0001), but did not show significant correlation with the pT-stage, the proliferation index (MIB1), preoperative serum PSA level and the margin status. Only a weak and slightly significant correlation was found with the Gleason score and IMP3 expression failed to show prognostic significance in clinico-pathological correlation-analyses. Although IMP3 is overexpressed in a significant proportion of prostate cancer cases, which might be of importance for novel therapeutic approaches, it does not appear to possess any immediate diagnostic or prognostic value, limiting its potential as a tissue biomarker for prostate cancer. These results might be corroborated by the fact, that two independent tumor cohorts were separately reviewed

  19. A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

    Science.gov (United States)

    Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

    2017-01-01

    The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

  20. 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

  1. Higher Mediterranean Diet Quality Scores and Lower Body Mass Index Are Associated with a Less-Oxidized Plasma Glutathione and Cysteine Redox Status in Adults.

    Science.gov (United States)

    Bettermann, Erika L; Hartman, Terryl J; Easley, Kirk A; Ferranti, Erin P; Jones, Dean P; Quyyumi, Arshed A; Vaccarino, Viola; Ziegler, Thomas R; Alvarez, Jessica A

    2018-02-01

    Both systemic redox status and diet quality are associated with risk outcomes in chronic disease. It is not known, however, the extent to which diet quality influences plasma thiol/disulfide redox status. The purpose of this study was to investigate the influence of diet, as measured by diet quality scores and other dietary factors, on systemic thiol/disulfide redox status. We performed a cross-sectional study of 685 working men and women (ages ≥18 y) in Atlanta, GA. Diet was assessed by 3 diet quality scores: the Alternative Healthy Eating Index (AHEI), Dietary Approaches to Stop Hypertension (DASH), and the Mediterranean Diet Score (MDS). We measured concentrations of plasma glutathione (GSH), cysteine, their associated oxidized forms [glutathione disulfide (GSSG) and cystine (CySS), respectively], and their redox potentials (EhGSSG and EhCySS) to determine thiol/disulfide redox status. Linear regression modeling was performed to assess relations between diet and plasma redox after adjustment for age, body mass index (BMI), sex, race, and history of chronic disease. MDS was positively associated with plasma GSH (β = 0.02; 95% CI: 0.003, 0.03) and total GSH (GSH + GSSG) (β = 0.02; 95% CI: 0.003, 0.03), and inversely associated with the CySS:GSH ratio (β = -0.02; 95% CI: -0.04, -0.004). There were significant independent associations between individual MDS components (dairy, vegetables, fish, and monounsaturated fat intake) and varying plasma redox indexes (P indexes and other diet factors of interest were not significantly correlated with plasma thiol and disulfide redox measures. Adherence to the Mediterranean diet was significantly associated with a favorable plasma thiol/disulfide redox profile, independent of BMI, in a generally healthy working adult population. Although longitudinal studies are warranted, these findings contribute to the feasibility of targeting a Mediterranean diet to improve plasma redox status.

  2. Perceived usefulness and culture as predictors of teachers attitudes ...

    African Journals Online (AJOL)

    Sumaya Laher

    2015-11-24

    Nov 24, 2015 ... encourages creativity and promotes higher-order learning (Chai, Hong & Teo ... Teacher attitudes towards educational technology in. South Africa. Govender ..... As is evident from the demographic profile and scores on the ET ...

  3. Shorter sleep duration is associated with higher energy intake and an increase in BMI z-score in young children predisposed to overweight

    DEFF Research Database (Denmark)

    Rangan, A.; Zheng, M.; Olsen, N. J.

    2018-01-01

    in a group of young obesity-predisposed children, and to assess whether intakes of energy or macronutrients mediate this relationship. Methods: Participants included 368 Danish children aged 2–6 years from the Healthy Start Study, a 1.3 year randomised controlled intervention trial. Sleep habits were...... was 10.7 h (range 8.8–12.5 h). After controlling for potential confounders, a significant inverse association between nighttime sleep duration and ΔBMI z-score (β=−0.090, P=0.046) was observed. This relationship was mediated by energy intake, with all macronutrients contributing to this mediation effect...

  4. Teacher Inequality

    Directory of Open Access Journals (Sweden)

    Andrew J. Wayne

    2002-06-01

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

  5. Social Representations of the "Musical Child": An Empirical Investigation on Implicit Music Knowledge in Higher Teacher Education

    Science.gov (United States)

    Addessi, Anna Rita; Carugati, Felice

    2010-01-01

    This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by university students studying to become teachers in nursery, kindergarten and primary education. An open questionnaire was submitted to the university students at the beginning and end of the music education teaching…

  6. Improving Assessment Processes in Higher Education: Student and Teacher Perceptions of the Effectiveness of a Rubric Embedded in a LMS

    Science.gov (United States)

    Atkinson, Doug; Lim, Siew Leng

    2013-01-01

    Students and teachers play different roles and thus have different perceptions about the effectiveness of assessment including structure, feedback, consistency, fairness and efficiency. In an undergraduate Business Information Systems course, a rubric was designed and semi-automated through a learning management system (LMS) to provide formative…

  7. The importance of academic teaching competence for the career development of university teachers: A comment from higher education pedagogy.

    Science.gov (United States)

    Merkt, Marianne

    2017-01-01

    This contribution to the discussion focuses on which conditions at universities need to be established so that academic teaching skills become relevant to the career of university teachers. To find an answer, current findings on academic teaching are summarized from the literature.

  8. 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.

  9. Insulin-like growth factor II mRNA binding protein 3 (IMP3 is overexpressed in prostate cancer and correlates with higher Gleason scores

    Directory of Open Access Journals (Sweden)

    Mortezavi Ashkan

    2010-06-01

    Full Text Available Abstract Background The oncofetal protein insulin-like growth factor II mRNA binding protein 3 (IMP3 is an important factor for cell-migration and adhesion in malignancies. Recent studies have shown a remarkable overexpression of IMP3 in different human malignant neoplasms and also revealed it as an important prognostic marker in some tumor entities. To our knowledge, IMP3 expression has not been investigated in prostate carcinomas so far. Methods Immunohistochemical stainings for IMP3 were performed on tissue microarray (TMA organized samples from 507 patients: 31 normal prostate tissues, 425 primary carcinomas and 51 prostate cancer metastases or castration-resistant prostate cancers (CRPC. IMP3 immunoreactivity was semiquantitatively scored and correlated with clinical-pathologic parameters including survival. Results IMP3 is significantly stronger expressed in prostate carcinomas compared to normal prostate tissues (p Conclusions Although IMP3 is overexpressed in a significant proportion of prostate cancer cases, which might be of importance for novel therapeutic approaches, it does not appear to possess any immediate diagnostic or prognostic value, limiting its potential as a tissue biomarker for prostate cancer. These results might be corroborated by the fact, that two independent tumor cohorts were separately reviewed.

  10. The Zhongshan Score

    Science.gov (United States)

    Zhou, Lin; Guo, Jianming; Wang, Hang; Wang, Guomin

    2015-01-01

    Abstract In the zero ischemia era of nephron-sparing surgery (NSS), a new anatomic classification system (ACS) is needed to adjust to these new surgical techniques. We devised a novel and simple ACS, and compared it with the RENAL and PADUA scores to predict the risk of NSS outcomes. We retrospectively evaluated 789 patients who underwent NSS with available imaging between January 2007 and July 2014. Demographic and clinical data were assessed. The Zhongshan (ZS) score consisted of three parameters. RENAL, PADUA, and ZS scores are divided into three groups, that is, high, moderate, and low scores. For operative time (OT), significant differences were seen between any two groups of ZS score and PADUA score (all P RENAL showed no significant difference between moderate and high complexity in OT, WIT, estimated blood loss, and increase in SCr. Compared with patients with a low score of ZS, those with a high or moderate score had 8.1-fold or 3.3-fold higher risk of surgical complications, respectively (all P RENAL score, patients with a high or moderate score had 5.7-fold or 1.9-fold higher risk of surgical complications, respectively (all P RENAL and PADUA scores. ZS score could be used to reflect the surgical complexity and predict the risk of surgical complications in patients undergoing NSS. PMID:25654399

  11. 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.

  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. 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

  14. TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

    Directory of Open Access Journals (Sweden)

    Gláucia Nolasco de Almeida Mello

    2016-12-01

    Full Text Available The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1 What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2 How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3 How can Higher Education Institutions (HEI support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs as support of classes and implementation of professor and student support programs with significant participation of HEI.

  15. Understanding changes in employees' identification and professional identity : the case of teachers in higher vocational education in the Netherlands

    NARCIS (Netherlands)

    Max Aangenendt

    2015-01-01

    The central aim of this dissertation is to increase our understanding of changes in identifications and in the professional identity of employees, by investigating the prominent foci of identification, their mix in higher-order social identities and the personal and organisational factors (HRM and

  16. Paulo Freire on Higher Education: A Dialogue at the National University of Mexico. SUNY Series, Teacher Empowerment and School Reform.

    Science.gov (United States)

    Escobar, Miguel; And Others

    This volume presents a dialogue in 1984 between internationally recognized philosopher/educator, Paulo Freire, and Miguel Escobar, Alfredo L. Fernandez, and Gilberto Guevara-Niebla, educators at the National University of Mexico, on educational emancipation and the role of higher education. The dialogues address the relationships between education…

  17. Stress-Induced Hyperglycemia, but Not Diabetic Hyperglycemia, Is Associated with Higher Mortality in Patients with Isolated Moderate and Severe Traumatic Brain Injury: Analysis of a Propensity Score-Matched Population.

    Science.gov (United States)

    Rau, Cheng-Shyuan; Wu, Shao-Chun; Chen, Yi-Chun; Chien, Peng-Chen; Hsieh, Hsiao-Yun; Kuo, Pao-Jen; Hsieh, Ching-Hua

    2017-11-03

    Background : Admission hyperglycemia is associated with higher morbidity and mortality in patients with traumatic brain injury (TBI). Stress-induced hyperglycemia (SIH), a form of hyperglycemia induced by the stress response, is associated with increased patient mortality following TBI. However, admission hyperglycemia occurs not only in SIH but also in patients with diabetic hyperglycemia (DH). Current information regarding whether trauma patients with SIH represent a distinct group with differential outcomes compared to those with DH remains limited. Methods : Serum glucose concentration ≥200 mg/dL upon arrival at the emergency department was defined as hyperglycemia. Presence of diabetes mellitus (DM) was determined by patient history and/or admission glycated hemoglobin (HbA1c) level ≥6.5%. In the present study, the patient cohort included those with moderate and severe TBI, as defined by an Abbreviated Injury Scale (AIS) score ≥3 points in the head, and excluded those who had additional AIS scores ≥3 points in any other region of the body. A total of 1798 adult patients with isolated moderate to severe TBI were allocated into four groups: SIH ( n = 140), DH ( n = 187), diabetic normoglycemia (DN, n = 186), and non-diabetic normoglycemia (NDN, n = 1285). Detailed patient information was retrieved from the Trauma Registry System at a level I trauma center between 1 January 2009, and 31 December 2015. Unpaired Student's t - and Mann-Whitney U -tests were used to analyze normally and non-normally distributed continuous data, respectively. Categorical data were compared using the Pearson chi-square or two-sided Fisher's exact tests. Matched patient populations were allocated in a 1:1 ratio according to propensity scores calculated by NCSS software. Logistic regression was used to evaluate the effect of SIH and DH on the adjusted mortality outcome. Results : In patients with isolated moderate to severe TBI, the presence of SIH and DH led to 9.1-fold and 2

  18. [Systematic review of university teachers' mental health based on SCL-90].

    Science.gov (United States)

    Chen, Nan; Li, Xiaosong; Liu, Qiaolan; Liu, Yuanyuan

    2014-11-01

    To review the overall situation of university teachers' mental health in China systematically. The literatures using Symptom Check List 90 to study university teachers' mental health in the databases during 2004 - 2014 were searched. WMD was taken as the index of effect size, and meta-analysis was carried to study the difference of mental health between university teachers and norm of China, also within different genders and titles. 56 qualified literatures were included. The university teachers' total score, and the score of interpersonal sensitivity factor, anxiety factor, photic anxiety factor were higher than the norm of China, WMD were respectively 11.24, 0.21, 0.16 and 0.22. Male teachers' total score (-3.86), and the score of somatization (-0.07), depression (-0.06), anxiety (-0.07), photic anxiety (-0.06) were lower than female's. The score of primary title teachers interpersonal sensitivity (-0.09), photic anxiety (-0.10) were lower than intermediate title teachers'. The score of primary title teachers somatization (-0.19), obsessive-compulsive (-0.13), interpersonal sensitivity (-0.12), depression (- 0.12), anxiety (-0.10), paranoid ideation (-0.12), psychoticism (-0.09) were lower than senior vice title teachers'. The score of primary title teachers somatization(-0.23), depression (-0.16) were lower than senior title teachers'. The mean level of university teachers' mental health was lower than the norm of China. The overall situation of university teachers' mental health in China was not optimistic. The society and school should take targeted measures to improve university teachers' mental health.

  19. Changes in the SF-8 scores among healthy non-smoking school teachers after the enforcement of a smoke-free school policy: a comparison by passive smoke status.

    Science.gov (United States)

    Kiyohara, Kosuke; Itani, Yuri; Kawamura, Takashi; Matsumoto, Yoshitaka; Takahashi, Yuko

    2010-04-28

    The effects of the enforcement of a smoke-free workplace policy on health-related quality of life (HRQOL) among a healthy population are poorly understood. The present study was undertaken to examine the effects of the enforcement of a smoke-free school policy on HRQOL among healthy non-smoking schoolteachers with respect to their exposure to passive smoke. Two self-reported questionnaire surveys were conducted, the first before and the second after the enforcement of a total smoke-free public school policy in Nara City. A total of 1534 teachers were invited from 62 schools, and their HRQOL was assessed using six domains extracted from the Medical Outcomes Survey Short Form-8 questionnaire (SF-8): general health perception (GH), role functioning-physical (RP), vitality (VT), social functioning (SF), mental health (MH), and role functioning-emotional (RE). The participants were divided into two groups according to their exposure to environmental tobacco smoke (ETS) at baseline: participants not exposed to ETS at school (non-smokers), and participants exposed to ETS at school (passive smokers). Changes in each SF-8 score were evaluated using paired t-tests for each group, and their inter-group differences were evaluated using multiple linear regression analyses adjusted for sex, age, school type, managerial position, and attitude towards a smoke-free policy. After ineligible subjects were excluded, 689 teachers were included in the analyses. The number of non-smokers and passive smokers was 447 and 242, respectively. Significant changes in SF-8 scores were observed for MH (0.9; 95% confidence interval [CI], 0.2-1.5) and RE (0.7; 95% CI, 0.0-1.3) in non-smokers, and GH (2.2; 95% CI, 1.2-3.1), VT (1.8; 95% CI, 0.9-2.7), SF (2.7; 95% CI, 1.6-3.8), MH (2.0; 95% CI, 1.0-2.9), and RE (2.0; 95% CI, 1.2-2.8) in passive smokers. In the multiple linear regression analyses, the net changes in the category scores of GH (1.8; 95% CI, 0.7-2.9), VT (1.4, 95% CI, 0.3-2.5), SF (2

  20. 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

  1. Job stressors and job stress among teachers engaged in nursing activity.

    Science.gov (United States)

    Muto, Shigeki; Muto, Takashi; Seo, Akihiko; Yoshida, Tsutomu; Taoda, Kazushi; Watanabe, Misuzu

    2007-01-01

    Teachers and staff members engaged in nursing activity experience more stress than other workers. However, it is unknown whether teachers engaged in nursing activity in schools for handicapped children experience even greater stress. This study evaluated job stressors and job stress among such teachers using a cross-sectional study design. The subjects were all 1,461 teachers from all 19 prefectural schools for handicapped children in Shizuoka Prefecture, Japan. We used a brief job stress questionnaire for the survey and 831 teachers completed the questionnaire. Job stressors among teachers engaged in nursing activity were compared with those among teachers not engaged in nursing activity. Job stress among such teachers was estimated by the score for total health risk, and was compared with the score in the Japanese general population. Male and female teachers engaged in nursing activity had a significantly higher level of job stressors for physical work load and job control compared with those not engaged in nursing activity. The scores for total health risk among male and female teachers engaged in nursing activity were 102 points and 98 points, respectively. These scores were not markedly above 100 points which is the mean score in the Japanese general population.

  2. [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.

  3. Consumption of meat is associated with higher fasting glucose and insulin concentrations regardless of glucose and insulin genetic risk scores: a meta-analysis of 50,345 Caucasians12

    Science.gov (United States)

    Fretts, Amanda M; Follis, Jack L; Nettleton, Jennifer A; Lemaitre, Rozenn N; Ngwa, Julius S; Wojczynski, Mary K; Kalafati, Ioanna Panagiota; Varga, Tibor V; Frazier-Wood, Alexis C; Houston, Denise K; Lahti, Jari; Ericson, Ulrika; van den Hooven, Edith H; Mikkilä, Vera; Kiefte-de Jong, Jessica C; Mozaffarian, Dariush; Rice, Kenneth; Renström, Frida; North, Kari E; McKeown, Nicola M; Feitosa, Mary F; Kanoni, Stavroula; Smith, Caren E; Garcia, Melissa E; Tiainen, Anna-Maija; Sonestedt, Emily; Manichaikul, Ani; van Rooij, Frank JA; Dimitriou, Maria; Raitakari, Olli; Pankow, James S; Djoussé, Luc; Province, Michael A; Hu, Frank B; Lai, Chao-Qiang; Keller, Margaux F; Perälä, Mia-Maria; Rotter, Jerome I; Hofman, Albert; Graff, Misa; Kähönen, Mika; Mukamal, Kenneth; Johansson, Ingegerd; Ordovas, Jose M; Liu, Yongmei; Männistö, Satu; Uitterlinden, André G; Deloukas, Panos; Seppälä, Ilkka; Psaty, Bruce M; Cupples, L Adrienne; Borecki, Ingrid B; Franks, Paul W; Arnett, Donna K; Nalls, Mike A; Eriksson, Johan G; Orho-Melander, Marju; Franco, Oscar H; Lehtimäki, Terho; Dedoussis, George V; Meigs, James B; Siscovick, David S

    2015-01-01

    Background: Recent studies suggest that meat intake is associated with diabetes-related phenotypes. However, whether the associations of meat intake and glucose and insulin homeostasis are modified by genes related to glucose and insulin is unknown. Objective: We investigated the associations of meat intake and the interaction of meat with genotype on fasting glucose and insulin concentrations in Caucasians free of diabetes mellitus. Design: Fourteen studies that are part of the Cohorts for Heart and Aging Research in Genomic Epidemiology consortium participated in the analysis. Data were provided for up to 50,345 participants. Using linear regression within studies and a fixed-effects meta-analysis across studies, we examined 1) the associations of processed meat and unprocessed red meat intake with fasting glucose and insulin concentrations; and 2) the interactions of processed meat and unprocessed red meat with genetic risk score related to fasting glucose or insulin resistance on fasting glucose and insulin concentrations. Results: Processed meat was associated with higher fasting glucose, and unprocessed red meat was associated with both higher fasting glucose and fasting insulin concentrations after adjustment for potential confounders [not including body mass index (BMI)]. For every additional 50-g serving of processed meat per day, fasting glucose was 0.021 mmol/L (95% CI: 0.011, 0.030 mmol/L) higher. Every additional 100-g serving of unprocessed red meat per day was associated with a 0.037-mmol/L (95% CI: 0.023, 0.051-mmol/L) higher fasting glucose concentration and a 0.049–ln-pmol/L (95% CI: 0.035, 0.063–ln-pmol/L) higher fasting insulin concentration. After additional adjustment for BMI, observed associations were attenuated and no longer statistically significant. The association of processed meat and fasting insulin did not reach statistical significance after correction for multiple comparisons. Observed associations were not modified by genetic

  4. Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

    Science.gov (United States)

    Thijs, Jochem

    2011-01-01

    Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

  5. 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

  6. 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

  7. A Pilot Study Providing Evidence for a Relationship between a Composite Lifestyle Score and Risk of Higher Carotid Intima-Media Thickness: Is There a Link to Oxidative Stress?

    Directory of Open Access Journals (Sweden)

    Neda Seyedsadjadi

    2018-01-01

    Full Text Available Lifestyle behaviours have been closely linked to the progressive cell damage associated with oxidative stress (OS and the development of cardiovascular disease (CVD. Early detection of lifestyle-linked OS may therefore be useful in the early identification of prodromal disease. To test this hypothesis, this study assessed the relationship between a comprehensive redox balance lifestyle score (RBLS and carotid intima-media thickness (CIMT, a recognized marker for CVD, and plasma biomarkers of OS. In a cross-sectional study design, 100 apparently healthy middle-aged participants were asked to complete a comprehensive lifestyle questionnaire, followed by DXA scanning, CIMT ultrasonography, and blood collection. The RBLS was composed of lifestyle components with pro- and antioxidant properties with a higher score indicative of lower oxidative activity. Multiple linear regression and logistic regression analysis were performed for statistical analysis. The RBLS was significantly associated with the risk for increased CIMT that was independent of conventional CVD risk factors (χ29=35.60, P≤0.001. The adjusted model explained 42.4% of the variance in CIMT. Participants with RBLS below the median were at significantly increased risk of higher CIMT compared to participants with RBLS above the median (OR=3.60, 95% CI: 1.19–10.88, P=0.023. Significant associations were also observed between the RBLS, plasma total antioxidant capacity (TAC (r99=0.28, P=0.006, hydroperoxide (HPX (rs99=−0.28, P=0.005, TAC/HPX ratio (r98=0.41, P≤0.001, γ-glutamyltransferase (r97=−0.23, P=0.024, uric acid (r98=−0.20, P=0.045, and inflammatory C-reactive protein (rs97=−0.25, P=0.012 and interleukin-1β (r97=−0.21, P=0.040. These findings highlight the importance of identifying the collective influence of lifestyle behaviours on OS activity and its potential to remodel the vascular endothelium.

  8. A Study of Taiwan Early Childhood Teacher Preparation Curriculum for Language Development, Language Teaching and Bilingualism within the Context of Higher Education

    Science.gov (United States)

    Chou, Lan-Ying

    2009-01-01

    This study addresses one central issue: How do Taiwan's teacher education programs promote future teachers' knowledge that fosters bilingualism in children? Three bodies of knowledge were included in this study. The first reviews the theory of second-language acquisition and bilingualism. The second involves the literature of early childhood…

  9. 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.

  10. The EBD Teacher Stressors Questionnaire.

    Science.gov (United States)

    Center, David B.; Steventon, Candace

    2001-01-01

    Two studies examined the validity of a self-report instrument that assesses occupational stressors in teachers of students with emotional and behavioral disorders (EBD). Differences were found in the stress management resources of low and high scoring EBD teachers on the measure and between scores of EBD and general education teachers, although…

  11. 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…

  12. 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.

  13. Knowledge and Beliefs about Developmental Dyslexia: A Comparison between Pre-Service and In-Service Peruvian Teachers

    Science.gov (United States)

    Echegaray-Bengoa, Joyce; Soriano-Ferrer, Manuel; Joshi, R. Malatesha

    2017-01-01

    The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs.…

  14. The Power of Belief: Spanish Teachers' Sense of Efficacy and Student Performance on the National Spanish Examinations

    Science.gov (United States)

    Swanson, Pete

    2014-01-01

    In this study, the researcher investigated Spanish teachers' sense of efficacy as it relates to their students' achievement on the AATSP National Spanish Examinations. Results suggest that there is a link between Spanish teacher efficacy and students' scores on the exams. That is, the higher one's belief about his or her…

  15. The NTE and Teacher Certification

    Science.gov (United States)

    McDaniel, Thomas R.

    1977-01-01

    Although in U.S. v. State of South Carolina the Court has established important guidelines legitimating the use of validated National Teacher Examination scores in the certification of teachers, some problems and questions remain. (Author/IRT)

  16. High school science teacher perceptions of the science proficiency testing as mandated by the State of Ohio Board of Education

    Science.gov (United States)

    Jeffery, Samuel Shird

    There is a correlation between the socioeconomic status of secondary schools and scores on the State of Ohio's mandated secondary science proficiency tests. In low scoring schools many reasons effectively explain the low test scores as a result of the low socioeconomics. For example, one reason may be that many students are working late hours after school to help with family finances; parents may simply be too busy providing family income to realize the consequences of the testing program. There are many other personal issues students face that may cause them to score poorly an the test. The perceptions of their teachers regarding the science proficiency test program may be one significant factor. These teacher perceptions are the topic of this study. Two sample groups ware established for this study. One group was science teachers from secondary schools scoring 85% or higher on the 12th grade proficiency test in the academic year 1998--1999. The other group consisted of science teachers from secondary schools scoring 35% or less in the same academic year. Each group of teachers responded to a survey instrument that listed several items used to determine teachers' perceptions of the secondary science proficiency test. A significant difference in the teacher' perceptions existed between the two groups. Some of the ranked items on the form include teachers' opinions of: (1) Teaching to the tests; (2) School administrators' priority placed on improving average test scores; (3) Teacher incentive for improving average test scores; (4) Teacher teaching style change as a result of the testing mandate; (5) Teacher knowledge of State curriculum model; (6) Student stress as a result of the high-stakes test; (7) Test cultural bias; (8) The tests in general.

  17. 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.

  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. 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.

  20. "A Place Where Open Minds Meet": The Constraints of Alignment and the Effects of Compulsory Teacher Training on Teaching and Learning in Higher Education

    Science.gov (United States)

    Mihailova, Paulina

    2014-01-01

    The article investigates how university lecturers taking part in the compulsory teacher training at Stockholm University (SU) conceive of the effects of standardised and formalised training on their teaching. The study explores the emotions and responses evoked among academics when everyone is required to embrace the same pedagogic philosophy of…

  1. 高职院校商务英语教师专业发展策略研究%Higher Vocational College Business English Teacher Development Strategy Study

    Institute of Scientific and Technical Information of China (English)

    文波

    2014-01-01

    随着我国经济的发展以及经济全球化发展,商务英语人才越来越得到重视。而高职院校商务英语教师作为培养商务英语人才的主力军,其自身的专业素养和能力对商务英语人才培养有决定性的作用。所以,加强商务英语教师队伍建设及提高教师的专业水平和授课能力极为重要。本文从高职院校商务英语教师专业发展的角度出发,探讨了我国高职商务英语教师专业发展的意义及其现状,并就其现状针对性地提出来相应的发展策略,以期稳步提升商务英语人才培养的质量。%With the development of China's economic development as well as economic globalization, business English talents are more open and more attention. The Business English teachers in vocational colleges as the main force of per-sonnel training of business English, their own professionalism and competence in English for business personnel training have a decisive role. Therefore, strengthening the construction business English teachers and to improve teachers' profes-sional level and teaching ability is extremely important. From the perspective of business English teachers in vocational colleges professional development, discusses the significance and status quo of Business English teachers' professional development and to raise their status targeted corresponding development strategies to increase the quality of personnel training of Business English steadily.

  2. National Chemistry Teacher Safety Survey

    Science.gov (United States)

    Plohocki, Barbra A.

    This study evaluated the status of secondary school instructional chemistry laboratory safety using a survey instrument which focused on Teacher background Information, Laboratory Safety Equipment, Facility Safety, General Safety, and a Safety Content Knowledge Survey. A fifty question survey instrument based on recent research and questions developed by the researcher was mailed to 500 secondary school chemistry teachers who participated in the 1993 one-week Woodrow Wilson National Fellowship Foundation Chemistry Institute conducted at Princeton University, New Jersey. The data received from 303 respondents was analyzed by t tests and Analysis of Variance (ANOVA). The level of significance for the study was set at ~\\ performance on the Safety Content Knowledge Survey and secondary school chemistry teachers who have had undergraduate and/or graduate safety training and those who have not had undergraduate and/or graduate safety training. Secondary school chemistry teachers who attended school district sponsored safety inservices did not score higher on the Safety Content Knowledge Survey than teachers who did not attend school district sponsored safety inservice sessions. The type of school district (urban, suburban, or rural) had no significant correlation to the type of laboratory safety equipment found in the instructional chemistry laboratory. The certification area (chemistry or other type of certificate which may or may not include chemistry) of the secondary school teacher had no significant correlation to the type of laboratory equipment found in the instructional chemistry laboratory. Overall, this study indicated a majority of secondary school chemistry teachers were interested in attending safety workshops applicable to chemistry safety. Throughout this research project, many teachers indicated they were not adequately instructed on the collegiate level in science safety and had to rely on common sense and self-study in their future teaching careers.

  3. 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.

  4. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    Science.gov (United States)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  5. 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

  6. How Much Do Nursing and Teacher Education Students in Norway Learn about Information Literacy in Their First Months of Higher Education?

    Directory of Open Access Journals (Sweden)

    Ellen Nierenberg

    2016-12-01

    • cite sources Research questions in this study were designed to best reflect the content of the second library course, and did not address search skills. Questions in the pre- and post-surveys were nearly identical, making it possible to compare results and determine whether or not IL-skills had improved after the combination of library instruction and academic writing. The intention of the post-survey was not to measure short-term memory of library instruction, but rather to see what information students retained after writing a paper which required them to evaluate and cite sources and avoid plagiarism. The largest faculties at HUAS are nursing and teacher education, and this research focuses exclusively on students in these professional studies. Before-and-after results, measuring students’ self-assessments and their actual IL-skills, were analyzed to determine whether or not there are significant differences between student groups. Results show a substantial increase in IL-skills for both student groups in all three topics: evaluating sources, avoiding plagiarism, and citing sources. Although there were only small differences between their skills, self-assessments differed significantly, with nursing students showing more confidence in their abilities than teacher education students. Another difference between student groups is that nursing students believe more often than teacher education students that the sources of easily found facts must be cited in academic work, although this is not necessary.

  7. Allegheny County Walk Scores

    Data.gov (United States)

    Allegheny County / City of Pittsburgh / Western PA Regional Data Center — Walk Score measures the walkability of any address using a patented system developed by the Walk Score company. For each 2010 Census Tract centroid, Walk Score...

  8. Effort-reward-imbalance in healthy teachers is associated with higher LPS-stimulated production and lower glucocorticoid sensitivity of interleukin-6 in vitro.

    Science.gov (United States)

    Bellingrath, Silja; Rohleder, Nicolas; Kudielka, Brigitte M

    2013-02-01

    According to the effort-reward-imbalance (ERI) model, a lack of reciprocity between costs and gains at work increases the risk for adverse health outcomes. Inflammation has been shown to play a crucial role in a variety of stress-related diseases and alterations in immune system glucocorticoid sensitivity may help to explain the increased risk for cardiovascular disease (CVD) and depression related to chronic work stress. Changes in lipopolysaccharide (LPS)-induced interleukin (IL)-6 production and inhibition of IL-6 production by dexamethasone in reaction to the Trier Social Stress Test (TSST) were assessed in forty-six healthy school teachers to test whether chronic work stress is accompanied by alterations in inflammatory activity and glucocorticoid sensitivity of the innate immune system. High ERI was associated with an increase in pro-inflammatory potential, reflected in elevated IL-6 production before and after stress and with a lower capacity of dexamethasone to suppress IL-6 production in vitro over all measurement time points. ERI was not associated with stress-related changes in GC sensitivity. The present findings suggest a less effective anti-inflammatory regulation by glucocorticoids in teachers suffering from chronic work stress. Copyright © 2012 Elsevier B.V. All rights reserved.

  9. 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…

  10. 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…

  11. 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.

  12. School-based assessments in high-stakes examinations in Bhutan: a question of trust? : exploring inconsistencies between external exam scores, school-based assessments, detailed teacher ratings, and student self-ratings

    NARCIS (Netherlands)

    Luyten, Johannes W.; Dolkar, Dechen

    2010-01-01

    This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE)

  13. Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.

    Science.gov (United States)

    Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami

    2016-01-01

    The current study investigated early elementary school teachers' beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students' performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers' scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.

  14. 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.

  15. Coping with International migration and diversity : how do teacher teams in Dutch higher vocational education relate to their diverse student population?

    NARCIS (Netherlands)

    Meerman, Martha; van Middelkoop, Daniel; Pilati, Massimo; Sheikh, Hina; Sperotti, Francesca; Tilly, Chris

    2015-01-01

    In a knowledge economy such as that of the Netherlands, the importance of higher education is widely recognized. Dutch universities of Applied Sciences aim to create successful learning environments to prepare young people for their future work and role in society.

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

    Science.gov (United States)

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

    2016-01-01

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

  17. A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course

    Science.gov (United States)

    Phelan, Jack Gordon

    2012-01-01

    This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…

  18. Growth Models and Teacher Evaluation: What Teachers Need to Know and Do

    Science.gov (United States)

    Katz, Daniel S.

    2016-01-01

    Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is…

  19. Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study

    Directory of Open Access Journals (Sweden)

    Hadi Zarafshan

    2013-03-01

    Full Text Available Objective: Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs.Methods: Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation from 12 schools located in 4 districts of Tehran were selected. Pearson’s and Spearman’s correlation statistical tests, analysis of variances and regression were used to analyze the results.Results: Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010, emotional exhaustion (p=0.005 and depersonalization (p<0.001; however considering other variables no significant differences were observed. Comparison between groups showed that the average scores of teachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children.Conclusions: Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to

  20. Manual for Scoring the Test of Directed Imagination.

    Science.gov (United States)

    Veldman, Donald J.; And Others

    A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

  1. A precarização do trabalho docente no Ensino Superior: dos impasses às possibilidades de mudanças The precariousness of teachers' work in the Higher Education: from impasses to the possibilities of change

    Directory of Open Access Journals (Sweden)

    Sheila Daniela Medeiros dos Santos

    2012-12-01

    Full Text Available Este artigo tem por objetivo analisar o impacto do sistema de acumulação flexível e das concepções neoliberais no trabalho docente, aprofundando o estudo sobre a (resignificação dos papéis sociais de professor construídos/negociados nas relações que se instauram na docência do Ensino Superior. Para efetivar esse estudo, foram realizadas observações em uma universidade particular situada em um município da região de Campinas. As análises do material empírico, a partir dos pressupostos teórico-metodológicos de Antunes e Vygotsky, mostraram que nos conflitos e tensões da cotidianidade do trabalho docente emergem complexos movimentos de fuga, mas também de enfrentamento e ruptura, que promovem o dissenso resgatando o compromisso social coletivo e o devido reconhecimento dos direitos fundamentais de todo e qualquer ser humano à cidadania.This article aims to examine the impact of the system of flexible accumulation and neoliberal ideas in the teachers' work deepening the study about the (resignification of the social roles of teachers constructed/negotiated in relations which are established in the teaching of Higher Education. To carry out this study, observations were made at a private university located in a municipality in the region of Campinas. The analyses of empirical material from the theoretical and methodological assumptions by Antunes and Vygotsky showed that in the conflicts and tensions of the routine of teachers' work complex movements of escape emerge, but also of confrontation and disruption, advancing the dissent, rescuing the collective social commitment and rightful recognition of the fundamental rights of every human being to their citizenship.

  2. TEACHER PERFORMANCE EVALUATION

    Directory of Open Access Journals (Sweden)

    Guadalupe Iván Martínez-Chairez

    2015-07-01

    Full Text Available This research report comes from a study that was developed during the school years 2013-2014, 2014-2015, in the southern state of Chihuahua central region, in the education sector 25 consisting of five school zones that provide services to Meoqui municipalities, Julimes and Delicias. The study is a mixed court, correlational comprehensive sequential procedure. Some of the results is that there is a correlation between the 578 years of service of teachers and the score assigned to students in teaching career, but there is no association between teacher performance and the context in which it works, in addition there is no relationship between the teacher performance and school performance of students on standardized tests. 2.4% of the representative sample presented an excellent teacher performance, 7.3% have a bad teacher performance, but it is noteworthy that 39% of teachers observed lies with good teaching performance.

  3. Re-Scoring the Game’s Score

    DEFF Research Database (Denmark)

    Gasselseder, Hans-Peter

    2014-01-01

    This study explores immersive presence as well as emotional valence and arousal in the context of dynamic and non-dynamic music scores in the 3rd person action-adventure video game genre while also considering relevant personality traits of the player. 60 subjects answered self-report questionnai......This study explores immersive presence as well as emotional valence and arousal in the context of dynamic and non-dynamic music scores in the 3rd person action-adventure video game genre while also considering relevant personality traits of the player. 60 subjects answered self......-temporal alignment in the resulting emotional congruency of nondiegetic music. Whereas imaginary aspects of immersive presence are systemically affected by the presentation of dynamic music, sensory spatial aspects show higher sensitivity towards the arousal potential of the music score. It is argued...

  4. The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy

    Science.gov (United States)

    Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua

    2013-01-01

    This study explores the impact of teachers' perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had…

  5. 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.

  6. Intellectual wellness in medical university teachers: Gender based comparison.

    Science.gov (United States)

    Syed, Sadiqa; Rehman, Rehana; Hussain, Mehwish; Shaikh, Saifullah

    2017-05-01

    A cross section, questionnaire based study was carried out from January 2012 till December 2014 to compare intellectual wellness (IW) awareness on the basis of gender in teachers of basic sciences at medical universities of Karachi, Pakistan. Data was collected from 3 public and 5 private medical universities of Karachi, Pakistan. Questionnaire was tailored from "Wellness Wheel" and responses were aggregated for eight questions in the dimension of IW to obtain aggregate IW score. Reliability of the questionnaire was measured using Cronbach's alpha. The average intellectual score was 24.99 ± 3.93 with a minimum score of 8 and maximum 32.The frequency of keeping informed about research updates was significantly higher in males (p = 0.043) that emphasized significantly better IW awareness of male medical teachers involved in teaching of medical sciences in both public and private medical universities of Pakistan.

  7. Descriptive Qualitative Method of Evaluation from the Viewpoint of Math Teachers and Its Comparison with the Quantitative Evaluation (Giving scores) Method (A Case Study on the Primary Schools for Girls in Zone 1 of Tehran City)

    OpenAIRE

    Farnaz Ostad-Ali; Mohammad Hasan Behzadi; Ahmad Shahvarani

    2015-01-01

    In recent years, one of the most important developments which have been taking place in the primary school education system is the development of the qualitative-descriptive method of evaluating the students' achievements. The main goals of the qualitative-descriptive evaluation are improving the quality of learning and promoting the level of mental health in teaching-learning environments. Therefore, based on the the raised hypothesis, the purpose of this study is to investigate the teachers...

  8. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects.

    Science.gov (United States)

    Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

    2017-09-29

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers' occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  9. [Applicability of Voice Handicap Index to the evaluation of voice therapy effectiveness in teachers].

    Science.gov (United States)

    Niebudek-Bogusz, Ewa; Kuzańska, Anna; Błoch, Piotr; Domańska, Maja; Woźnicka, Ewelina; Politański, Piotr; Sliwińska-Kowalska, Mariola

    2007-01-01

    The aim of this study was to assess the applicability of Voice Handicap Index (VHI) to the evaluation of effectiveness of functional voice disorders treatment in teachers. The subjects were 45 female teachers with functional dysphonia who evaluated their voice problems according to the subjective VHI scale before and after phoniatric management. Group I (29 patients) were subjected to vocal training, whereas group II (16 patients) received only voice hygiene instructions. The results demonstrated that differences in the mean VHI score before and after phoniatric treatment were significantly higher in group 1 than in group II (p teacher's dysphonia.

  10. Ensino superior privado: expansão das cooperativas de mão de obra docente Private higher education: the expansion of teacher's labor cooperatives

    Directory of Open Access Journals (Sweden)

    Adolfo Ignacio Calderón

    2011-08-01

    Full Text Available Este artigo aborda a terceirização de professores por meio de cooperativas de mão de obra no âmbito do ensino superior privado, fenômeno educacional que surgiu na metade da presente década, enquadrado como prática ilegal que fere os princípios do cooperativismo quando visa fraudar a legislação trabalhista brasileira. Tem por objetivo compreender a expansão desse fenômeno por meio da reconstrução da cronologia dos fatos, da identificação dos momentos históricos do seu entendimento legal e do mapeamento da sua expansão geográfica, a partir da identificação de casos concretos que envolveram a atuação da Justiça do Trabalho, do Ministério Público do Trabalho e outros órgãos do Poder Público. Apoiando-se em pesquisa qualitativa, são identificados quatro momentos claramente definidos que vão desde o surgimento dos primeiros casos até a punição das instituições de ensino superior que adotaram o sistema contratual em questão.The present article deals with the outsourcing of professors of private higher education through labor cooperatives. This educational phenomenon appeared in the middle of the decade. The matter was considered an illegal practice violating cooperative principles and defrauding labor laws. The objective of the article is to understand the expansion of this phenomenon, supported by a chronological reconstruction of the facts, the identification of historical moments aiming to provide a legal framework based on concrete cases involving the Labor Justice and the Public Ministry. Qualitative research allowed the identification of four moments: since the appearance of the first cases, until the punishments of the higher education institutions who adopted this contractual system.

  11. 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.

  12. Bioética e promoção da saúde docente na educação superior: uma interface necessária/Bioethics and promotion of teacher health in higher education: an interface required

    Directory of Open Access Journals (Sweden)

    Ivani Nadir Carlotto

    2017-12-01

    Full Text Available Data de Submissão: 1-11-2017 Data de Aceitação 20-12-2017A abordagem denominada Health Promoting Universities (HPU ou Universidades Promotoras da Saúde (UPS – Organização Mundial da Saúde (OMS considera que as Instituições de Ensino Superior (IES possuem um papel preponderante na preservação da saúde e bem-estar da comunidade acadêmica. As IES são, sob este paradigma, conduzidas pelos marcos conceituais da promoção da saúde (PS, e por valores interdisciplinares como inclusão, equidade, justiça social e sustentabilidade. A Bioética, em conjunto com as UPS e a PS, apresenta-se como uma ferramenta reflexiva, mutuamente compartilhada e interdisciplinar que objetiva a adequação das ações que compreendem a vida e a cidadania, em seu caráter equitativo e inclusivo, no contexto da Educação Superior. Neste texto a Bioética busca refletir sobre a PS docente nas IES, contribuindo para a construção de processos qualificados de ações em saúde docente.Bioethics and promotion of teacher health in higher education: an interface requiredThe Health Promoting Universities (HPU - World Health Organization (WHO approach considers that Higher Education Institutions (HEI play a preponderant role in preserving the health and well-being of the academic community. HEIs under this paradigm are driven by conceptual frameworks of health promotion (HP, and by interdisciplinary values such as inclusion, equity, social justice and sustainability. Bioethics, together with HPU and HP, presents itself as a reflexive, mutually shared and interdisciplinary tool that aims at the adequacy of actions that comprise life and citizenship, in its equitable and inclusive character, in the context of Higher Education. In this text Bioethics seeks to reflect on the teaching HP in HEI, contributing to the construction of qualified processes of actions in teacher’s health.Keywords: Bioethics; Higher Education; Teachers; Health Promotion

  13. How to score questionnaires

    NARCIS (Netherlands)

    Hofstee, W.K.B.; Ten Berge, J.M.F.; Hendriks, A.A.J.

    The standard practice in scoring questionnaires consists of adding item scores and standardizing these sums. We present a set of alternative procedures, consisting of (a) correcting for the acquiescence variance that disturbs the structure of the questionnaire; (b) establishing item weights through

  14. SCORE - A DESCRIPTION.

    Science.gov (United States)

    SLACK, CHARLES W.

    REINFORCEMENT AND ROLE-REVERSAL TECHNIQUES ARE USED IN THE SCORE PROJECT, A LOW-COST PROGRAM OF DELINQUENCY PREVENTION FOR HARD-CORE TEENAGE STREET CORNER BOYS. COMMITTED TO THE BELIEF THAT THE BOYS HAVE THE POTENTIAL FOR ETHICAL BEHAVIOR, THE SCORE WORKER FOLLOWS B.F. SKINNER'S THEORY OF OPERANT CONDITIONING AND REINFORCES THE DELINQUENT'S GOOD…

  15. An Objective Fluctuation Score for Parkinson's Disease

    Science.gov (United States)

    Horne, Malcolm K.; McGregor, Sarah; Bergquist, Filip

    2015-01-01

    Introduction Establishing the presence and severity of fluctuations is important in managing Parkinson’s Disease yet there is no reliable, objective means of doing this. In this study we have evaluated a Fluctuation Score derived from variations in dyskinesia and bradykinesia scores produced by an accelerometry based system. Methods The Fluctuation Score was produced by summing the interquartile range of bradykinesia scores and dyskinesia scores produced every 2 minutes between 0900-1800 for at least 6 days by the accelerometry based system and expressing it as an algorithm. Results This Score could distinguish between fluctuating and non-fluctuating patients with high sensitivity and selectivity and was significant lower following activation of deep brain stimulators. The scores following deep brain stimulation lay in a band just above the score separating fluctuators from non-fluctuators, suggesting a range representing adequate motor control. When compared with control subjects the score of newly diagnosed patients show a loss of fluctuation with onset of PD. The score was calculated in subjects whose duration of disease was known and this showed that newly diagnosed patients soon develop higher scores which either fall under or within the range representing adequate motor control or instead go on to develop more severe fluctuations. Conclusion The Fluctuation Score described here promises to be a useful tool for identifying patients whose fluctuations are progressing and may require therapeutic changes. It also shows promise as a useful research tool. Further studies are required to more accurately identify therapeutic targets and ranges. PMID:25928634

  16. The ethnic prejudice of Flemish teachers: The role of ethnic school composition and of teachability.

    Science.gov (United States)

    Vervaet, Roselien; D'hondt, Fanny; Van Houtte, Mieke; Stevens, Peter A J

    2016-10-01

    The aim of this study is to investigate the association between ethnic composition in school and the ethnic prejudice of teachers, controlling for the individual characteristics of teachers and their perceptions of pupils' teachability. Multilevel analyses were carried out on data for 499 Flemish teachers in 44 Flemish (Belgian) secondary schools, collected through an online questionnaire. In this study, ethnic prejudice means a negative attitude to Moroccans, Turks, and Eastern Europeans. A scale was created by taking the mean scores for 18 items, with higher scores indicating greater ethnic prejudice (Quillian, 1995; Witte, 1999). Teachers with long-term higher education or a university diploma are shown to be less ethnically prejudiced than teachers with a lower level of education. Moreover, teachers who work at a school with a greater number of ethnic minority pupils, and at the same time evaluate their pupils as more teachable, are less ethnically prejudiced. These findings highlight the need for more research into the underlying processes, such as pupils' teachability, that influence the relationship between school characteristics and the ethnic prejudice of teachers. More knowledge about the context-specific factors and processes that mediate and/or moderate this relationship can increase the theoretical understanding of the development of ethnic prejudice. It can also highlight particular social characteristics, which can be the focus of social and organizational policy aimed at reducing ethnic prejudices. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait

    Directory of Open Access Journals (Sweden)

    Eman Al-Hashemi

    2016-01-01

    Full Text Available Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy. Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy. Results. Median knowledge score about epilepsy was 5 (out of 13, while median attitude score was 10 (out of 15. Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01. Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009, unawareness of life circumstances of persons with epilepsy (p=0.048, and a poor attitude score (p<0.001. Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.

  18. Professor de ensino superior: o entendimento a partir de narrativas de pós-graduandos em química Teacher of higher education: the view from the narratives of graduate students in Chemistry

    Directory of Open Access Journals (Sweden)

    Ana Luiza de Quadros

    2012-06-01

    Full Text Available A qualidade do ensino superior tem despertado cada vez mais o interesse de pesquisadores e especialistas em educação. Neste trabalho, foi enfatizada a correlação entre a crescente especialização oferecida pelos programas de pós-graduação em química e a melhoria da qualidade docente dos professores universitários, procurando entender como os próprios pós-graduandos imaginam ser a atividade docente. Para isso, os estudantes de pós-graduação em química da Universidade Federal de Minas Gerais foram convidados a construir uma narrativa sobre uma situação fictícia em que se imaginavam professores. A análise dos relatos foi realizada agrupando-se os fatos narrados em três categorias: a preparação para aprovação no concurso, as aulas ministradas e as atividades desenvolvidas durante os quatro primeiros meses de trabalho. Os resultados mostraram que os estudantes dão menos atenção à atividade docente e tendem a valorizar a pesquisa e as atividades que a dinamizam. Isso evidencia que os futuros profissionais, mesmo assumindo o cargo de professor, estão mais predispostos a atuarem como pesquisadores do que a exercerem a docência. Tal indício parece estar relacionado com as exigências dos processos de seleção de professores de ensino superior e com o funcionamento atual da maior parte das universidades, que avaliam em termos qualitativos a produção intelectual na forma de artigos, ao passo que as aulas são avaliadas em seu caráter mais quantitativo.The quality of higher education has raised growing interest among researchers and experts in education. In the present work we have emphasized the correlation between the growing specialization offered by graduate programs in Chemistry and the improvement in the quality of university teachers, trying to understand how the graduate students themselves imagine the teaching activity. For that, graduate students in Chemistry from the Federal University of Minas Gerais were

  19. COMPETENCIAS GENÉRICAS EN LA EDUCACIÓN SUPERIOR TECNOLÓGICA MEXICANA: DESDE LAS PERCEPCIONES DE DOCENTES Y ESTUDIANTES (GENERIC COMPETENCES IN MEXICAN HIGHER TECHNOLOGICAL EDUCATION: FROM THE PERCEPTIONS OF TEACHERS AND STUDENTS

    Directory of Open Access Journals (Sweden)

    Amalia Medina Palomera

    2010-12-01

    Full Text Available Resumen:Los modelos educativos, a nivel mundial, están sufriendo modificaciones hacia la implementación del enfoque en competencias. Tal es el caso del Sistema Nacional de Educación Superior Tecnológica en México. Dada la relevancia, se llevó a cabo un estudio para conocer la perspectiva que tienen los docentes y estudiantes sobre las competencias genéricas (CG. El trabajo se desarrolló mediante encuestas aplicadas en Institutos Tecnológicos a nivel nacional. En este artículo se presentan los resultados obtenidos sobre los siguientes tópicos: la importancia de las CG, la identificación de las esenciales, y la relación que tienen entre las diferentes categorías de carreras de los Institutos Tecnológicos. Se encontró que los docentes otorgan mayor importancia a las CG que los estudiantes; además, se advierte una concordancia de los resultados entre las CG esenciales tanto por los docentes como por los estudiantes; asimismo, se observan varias diferencias entre categorías de carreras. Se concluye que tanto académicos y estudiantes perciben positivamente la incorporación de las CG en los programas de estudio, dejando entrever un ambiente propicio para su implementación. Se propone, además, un estudio complementario. El análisis reveló que a cada carrera le corresponden diferentes CG esenciales.Abstract: The educational models around the world are undergoing modifications to the implementation of the competences approach. Such is the case of the National Higher Technological Education System in Mexico. Given the importance of this, conducted a study to determine the perspective which teachers and students on generic competences (CG. The work was developed through surveys completed in Institutes of Technology nationwide. This article presents the results obtained on the following topics: the importance of the CG, the identification of essential and the relationship they have between different categories of careers in research

  20. Intelligence Score Profiles of Female Juvenile Offenders

    Science.gov (United States)

    Werner, Shelby Spare; Hart, Kathleen J.; Ficke, Susan L.

    2016-01-01

    Previous studies have found that male juvenile offenders typically obtain low scores on measures of intelligence, often with a pattern of higher scores on measures of nonverbal relative to verbal tasks. The research on the intelligence performance of female juvenile offenders is limited. This study explored the Wechsler Intelligence Scale for…

  1. The Bandim tuberculosis score

    DEFF Research Database (Denmark)

    Rudolf, Frauke; Joaquim, Luis Carlos; Vieira, Cesaltina

    2013-01-01

    Background: This study was carried out in Guinea-Bissau ’ s capital Bissau among inpatients and outpatients attending for tuberculosis (TB) treatment within the study area of the Bandim Health Project, a Health and Demographic Surveillance Site. Our aim was to assess the variability between 2...... physicians in performing the Bandim tuberculosis score (TBscore), a clinical severity score for pulmonary TB (PTB), and to compare it to the Karnofsky performance score (KPS). Method : From December 2008 to July 2009 we assessed the TBscore and the KPS of 100 PTB patients at inclusion in the TB cohort and...

  2. The prevalence and correlates of severe depression in a cohort of Mexican teachers.

    Science.gov (United States)

    Soria-Saucedo, Rene; Lopez-Ridaura, Ruy; Lajous, Martin; Wirtz, Veronika J

    2018-07-01

    Depression is among the 10 major causes of disability in Mexico. Yet, local contextual factors associated to the disorder remain poorly understood. We measured the impact of several factors on severe depression such as demographics, pharmacotherapy, multimorbidity, and unhealthy behaviors in Mexican teachers. A total of 43,845 Mexican female teachers from 12 Mexican states answered the Patient Health Questionnaire (PHQ9). Data were part the Mexican Teacher's Cohort prospective study, the largest ongoing cohort study in Latin America. Unadjusted and adjusted estimates assessed the impact of several contextual factors between severe versus mild-no depression cases. In total 7026 teachers (16%) had a PHQ9 score compatible with severe depression. From them, only 17% received psychotropics, compared to 60% for those with a formal diagnosis. Less than 5% of teachers with PHQ9 scores compatible with severe depression had a formal diagnosis. Adjusted analysis reported higher odds of pharmacotherapy, having ≥ 3 comorbidities, higher levels of couple, family and work stress, fewer hours of vigorous physical activity, higher alcohol consumption, and smoking as risk factors for severe depression. Also, rural residents of northern and center states appeared more severely depressed compared to their urban counterparts. On average, the PHQ9 scores differed by ~ 10 points between severe and mild-no depressed teachers. A cross-sectional design. Also, the study focused on female teachers between ages 25 and 74 years old, reducing the generalizability of the estimates. Under-diagnosis of clinical depression in Mexican teachers is concerning. Unhealthy behavior is associated with severe depression. The information collected in this study represents an opportunity to build prevention mechanisms of depression in high-risk subgroups of female educators and warrants improving access to mental care in Mexico. Copyright © 2018 Elsevier B.V. All rights reserved.

  3. 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

  4. Volleyball Scoring Systems.

    Science.gov (United States)

    Calhoun, William; Dargahi-Noubary, G. R.; Shi, Yixun

    2002-01-01

    The widespread interest in sports in our culture provides an excellent opportunity to catch students' attention in mathematics and statistics classes. One mathematically interesting aspect of volleyball, which can be used to motivate students, is the scoring system. (MM)

  5. Multiple Gauges Best for Teachers

    Science.gov (United States)

    Sawchuk, Stephen

    2013-01-01

    Student feedback, test-score growth calculations, and observations of practice appear to pick up different but complementary information that, combined, can provide a balanced and accurate picture of teacher performance, according to research recently released from the Bill & Melinda Gates Foundation. A composite measure on teacher effectiveness…

  6. Median Growth Percentiles (MGPs): Assessment of Intertemporal Stability and Correlations with Observational Scores

    Science.gov (United States)

    Pivovarova, Margarita; Amrein-Beardsley, Audrey

    2018-01-01

    While states are no longer required to set up teacher evaluation systems based in significant part on student test scores, quite a few continue to use value-added (VAMs) or student growth percentile (SGP) models for that purpose. In this study, we analyzed three years of teacher data to illustrate the performance of teachers' median growth…

  7. Student Tests for Teacher Evaluation: A Critique.

    Science.gov (United States)

    Florio, David H.

    1986-01-01

    This article supports Edward Haertel's views on inappropriate use of student test scores in evaluating teachers. Tests scores may identify a few incompetent teachers, but may bring new ailments to schools. The article argues that even the system proposed by Haertal may become subject to abuse by mechanistic or autocratic administrative practices.…

  8. Higher Education Teachers and Emotional Labour

    Science.gov (United States)

    Constanti, Panikkos; Gibbs, Paul

    2004-01-01

    Service organizations are encouraged to consider the manner in which employees perform at the customer/front-line employee interface, as a means to gain competitive advantage. The employee's behaviour requires "emotional labour" where the front-line employee (academic), has to either conceal or manage actual feelings for the benefit of a…

  9. Japan's Teachers Earn Tenure on Day One

    Science.gov (United States)

    Ahn, Ruth; Asanuma, Shigeru; Mori, Hisayoshi

    2016-01-01

    Teachers in Japan earn tenure on their first day of employment--not after two years of experience based on evaluations of teaching performance or student test scores. This is almost too good to be true. If tenure is so easy to attain, how do the Japanese make sure their teachers, especially novice teachers hired with little teaching experience,…

  10. Teacher-Pay Experiments Mounting Amid Debate

    Science.gov (United States)

    Olson, Lynn

    2007-01-01

    The debate over linking teacher pay to student test scores that ignited on Capitol Hill recently underscores the growing momentum--and continued controversy--behind tying what teachers earn to what students learn. Both the National Education Association and the American Federation of Teachers came out swinging against language in a draft bill for…

  11. The Standard Error of a Proportion for Different Scores and Test Length.

    Directory of Open Access Journals (Sweden)

    David A. Walker

    2005-06-01

    Full Text Available This paper examines Smith's (2003 proposed standard error of a proportion index..associated with the idea of reliability as sufficiency of information. A detailed table..indexing all of the standard error values affiliated with assessments that range from 5 to..100 items, where students scored as low as 50% correct and 50% incorrect to as high as..95% correct and 5% incorrect, calculated in increments of 1 percentage point, is..presented, along with distributional qualities. Examples using this measure for classroom..teachers and higher education instructors of assessment are provided.

  12. 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.

  13. [Distribution and main influential factors of mental workload of middle school teachers in Nanchang City].

    Science.gov (United States)

    Xiao, Yuanmei; Li, Weijuan; Ren, Qingfeng; Ren, Xiaohui; Wang, Zhiming; Wang, Mianzhen; Lan, Yajia

    2015-01-01

    To investigate the distribution and main influential factors of mental workload of middle school teachers in Nanchang City. A total of 504 middle school teachers were sampled by random cluster sampling from middle schools in Nanchang City, and the mental workload level was assessed with National Aeronautics and Space Administration-Task Load Index (NASA-TLX) which was verified in reliability and validity. The mental workload scores of middle school teachers in Nanchang was approximately normal distribution. The mental workload level of middle school teachers aged 31 -35 years old was the highest. For those no more than 35 years old, there was positive correlation between mental workload and age (r = 0.146, P teachers with lower educational level seemed to have a higher mental workload (P teacher worked per day, the higher the mental workload was. Working hours per day was the most influential factor on mental workload in all influential factors (P teachers was closely related to age, educational level and work hours per day. Working hours per day was the important risk factor of mental workload. Reducing working hours per day, especially reducing it to be no more than 8 hours per day, may be a significant and useful approach alleviating mental workload of middle school teachers in Nanchang City.

  14. Job Satisfaction of a Physical Education Teacher as Seen by School Community

    Directory of Open Access Journals (Sweden)

    Rutkowska Katarzyna

    2015-12-01

    Full Text Available In A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22, teachers of other subjects (n=22 and students (n=22. The results obtained from these respondents (n=66 were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS prepared by Juczyński (2001 was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.

  15. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

    Science.gov (United States)

    Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

    2014-01-01

    Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes. © 2013 American Association of Anatomists.

  16. Instant MuseScore

    CERN Document Server

    Shinn, Maxwell

    2013-01-01

    Get to grips with a new technology, understand what it is and what it can do for you, and then get to work with the most important features and tasks. Instant MuseScore is written in an easy-to follow format, packed with illustrations that will help you get started with this music composition software.This book is for musicians who would like to learn how to notate music digitally with MuseScore. Readers should already have some knowledge about musical terminology; however, no prior experience with music notation software is necessary.

  17. Innovative Work Behaviour of teachers in Higher Education : An extended view; A first exploration : Paper presented at the International Scientific Nursing and Midwifery Congress Care4, Antwerp, Belgium, February 2015

    NARCIS (Netherlands)

    Marcel van der Klink; Mien Segers; Maike Gerken; Peggy Lambriex-Schmitz

    2015-01-01

    Within health education, many innovations are introduced, but are often not successful or sustainable. It is generally acknowledged that the quality of an educational system mainly depends on the quality of the teachers. Innovations will only succeed if teachers experience a climate that stimulates

  18. Higher Education

    African Journals Online (AJOL)

    Kunle Amuwo: Higher Education Transformation: A Paradigm Shilt in South Africa? ... ty of such skills, especially at the middle management levels within the higher ... istics and virtues of differentiation and diversity. .... may be forced to close shop for lack of capacity to attract ..... necessarily lead to racial and gender equity,.

  19. Worries Teachers Should Forget.

    Science.gov (United States)

    Frost, Joe L.

    Worries that confront teachers in American schools are discussed, and reasons why these worries should be forgotten are provided. The worries are concerned with: breaking away from normative schemes of childhood education; grade level structure; promotion and retention; letter grades; standard test scores as instructional aids; and the search for…

  20. 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.

  1. The lod score method.

    Science.gov (United States)

    Rice, J P; Saccone, N L; Corbett, J

    2001-01-01

    The lod score method originated in a seminal article by Newton Morton in 1955. The method is broadly concerned with issues of power and the posterior probability of linkage, ensuring that a reported linkage has a high probability of being a true linkage. In addition, the method is sequential, so that pedigrees or lod curves may be combined from published reports to pool data for analysis. This approach has been remarkably successful for 50 years in identifying disease genes for Mendelian disorders. After discussing these issues, we consider the situation for complex disorders, where the maximum lod score (MLS) statistic shares some of the advantages of the traditional lod score approach but is limited by unknown power and the lack of sharing of the primary data needed to optimally combine analytic results. We may still learn from the lod score method as we explore new methods in molecular biology and genetic analysis to utilize the complete human DNA sequence and the cataloging of all human genes.

  2. The Bayesian Score Statistic

    NARCIS (Netherlands)

    Kleibergen, F.R.; Kleijn, R.; Paap, R.

    2000-01-01

    We propose a novel Bayesian test under a (noninformative) Jeffreys'priorspecification. We check whether the fixed scalar value of the so-calledBayesian Score Statistic (BSS) under the null hypothesis is aplausiblerealization from its known and standardized distribution under thealternative. Unlike

  3. South African Scoring System

    African Journals Online (AJOL)

    2014-11-18

    Nov 18, 2014 ... for 80% (SASS score) and 75% (NOT) of the variation in the regression model. Consequently, SASS ... further investigation: spatial analyses of macroinvertebrate assemblages; and the use of structural and functional metrics. Keywords: .... conductivity levels was assessed using multiple linear regres- sion.

  4. Developing Scoring Algorithms

    Science.gov (United States)

    We developed scoring procedures to convert screener responses to estimates of individual dietary intake for fruits and vegetables, dairy, added sugars, whole grains, fiber, and calcium using the What We Eat in America 24-hour dietary recall data from the 2003-2006 NHANES.

  5. Discrepancies between perceptions of real and ideal yoga teachers and their relationship to emotional well-being.

    Science.gov (United States)

    Park, Crystal L; Riley, Kristen E; Besedin, Elena Y; Stewart, V Michelle

    2013-01-01

    Although more individuals are adopting yoga into their lives, little research has examined practitioners' expectations and experiences of their yoga instructor's behavior. Discrepancies between real and ideal behaviors of yoga instructors may lead to unsatisfactory experiences and decrease the potential impact of yoga practice. This study investigated differences between yoga practitioners' real and ideal perceptions of their yoga teacher's behavior and the relationship between discrepant beliefs and students' symptoms of depression, anxiety,and stress. The Perceptions of Yoga Teacher Questionnaire (PYTQ), a recently developed survey of student attitudes regarding yoga teachers' behavior, was administered ina national online survey of yoga students and teachers. Greater discrepancy between real and idea yoga teacher behavior was anticipated to be positively associated with practitioners' symptoms of depression, anxiety, and stress. Pearson correlations corrected for multiple comparisons revealed that yoga students and teachers are generally satisfied with their teacher's behaviors. Significant discrepancies between real and ideal teacher behavior were found for both groups. Higher discrepancy scores were associated with symptoms of stress and anxiety but not depression for students, but not for teachers. These preliminary findings provide insight into the relationship between expectancies and real yoga teacher behaviors and their links to student emotional adjustment.More research in this area is warranted.

  6. 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…

  7. The achievement impact of the inclusion model on the standardized test scores of general education students

    Science.gov (United States)

    Garrett-Rainey, Syrena

    The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

  8. Teacher qualification and the achievement gap in early primary grades.

    Directory of Open Access Journals (Sweden)

    Donald Easton-Brooks

    2009-08-01

    Full Text Available Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002 holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

  9. Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study

    Science.gov (United States)

    Mohammadi, Mohammad Reza; Ahmadi, Fatemeh; Arsalani, Akram

    2013-01-01

    Objective Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs. Methods Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire) were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation) from 12 schools located in 4 districts of Tehran were selected. Pearson's and Spearman's correlation statistical tests, analysis of variances and regression were used to analyze the results. Results Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010), emotional exhaustion (p=0.005) and depersonalization (pteachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children. Conclusions Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to teachers of children with other disabilities requiring special education. PMID:23682248

  10. Perceptions of Business Teachers and Business Education Majors Regarding the Roles of Women

    Science.gov (United States)

    Thomas, Edward G.

    1975-01-01

    Findings revealed that: (1) male and female and black and white business teachers differed on some perceptual factor scores; (2) teachers with low and high family incomes differed from those with medium family incomes on some perceptual scores; and (3) business teachers and business education majors differed on only one score. (BP)

  11. The Ethical Perspective of British and American Preservice Teachers.

    Science.gov (United States)

    Deering, Thomas E.

    1998-01-01

    Comparison of responses from 38 U.S. and 27 British preservice teachers on the Ethics Position Questionnaire indicated that both groups had high idealism. U.S. teachers had lower relativism scores. (SK)

  12. 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.

  13. The Relationship between Preservice Teachers' Reading Ability and Their Achievement on Teacher Certification Examinations

    Science.gov (United States)

    Ward, Martin J.; Wells, Tim J.

    2006-01-01

    Graduates of teacher education programs throughout the nation must pass state-mandated standardized paper-and-pencil exit tests to become certified teachers. This study examines the relationship between the reading levels of preservice teachers enrolled in a south Texas university and their scores on the Texas Examinations of Educator…

  14. Credit scoring methods

    Czech Academy of Sciences Publication Activity Database

    Vojtek, Martin; Kočenda, Evžen

    2006-01-01

    Roč. 56, 3-4 (2006), s. 152-167 ISSN 0015-1920 R&D Projects: GA ČR GA402/05/0931 Institutional research plan: CEZ:AV0Z70850503 Keywords : banking sector * credit scoring * discrimination analysis Subject RIV: AH - Economics Impact factor: 0.190, year: 2006 http://journal.fsv.cuni.cz/storage/1050_s_152_167.pdf

  15. Credit scoring for individuals

    Directory of Open Access Journals (Sweden)

    Maria DIMITRIU

    2010-12-01

    Full Text Available Lending money to different borrowers is profitable, but risky. The profits come from the interest rate and the fees earned on the loans. Banks do not want to make loans to borrowers who cannot repay them. Even if the banks do not intend to make bad loans, over time, some of them can become bad. For instance, as a result of the recent financial crisis, the capability of many borrowers to repay their loans were affected, many of them being on default. That’s why is important for the bank to monitor the loans. The purpose of this paper is to focus on credit scoring main issues. As a consequence of this, we presented in this paper the scoring model of an important Romanian Bank. Based on this credit scoring model and taking into account the last lending requirements of the National Bank of Romania, we developed an assessment tool, in Excel, for retail loans which is presented in the case study.

  16. Higher Education.

    Science.gov (United States)

    Hendrickson, Robert M.

    This chapter reports 1982 cases involving aspects of higher education. Interesting cases noted dealt with the federal government's authority to regulate state employees' retirement and raised the questions of whether Title IX covers employment, whether financial aid makes a college a program under Title IX, and whether sex segregated mortality…

  17. Keeping Your Audience in Mind: Applying Audience Analysis to the Design of Interactive Score Reports

    Science.gov (United States)

    Zapata-Rivera, Juan Diego; Katz, Irvin R.

    2014-01-01

    Score reports have one or more intended audiences: the people who use the reports to make decisions about test takers, including teachers, administrators, parents and test takers. Attention to audience when designing a score report supports assessment validity by increasing the likelihood that score users will interpret and use assessment results…

  18. College Math Assessment: SAT Scores vs. College Math Placement Scores

    Science.gov (United States)

    Foley-Peres, Kathleen; Poirier, Dawn

    2008-01-01

    Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

  19. 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.

  20. Teacher induction

    NARCIS (Netherlands)

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

    2010-01-01

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

  1. Estimating NHL Scoring Rates

    OpenAIRE

    Buttrey, Samuel E.; Washburn, Alan R.; Price, Wilson L.; Operations Research

    2011-01-01

    The article of record as published may be located at http://dx.doi.org/10.2202/1559-0410.1334 We propose a model to estimate the rates at which NHL teams score and yield goals. In the model, goals occur as if from a Poisson process whose rate depends on the two teams playing, the home-ice advantage, and the manpower (power-play, short-handed) situation. Data on all the games from the 2008-2009 season was downloaded and processed into a form suitable for the analysis. The model...

  2. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

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

  3. Teacher Costs

    OpenAIRE

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

    2015-01-01

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

  4. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

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

  5. 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…

  6. The International Bleeding Risk Score

    DEFF Research Database (Denmark)

    Laursen, Stig Borbjerg; Laine, L.; Dalton, H.

    2017-01-01

    The International Bleeding Risk Score: A New Risk Score that can Accurately Predict Mortality in Patients with Upper GI-Bleeding.......The International Bleeding Risk Score: A New Risk Score that can Accurately Predict Mortality in Patients with Upper GI-Bleeding....

  7. Teacher Pay and Teacher Aptitude

    Science.gov (United States)

    Leigh, Andrew

    2012-01-01

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

  8. Teacher Interrupted

    Directory of Open Access Journals (Sweden)

    Rosie Mulholland

    2013-09-01

    Full Text Available A sample of 399 secondary school teachers (156 males, 243 females, 18 schools responded to a survey questionnaire containing one measure of stress and two measures of strain. The Stressors in Teaching Scale (SITS, developed specifically to place work stress within the Scottish “teaching” context (Mulholland, 2005, gauged work stress. The General Health Questionnaire-30 (GHQ-30; Goldberg, 1972 and Glasgow Symptom Checklist (GSC; Mahmood, 1999 presented a unique opportunity to compare teachers’ perception of strain with a “general” and “clinical” population. Positive correlations were observed between work stress and strain. Perceptions of work stress and strain differed significantly according to teaching role. Quantitative job demands (e.g., “workload” was the main predictor of strain, and middle managers, who held leadership and classroom teaching responsibilities, reported this feature of work and “changing demands” specifically, as significantly more stressful than senior managers. Middle managers’ experiences of work were reflective of a “pile-up” of stressors, indicative of quantitative and qualitative overload. Crucially, 22% of middle managers recorded strain scores (GHQ-30 case indicative of psychiatric morbidity, and approximately 67% had experienced feelings of “personal ineffectiveness” and “depression” (GSC, normally associated with a “clinical” population. The unique interaction of “stressors” associated with teacher role, job demands, and job resources highlighted a range of risk factors (e.g., “workload,” “teaching-learning interface,” “professional ethos,” “change,” and “role” that have the potential to affect health in the long term.

  9. 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…

  10. 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…

  11. 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.

  12. America's Mediocre Test Scores: Education Crisis or Poverty Crisis?

    Science.gov (United States)

    Petrilli, Michael J.; Wright, Brandon L.

    2016-01-01

    At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries. If American teachers in struggling U.S. schools taught in Finland, says Finnish educator Pasi…

  13. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

  14. Low-carbohydrate-diet score and metabolic syndrome: An epidemiologic study among Iranian women.

    Science.gov (United States)

    Shirani, Fatemeh; Esmaillzadeh, Ahmad; Keshteli, Ammar Hassanzadeh; Adibi, Peyman; Azadbakht, Leila

    2015-09-01

    Epidemiologic studies linking carbohydrate consumption and risk for metabolic syndrome (MetS) are limited. The association between low-carbohydrate-diet score and MetS has not been investigated. The aim of this study was to investigate low-carbohydrate-diet score in relation to MetS among a group of Iranian women. This cross-sectional study was conducted with 442 Iranian female teachers >20 y of age. Usual dietary intakes were assessed using a validated, dish-based semiquantitative food frequency questionnaire. Metabolic syndrome was defined according to the American Heart Association/National Heart, Lung, and Blood Institute/International Diabetes Federation definition guidelines. The prevalence of MetS in the lowest and highest quintile of low-carbohydrate-diet score was 17.5% and 18.8%, respectively (P = 0.97). There was no statistically significant difference in the prevalence between extreme quartiles low-carbohydrate-diet score and MetS (odds ratio, 0.93; 95% confidence interval, 0.38-2.28). After controlling for age, energy intake, and other potential confounders, low-carbohydrate-diet score was not significantly associated with MetS. A significant association was observed between this score and abnormal fasting plasma glucose. We failed to find a significant relationship between this score and other components of MetS. Diets with lower amounts of carbohydrate and higher contents of fat and protein were not significantly associated with the risk for MetS in a cross-sectional study with a group of Iranian women. More longitudinal studies are needed to confirm these results. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Social Desirability, Non-Response Bias and Reliability in a Long Self-Report Measure: Illustrations from the MMPI-2 Administered to Brunei Student Teachers

    Science.gov (United States)

    Mundia, Lawrence

    2011-01-01

    The survey investigated the problems of social desirability (SD), non-response bias (NRB) and reliability in the Minnesota Multiphasic Personality Inventory--Revised (MMPI-2) self-report inventory administered to Brunei student teachers. Bruneians scored higher on all the validity scales than the normative US sample, thereby threatening the…

  16. The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

    Science.gov (United States)

    Otto, Paul B.; Schuck, Robert F.

    The use of questions in the classroom has been employed throughout the recorded history of teaching. One still hears the term Socratic method during discussions of questioning procedures. The use of teacher questions is presently viewed as a viable procedure for effective instruction. This study was conducted to investigate the feasibility of training teachers in the use of a questioning technique and the resultant effect upon student learning. The Post-Test Only Control Group Design was used in randomly assigning teachers and students to experimental and control groups. A group of teachers was trained in the use of a specific questioning technique. Follow-up periodic observations were made of questioning technique behavior while teaching science units to groups of students. Post-unit achievement tests were administered to the student groups to obtain evidence of a relationship between the implementation of specific types of teacher questions and student achievement and retention. Analysis of observation data indicated a higher use of managerial and rhetorical questions by the control group than the experimental group. The experimental group employed a greater number of recall and data gathering questions as well as higher order data processing and data verification type questions. The student posttest achievement scores for both units of instruction were greater for the experimental groups than for the control groups. The retention scores for both units were Beater for the experimental groups than for the control groups.

  17. 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.

  18. 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 ...

  19. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

    Science.gov (United States)

    Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

    2002-05-01

    Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

  20. Teacher's evaluation

    OpenAIRE

    Šuranská, Ivana

    2014-01-01

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

  1. TEACHER PERFORMANCE AND QUALITY EDUCATION

    Directory of Open Access Journals (Sweden)

    Guadalupe Iván Martínez-Chairez

    2016-07-01

    Full Text Available This research report comes from a study that developed during the school years, 2014-2015, 2015-206 in the southern state of Chihuahua, in the education sector 25 central regio, consisting of five school zones that provide their services to the municipalities of Meoqui, Julimes and Delicias. The study is of mixed cutting - correlational comprehensive sequential procedure. Some of the results is that teachers believe that quality education depends not only on their teaching performance, but there are four factors (school context, teachers, government who need to work collaboratively. In addition there is a correlation .578 between the years of service of teachers and their students score on standardized tests that impact on the teacher, but there is no relationship between teacher performance and quality education from the perspective of imputs.

  2. [Teacher Training.

    Science.gov (United States)

    Palmatier, Robert A., Ed.

    1977-01-01

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

  3. Teacher Cooperatives

    Science.gov (United States)

    Hawkins, Beth

    2009-01-01

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

  4. Do Test Scores Buy Happiness?

    Science.gov (United States)

    McCluskey, Neal

    2017-01-01

    Since at least the enactment of No Child Left Behind in 2002, standardized test scores have served as the primary measures of public school effectiveness. Yet, such scores fail to measure the ultimate goal of education: maximizing happiness. This exploratory analysis assesses nation level associations between test scores and happiness, controlling…

  5. Qualities of an Effective English Language Teacher (EELT from Male and Female Students’ Point of view

    Directory of Open Access Journals (Sweden)

    Roya Zamani

    2015-05-01

    Full Text Available The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of male and female English language students about the characteristics of effective English language teachers based on four categories: English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills. For this purpose the researchers administered a questionnaire adapted from Park and Lee (2006 to 60 (28 female and 32 male foreign language learners at Tabriz Islamic Azad University. The results of the U-Mann-Whitney test indicated that there was not a significant difference between the perceptions of the male and female students regarding the characteristics of effective teacher. However, the overall mean score of the female students’ perceptions was a little bit higher than the male students. For the female students the most important features of the teacher was his/her English proficiency, socio-affective skills, pedagogical knowledge and organization and communication skills, while the preferences of the male students were the organization and communication skills, pedagogical knowledge, socio-affective skills and English proficiency, respectively. The findings have some implications for EFL teachers and students.

  6. 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

  7. Predicting occupational personality test scores.

    Science.gov (United States)

    Furnham, A; Drakeley, R

    2000-01-01

    The relationship between students' actual test scores and their self-estimated scores on the Hogan Personality Inventory (HPI; R. Hogan & J. Hogan, 1992), an omnibus personality questionnaire, was examined. Despite being given descriptive statistics and explanations of each of the dimensions measured, the students tended to overestimate their scores; yet all correlations between actual and estimated scores were positive and significant. Correlations between self-estimates and actual test scores were highest for sociability, ambition, and adjustment (r = .62 to r = .67). The results are discussed in terms of employers' use and abuse of personality assessment for job recruitment.

  8. My max score AP statistics maximize your score in less time

    CERN Document Server

    Ross, Phd, Amanda

    2013-01-01

    The only study guide to offer expert, customized study plans for every student's needs You've had a year to study...but also a year to forget. As the AP test approaches, other guides reexamine the entire year of material. But only one guide identifies your strengths and weaknesses, then points you directly to the review you need most My Max Score, a new concept developed by AP teachers and exam graders, offers separate review materials for long-term prep and last-minute cram sessions-no matter when you start studying, This is just what you need-plus str

  9. 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.

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

    Science.gov (United States)

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

    2012-10-01

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

  11. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  12. Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers.

    Science.gov (United States)

    Dekker, Sanne; Lee, Nikki C; Howard-Jones, Paul; Jolles, Jelle

    2012-01-01

    The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

  13. Neuromyths in education: Prevalence and predictors of misconceptions among teachers

    Directory of Open Access Journals (Sweden)

    Sanne eDekker

    2012-10-01

    Full Text Available The OECD’s Brain and Learning project (2002 emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called ‘neuromyths’ are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type. Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programmes. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

  14. 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…

  15. Differences of wells scores accuracy, caprini scores and padua scores in deep vein thrombosis diagnosis

    Science.gov (United States)

    Gatot, D.; Mardia, A. I.

    2018-03-01

    Deep Vein Thrombosis (DVT) is the venous thrombus in lower limbs. Diagnosis is by using venography or ultrasound compression. However, these examinations are not available yet in some health facilities. Therefore many scoring systems are developed for the diagnosis of DVT. The scoring method is practical and safe to use in addition to efficacy, and effectiveness in terms of treatment and costs. The existing scoring systems are wells, caprini and padua score. There have been many studies comparing the accuracy of this score but not in Medan. Therefore, we are interested in comparative research of wells, capriniand padua score in Medan.An observational, analytical, case-control study was conducted to perform diagnostic tests on the wells, caprini and padua score to predict the risk of DVT. The study was at H. Adam Malik Hospital in Medan.From a total of 72 subjects, 39 people (54.2%) are men and the mean age are 53.14 years. Wells score, caprini score and padua score has a sensitivity of 80.6%; 61.1%, 50% respectively; specificity of 80.65; 66.7%; 75% respectively, and accuracy of 87.5%; 64.3%; 65.7% respectively.Wells score has better sensitivity, specificity and accuracy than caprini and padua score in diagnosing DVT.

  16. Special Teacher Stress: Its Product and Prevention. Special Report.

    Science.gov (United States)

    Bradfield, Robert H.; Fones, Donald M.

    1985-01-01

    Findings from a study involving 60 special education teachers examine characteristics of 20 Ss who scored highest and 20 who scored lowest on both job stress and life stress measures. Teachers are urged to begin relaxation training, exercise, emphasize positive attitudes, and maintain adequate diets. (CL)

  17. Pre-Service Primary Teachers' Attitudes towards Inclusive Education

    Science.gov (United States)

    Varcoe, Linda; Boyle, Christopher

    2014-01-01

    Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers' attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers' attitudes by examining total inclusion scores, positive…

  18. Teacher self-efficacy in cross-cultural perspective

    NARCIS (Netherlands)

    Vieluf, S.; Kuenther, M.; van de Vijver, F.J.R.

    2013-01-01

    In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy

  19. 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.

  20. Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.

    Science.gov (United States)

    VanWeelden, Kimberly; Whipple, Jennifer

    2007-01-01

    The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

  1. 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.…

  2. 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…

  3. 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…

  4. 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...

  5. Comparison of Coping Strategies of Student Teachers Based on Their Subject of Specialisation

    Science.gov (United States)

    P. M., Majitha; Sajan, K. S.

    2015-01-01

    The purpose of the study was to find out the difference in the mean scores of coping strategies of student teachers based on their subject of specialisation. A total of 558 student teachers were selected for the study. Results indicate that there exists a significant difference in the mean scores of Coping Strategies of student teachers of Arts…

  6. Teachers' English Communication Skills: Using IELTS to Measure Competence of Graduates from a Singaporean Teacher Education Program

    Science.gov (United States)

    Low, Ee-Ling; Chong, Sylvia; Ellis, Mary

    2014-01-01

    Possessing strong communication skills is essential in contributing to effective teaching. This paper investigates graduating student teachers' English language proficiency, as measured by IELTS tests scores, of graduating EL student teachers. The paper considers what teachers need to know about the English language given that English has been the…

  7. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    Science.gov (United States)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  8. Teaching at higher levels

    Science.gov (United States)

    1998-11-01

    Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials

  9. [Propensity score matching in SPSS].

    Science.gov (United States)

    Huang, Fuqiang; DU, Chunlin; Sun, Menghui; Ning, Bing; Luo, Ying; An, Shengli

    2015-11-01

    To realize propensity score matching in PS Matching module of SPSS and interpret the analysis results. The R software and plug-in that could link with the corresponding versions of SPSS and propensity score matching package were installed. A PS matching module was added in the SPSS interface, and its use was demonstrated with test data. Score estimation and nearest neighbor matching was achieved with the PS matching module, and the results of qualitative and quantitative statistical description and evaluation were presented in the form of a graph matching. Propensity score matching can be accomplished conveniently using SPSS software.

  10. [Prognostic scores for pulmonary embolism].

    Science.gov (United States)

    Junod, Alain

    2016-03-23

    Nine prognostic scores for pulmonary embolism (PE), based on retrospective and prospective studies, published between 2000 and 2014, have been analyzed and compared. Most of them aim at identifying PE cases with a low risk to validate their ambulatory care. Important differences in the considered outcomes: global mortality, PE-specific mortality, other complications, sizes of low risk groups, exist between these scores. The most popular score appears to be the PESI and its simplified version. Few good quality studies have tested the applicability of these scores to PE outpatient care, although this approach tends to already generalize in the medical practice.

  11. Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

    Science.gov (United States)

    Miller-Ricks, Karen A.

    teachers who are more prepared to teach within the STEM content domains and implement STS instructional practices into lessons have higher achievement scores.

  12. Robot Teachers

    DEFF Research Database (Denmark)

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

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

  13. 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...

  14. The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

    Science.gov (United States)

    Liggett, Robert Scott

    2017-01-01

    Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan…

  15. Coppersmith Self-Esteem Inventory Scores of Boys with Severe Behavior Problems

    Science.gov (United States)

    Wood, Frank H.; Johnson, Ardes

    1972-01-01

    Scores on the Coopersmith Self-Esteem Inventory of 44 behaviorally disturbed boys ranging in age from 8 to 12 years were compared with the test's norms, with later retest scores, with teacher assigned self esteem ranks, and with peer group status as measured by sociometric procedures. (DB)

  16. Peer-led versus teacher-led AIDS education for female high-school students in Yazd, Islamic Republic of Iran.

    Science.gov (United States)

    Baghianimoghadam, M H; Forghani, H; Zolghadr, R; Rahaei, Z; Khani, P

    2012-04-01

    Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran. In 2009 students in 3 high schools were trained by their classmates (peer-led), by the research team (teacher-led) or had no education (controls); 180 students completed a specially designed questionnaire based on the health belief model, before and after the intervention. Post-intervention mean knowledge scores increased 2-fold in the peer-led group, and this was significantly higher than the increase in the teacher-led group scores (1.5-fold). Control group scores were unchanged. In the peer-led programme all of the components of the model were significantly improved whereas in the teacher-led programme, only perceived severity and perceived barriers scored significantly higher after the intervention.

  17. 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…

  18. EMOTIONAL COMPETENCIES OF THE FORTHCOMING PHYSIOTHERAPISTS AND PHYSICAL EDUCATION TEACHERS

    Directory of Open Access Journals (Sweden)

    Anna Romanowska-Tolloczko

    2014-10-01

    Full Text Available Purpose. Defining the level of emotional intelligence of students - prospective physiotherapists and physical education teachers. Material and method. The study was conducted amongst students of University School of Physical Education in Wrocław: There were 134 students from Physiotherapy Department and 254 students of Physical Education Department tested. In the research the tool to diagnose emotional intelligence was used: Emotional Intelligence Scale by Matczak et al. Results. In assessing the level of emotional intelligence the differences between students groups were pointed out due to their field of study and gender. Average emotional intelligence for all groups was at the moderate level although prospective teachers reached higher scores. Students of Physiotherapy and subjects constituting the control group showed lower level of studies parameter and the results were similar. Different levels of emotional intelligence are also visible in the results obtained by women and men. Women in each group receive higher scores than men. Conclusions. Emotional competencies of the subjects are at the moderate and low level, which is not a satisfactory result. Higher predispositions should be expected of people who choose teaching or physiotherapist professions, because it is required by specificity of the work they intend to carry on. Therefore, it seems necessary to pay special attention to the development of these competencies in the course of the study.

  19. Nursing Activities Score and Acute Kidney Injury

    Directory of Open Access Journals (Sweden)

    Filipe Utuari de Andrade Coelho

    Full Text Available ABSTRACT Objective: to evaluate the nursing workload in intensive care patients with acute kidney injury (AKI. Method: A quantitative study, conducted in an intensive care unit, from April to August of 2015. The Nursing Activities Score (NAS and Kidney Disease Improving Global Outcomes (KDIGO were used to measure nursing workload and to classify the stage of AKI, respectively. Results: A total of 190 patients were included. Patients who developed AKI (44.2% had higher NAS when compared to those without AKI (43.7% vs 40.7%, p <0.001. Patients with stage 1, 2 and 3 AKI showed higher NAS than those without AKI. A relationship was identified between stage 2 and 3 with those without AKI (p = 0.002 and p <0.001. Conclusion: The NAS was associated with the presence of AKI, the score increased with the progression of the stages, and it was associated with AKI, stage 2 and 3.

  20. Developing an International Survey of Teachers' Assessment Capabilities

    DEFF Research Database (Denmark)

    Renken, Maggie; Otrel-Cass, Kathrin; Cowie, Bronwen

    teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years......Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers’ assessment literacy throughout...

  1. D-score: a search engine independent MD-score.

    Science.gov (United States)

    Vaudel, Marc; Breiter, Daniela; Beck, Florian; Rahnenführer, Jörg; Martens, Lennart; Zahedi, René P

    2013-03-01

    While peptides carrying PTMs are routinely identified in gel-free MS, the localization of the PTMs onto the peptide sequences remains challenging. Search engine scores of secondary peptide matches have been used in different approaches in order to infer the quality of site inference, by penalizing the localization whenever the search engine similarly scored two candidate peptides with different site assignments. In the present work, we show how the estimation of posterior error probabilities for peptide candidates allows the estimation of a PTM score called the D-score, for multiple search engine studies. We demonstrate the applicability of this score to three popular search engines: Mascot, OMSSA, and X!Tandem, and evaluate its performance using an already published high resolution data set of synthetic phosphopeptides. For those peptides with phosphorylation site inference uncertainty, the number of spectrum matches with correctly localized phosphorylation increased by up to 25.7% when compared to using Mascot alone, although the actual increase depended on the fragmentation method used. Since this method relies only on search engine scores, it can be readily applied to the scoring of the localization of virtually any modification at no additional experimental or in silico cost. © 2013 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  2. Trends in Classroom Observation Scores

    Science.gov (United States)

    Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.

    2015-01-01

    Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

  3. Quadratic prediction of factor scores

    NARCIS (Netherlands)

    Wansbeek, T

    1999-01-01

    Factor scores are naturally predicted by means of their conditional expectation given the indicators y. Under normality this expectation is linear in y but in general it is an unknown function of y. II is discussed that under nonnormality factor scores can be more precisely predicted by a quadratic

  4. The Machine Scoring of Writing

    Science.gov (United States)

    McCurry, Doug

    2010-01-01

    This article provides an introduction to the kind of computer software that is used to score student writing in some high stakes testing programs, and that is being promoted as a teaching and learning tool to schools. It sketches the state of play with machines for the scoring of writing, and describes how these machines work and what they do.…

  5. Matching score based face recognition

    NARCIS (Netherlands)

    Boom, B.J.; Beumer, G.M.; Spreeuwers, Lieuwe Jan; Veldhuis, Raymond N.J.

    2006-01-01

    Accurate face registration is of vital importance to the performance of a face recognition algorithm. We propose a new method: matching score based face registration, which searches for optimal alignment by maximizing the matching score output of a classifier as a function of the different

  6. Modelling sequentially scored item responses

    NARCIS (Netherlands)

    Akkermans, W.

    2000-01-01

    The sequential model can be used to describe the variable resulting from a sequential scoring process. In this paper two more item response models are investigated with respect to their suitability for sequential scoring: the partial credit model and the graded response model. The investigation is

  7. 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…

  8. 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…

  9. Heart valve surgery: EuroSCORE vs. EuroSCORE II vs. Society of Thoracic Surgeons score

    Directory of Open Access Journals (Sweden)

    Muhammad Sharoz Rabbani

    2014-12-01

    Full Text Available Background This is a validation study comparing the European System for Cardiac Operative Risk Evaluation (EuroSCORE II with the previous additive (AES and logistic EuroSCORE (LES and the Society of Thoracic Surgeons’ (STS risk prediction algorithm, for patients undergoing valve replacement with or without bypass in Pakistan. Patients and Methods Clinical data of 576 patients undergoing valve replacement surgery between 2006 and 2013 were retrospectively collected and individual expected risks of death were calculated by all four risk prediction algorithms. Performance of these risk algorithms was evaluated in terms of discrimination and calibration. Results There were 28 deaths (4.8% among 576 patients, which was lower than the predicted mortality of 5.16%, 6.96% and 4.94% by AES, LES and EuroSCORE II but was higher than 2.13% predicted by STS scoring system. For single and double valve replacement procedures, EuroSCORE II was the best predictor of mortality with highest Hosmer and Lemmeshow test (H-L p value (0.346 to 0.689 and area under the receiver operating characteristic (ROC curve (0.637 to 0.898. For valve plus concomitant coronary artery bypass grafting (CABG patients actual mortality was 1.88%. STS calculator came out to be the best predictor of mortality for this subgroup with H-L p value (0.480 to 0.884 and ROC (0.657 to 0.775. Conclusions For Pakistani population EuroSCORE II is an accurate predictor for individual operative risk in patients undergoing isolated valve surgery, whereas STS performs better in the valve plus CABG group.

  10. 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.

  11. 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.

  12. 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.

  13. What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

    Science.gov (United States)

    Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

    2017-01-01

    Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

  14. Hypermobility and joint hypermobility syndrome in Brazilian students and teachers of ballet dance.

    Science.gov (United States)

    Sanches, S B; Oliveira, G M; Osório, F L; Crippa, J A S; Martín-Santos, R

    2015-04-01

    The current literature has been discussing the risks and benefits of joint hypermobility (JHM) for careers in ballet This study aimed to evaluate the prevalence of JHM and joint hypermobility syndrome (JHS) in a group of ballet teachers and students, looking both at aspects related to the flexibility required to dance, as at the risk of injuries when hypermobility is associated with other symptoms, in the case of JHS. We evaluated ballet teachers and ballet students, with age ranging from 18 to 40 years. All participants completed identification and sociodemographic questionnaires and underwent a physical examination. JHM was assessed using the Beighton score with goniometry. Symptoms of JHS were evaluated according to the Brighton criteria. Final sample consisted of 77 participants, being 44 ballet students and 33 ballet teachers. The prevalence of JHM in the sample as a whole was 58 %. Teachers and students had no significant differences regarding the prevalence of JHM (p = 0.74) (OR 1.21; 95 % CI 0.48-3.07). However, the prevalence of JHS was significantly different (p = 0.04) between students (16 %) and teachers (36 %). Teachers were three times more likely than student to have JHS (OR 3.02; 95 % CI 1.03-8.85). Teachers and students also presented differences in the frequency of specific items of Beighton score and Brighton criteria. These data provide elements to discuss the relationship between hypermobility, ballet technique and selection for dance, suggesting that dancers with JHS could find in ballet teaching an alternative to maintain professional activity with dance, while remaining protected from the higher risk of injury that professional dancers may be exposed to.

  15. Extension of the lod score: the mod score.

    Science.gov (United States)

    Clerget-Darpoux, F

    2001-01-01

    In 1955 Morton proposed the lod score method both for testing linkage between loci and for estimating the recombination fraction between them. If a disease is controlled by a gene at one of these loci, the lod score computation requires the prior specification of an underlying model that assigns the probabilities of genotypes from the observed phenotypes. To address the case of linkage studies for diseases with unknown mode of inheritance, we suggested (Clerget-Darpoux et al., 1986) extending the lod score function to a so-called mod score function. In this function, the variables are both the recombination fraction and the disease model parameters. Maximizing the mod score function over all these parameters amounts to maximizing the probability of marker data conditional on the disease status. Under the absence of linkage, the mod score conforms to a chi-square distribution, with extra degrees of freedom in comparison to the lod score function (MacLean et al., 1993). The mod score is asymptotically maximum for the true disease model (Clerget-Darpoux and Bonaïti-Pellié, 1992; Hodge and Elston, 1994). Consequently, the power to detect linkage through mod score will be highest when the space of models where the maximization is performed includes the true model. On the other hand, one must avoid overparametrization of the model space. For example, when the approach is applied to affected sibpairs, only two constrained disease model parameters should be used (Knapp et al., 1994) for the mod score maximization. It is also important to emphasize the existence of a strong correlation between the disease gene location and the disease model. Consequently, there is poor resolution of the location of the susceptibility locus when the disease model at this locus is unknown. Of course, this is true regardless of the statistics used. The mod score may also be applied in a candidate gene strategy to model the potential effect of this gene in the disease. Since, however, it

  16. 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...

  17. Teacher Portfolios.

    Science.gov (United States)

    Wolfe-Quintero, Kate; Brown, James Dean

    1998-01-01

    A portfolio of achievements, experiences, and reflections can help English-as-a-Second-Language teachers attain professional development goals and offer administrators greater insight for making informed hiring and job-performance decisions. This paper focuses on what teacher portfolios are, what their contents should be, and what their uses are…

  18. Teacher Burnout.

    Science.gov (United States)

    USA Today, 1985

    1985-01-01

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

  19. Teacher agency:

    DEFF Research Database (Denmark)

    Robinson, Sarah; Priestley, Mark; Biesta, Gert

    2015-01-01

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

  20. 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.

  1. 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.

  2. Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

    Science.gov (United States)

    Wood, Charles L.

    % during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

  3. 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…

  4. Learning higher mathematics

    CERN Document Server

    Pontrjagin, Lev Semenovič

    1984-01-01

    Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con­ tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac­ cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro­ fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge­ ometry in the plane and 3-dimensional space. Refin...

  5. Factors contributing to Korean teachers' attitudes toward students with epilepsy.

    Science.gov (United States)

    Lee, Sang-Ahm; Yim, Soo Bin; Rho, Young Il; Chu, Minkyung; Park, Hyeon Mi; Lee, Geun-ho; Park, Sung-Pa; Jung, Dae Soo

    2011-02-01

    We investigated factors contributing to teachers' attitudes toward students with epilepsy. Data were collected from 604 teachers in Korea. The questionnaire included the Scale of Attitudes Toward Persons with Epilepsy (ATPE) and a demographic and teaching experience survey. In stepwise linear regression analysis, ATPE Knowledge scores (PAttitude scores. The ATPE Knowledge scores accounted for 50.1% of the variance in the Attitude scores, and experience teaching a student with epilepsy accounted only for 1.0%. Our finding that teachers' knowledge is the most important factor influencing teacher's attitudes toward epilepsy indicates that teachers should be provided with information about epilepsy universally, across geographic settings, educational levels, and experience levels. Copyright © 2010 Elsevier Inc. All rights reserved.

  6. Various scoring systems for predicting mortality in Intensive Care Unit

    African Journals Online (AJOL)

    2015-12-07

    Dec 7, 2015 ... Mortality rate was higher in patients admitted from wards other than surgery ... evaluate the predictability of various severity of illness scores, and ..... Livingston BM, MacKirdy FN, Howie JC, Jones R, Norrie JD. Assessment of.

  7. From Rasch scores to regression

    DEFF Research Database (Denmark)

    Christensen, Karl Bang

    2006-01-01

    Rasch models provide a framework for measurement and modelling latent variables. Having measured a latent variable in a population a comparison of groups will often be of interest. For this purpose the use of observed raw scores will often be inadequate because these lack interval scale propertie....... This paper compares two approaches to group comparison: linear regression models using estimated person locations as outcome variables and latent regression models based on the distribution of the score....

  8. Knowledge on HPV Vaccine and Cervical Cancer Facilitates Vaccine Acceptability among School Teachers in Kitui County, Kenya.

    Directory of Open Access Journals (Sweden)

    Moses Muia Masika

    Full Text Available Vaccines against human papillomavirus (HPV infection have the potential to reduce the burden of cervical cancer. School-based delivery of HPV vaccines is cost-effective and successful uptake depends on school teachers' knowledge and acceptability of the vaccine. The aim of this study is to assess primary school teachers' knowledge and acceptability of HPV vaccine and to explore facilitators and barriers of an ongoing Gavi Alliance-supported vaccination program in Kitui County, Kenya.This was a cross-sectional, mixed methods study in Central Division of Kitui County where the Ministry of Health is offering the quadrivalent HPV vaccine to grade four girls. Data on primary school teachers' awareness, knowledge and acceptability of HPV vaccine as well as facilitators and barriers to the project was collected through self-administered questionnaires and two focus group discussions.339 teachers (60% female completed the survey (62% response rate and 13 participated in 2 focus group discussions. Vaccine awareness among teachers was high (90%, the level of knowledge about HPV and cervical cancer among teachers was moderate (48%, SD = 10.9 and females scored higher than males (50% vs. 46%, p = 0.002. Most teachers (89% would recommend the vaccine to their daughter or close relatives. Those who would recommend the vaccine had more knowledge than those who would not (p = <0.001. The main barriers were insufficient information about the vaccine, poor accessibility of schools, absenteeism of girls on vaccine days, and fear of side effects.Despite low to moderate levels of knowledge about HPV vaccine among school teachers, vaccine acceptability is high. Teachers with little knowledge on HPV vaccine are less likely to accept the vaccine than those who know more; this may affect uptake if not addressed. Empowering teachers to be vaccine champions in their community may be a feasible way of disseminating information about HPV vaccine and cervical cancer.

  9. 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…

  10. Knowledge of asthma in school teachers in nine Spanish cities.

    Science.gov (United States)

    Varela, Angel López-Silvarrey; Esteban, Santiago Rueda; Díaz, Sonia Pértega; Murúa, Javier Korta; Fernández-Oliva, Carmen Rosa Rodríguez; Jiménez, Jose Sánchez; Sansano, María Isabel Ubeda; Bernabé, Juan José Morell; López, Bárbara Iglesias; Gómez, Máximo Martínez; Piñana, Juana María Román

    2016-07-01

    To analyze the knowledge of asthma and its management in Spanish school teachers using the Newcastle Asthma Questionnaire (NAKQ). Descriptive, observational prevalence study, using a self-report questionnaire on knowledge about childhood asthma and its management by teachers in pre-school, primary, and secondary schools in nine Spanish cities. Age, sex, academic training, teaching experience, courses in which they taught, and personal and family history of asthma, were collected from each teacher. For knowledge determination, the validated Spanish version of the NAKQ was used. A total of 208 centers participated, including 7,494 teachers. The questionnaire was completed by 4,679 teachers (62.4%). The mean score of correct responses was 16.0 ± 4.8 points out of 31 (median = 17, range: 0-30). Only 6.8% of teachers were capable of pointing out the three main symptoms of the disease; 1.5% knew the triggering factors of an asthma attack; 8.6% knew two medicines useful during an asthma attack; 32.7% knew that inhaled medications had less side effects than pills, and only 3.8% knew of ways to prevent asthma attacks during exercise. In the multivariate analysis, variables significantly associated with a higher questionnaire score were a "lower age" (Beta coefficient = -0.09), "male gender" (Beta = 0.77), "being asthmatic" (Beta = 2.10), or "having close relatives with asthma" (Beta = 1.36) and "teaching in a private school" (Beta = 0.66) or in "compulsory secondary education" (Beta = 0.59). Teachers have a low level of knowledge about asthma, with an important limitation in some aspects of the disease. They should be trained to recognize the main symptoms of the disease, on how to act in the event of symptoms, and the early identification of situations in which the pupils require health care assistance. Pediatr Pulmonol. 2016;51:678-687. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

  11. External validation of the NOBLADS score, a risk scoring system for severe acute lower gastrointestinal bleeding.

    Directory of Open Access Journals (Sweden)

    Tomonori Aoki

    Full Text Available We aimed to evaluate the generalizability of NOBLADS, a severe lower gastrointestinal bleeding (LGIB prediction model which we had previously derived when working at a different institution, using an external validation cohort. NOBLADS comprises the following factors: non-steroidal anti-inflammatory drug use, no diarrhea, no abdominal tenderness, blood pressure ≤ 100 mmHg, antiplatelet drug use, albumin < 3.0 g/dL, disease score ≥ 2, and syncope.We retrospectively analyzed 511 patients emergently hospitalized for acute LGIB at the University of Tokyo Hospital, from January 2009 to August 2016. The areas under the receiver operating characteristic curves (ROCs-AUCs for severe bleeding (continuous and/or recurrent bleeding were compared between the original derivation cohort and the external validation cohort.Severe LGIB occurred in 44% of patients. Several clinical factors were significantly different between the external and derivation cohorts (p < 0.05, including background, laboratory data, NOBLADS scores, and diagnosis. The NOBLADS score predicted the severity of LGIB with an AUC value of 0.74 in the external validation cohort and one of 0.77 in the derivation cohort. In the external validation cohort, the score predicted the risk for blood transfusion need (AUC, 0.71, but was not adequate for predicting intervention need (AUC, 0.54. The in-hospital mortality rate was higher in patients with a score ≥ 5 than in those with a score < 5 (AUC, 0.83.Although the external validation cohort clinically differed from the derivation cohort in many ways, we confirmed the moderately high generalizability of NOBLADS, a clinical risk score for severe LGIB. Appropriate triage using this score may support early decision-making in various hospitals.

  12. 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 ...

  13. 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...

  14. FACEBOOK COMMUNICATION IN HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Emanuela Maria AVRAM

    2014-11-01

    Full Text Available The social networks have been growing steadily in recent years. Facebook, one of the most popular social networks, is a modern means of communication and socialization that has taken lately more ground in higher education becoming an important academic tool in the communication process. Many universities have their own Facebook page, being used by both students and teachers, and creating Facebook groups increasingly facilitates communication with students. Thus, this paper aims to identify the importance that Facebook holds in the academic communication process and highlights the implications it has in higher education. The results reveal that this type of communication has gained more ground in academia creating real social communities, and students use it more and more for collaboration in various activities involved in the higher education system, but also for socializing and information.

  15. Smoking habit and psychometric scores: a community study.

    Science.gov (United States)

    Waal-Manning, H J; de Hamel, F A

    1978-09-13

    During the Milton health survey subjects completed a psychometric inventory consisting of the 48 questions of the Middlesex Hospital questionnaire (MHQ) and 26 from the hostility and direction of hostility questionnaire (HDHQ) designed to examine nine psychological dimensions. The 1209 subjects were classified into smoking categories and the scores for each psychometric trait were calculated. Women scored higher than men and heavy smokers scored higher than "never smokers". The psychometric traits and the scores of the four smoking categories after correcting for age and Quetelet's index showed statistically significant differences by analysis of variance in respect of somatic anxiety and depression for both men and women; and free-floating anxiety, phobic anxiety, hysteria, acting out hostility, self criticism and guilt in women. For somatic anxiety the increase in score almost exactly paralleled the increasing quantity of tobacco consumed.

  16. Teacher Enhancement Institute

    Science.gov (United States)

    Marshall-Bradley, Tina

    1994-01-01

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

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

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-04-01

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

  18. Innovations in higher medical education

    Directory of Open Access Journals (Sweden)

    Popkov V.M.

    2014-03-01

    Full Text Available The article is devoted to the innovations in the higher medical education. Particular attention in this sphere is paid to the detailed analysis of the subject as a mechanism of cognition and psycho-emotional aspect. It should be noticed that the development of the university education demands the integration of functional systems to study the general medicine and the art of healing. In conclusion it has been found out that the new methodological approach is necessary to bring the teacher closer to the subject particularly to integrate the relation of the opposites.

  19. The power and robustness of maximum LOD score statistics.

    Science.gov (United States)

    Yoo, Y J; Mendell, N R

    2008-07-01

    The maximum LOD score statistic is extremely powerful for gene mapping when calculated using the correct genetic parameter value. When the mode of genetic transmission is unknown, the maximum of the LOD scores obtained using several genetic parameter values is reported. This latter statistic requires higher critical value than the maximum LOD score statistic calculated from a single genetic parameter value. In this paper, we compare the power of maximum LOD scores based on three fixed sets of genetic parameter values with the power of the LOD score obtained after maximizing over the entire range of genetic parameter values. We simulate family data under nine generating models. For generating models with non-zero phenocopy rates, LOD scores maximized over the entire range of genetic parameters yielded greater power than maximum LOD scores for fixed sets of parameter values with zero phenocopy rates. No maximum LOD score was consistently more powerful than the others for generating models with a zero phenocopy rate. The power loss of the LOD score maximized over the entire range of genetic parameters, relative to the maximum LOD score calculated using the correct genetic parameter value, appeared to be robust to the generating models.

  20. Primary teachers' subject matter knowledge: decimals

    Science.gov (United States)

    Ubuz, Behiye; Yayan, Betül

    2010-09-01

    The main objective of this study was to investigate primary teachers' subject matter knowledge in the domain of decimals and more elaborately to investigate their performance and difficulties in reading scale, ordering numbers, finding the nearest decimal and doing operations, such as addition and subtraction. The difficulties in these particular areas are analysed and suggestions are made regarding their causes. Further, factors that influence this knowledge were explored. The sample of the study was 63 primary teachers. A decimal concepts test including 18 tasks was administered and the total scores for the 63 primary teachers ranged from 3 to 18 with a mean and median of 12. Fifty per cent of the teachers were above the mean score. The detailed investigation of the responses revealed that the primary teachers faced similar difficulties that students and pre-service teachers faced. Discrepancy on teachers' knowledge revealed important differences based on educational level attained, but not the number of years of teaching experience and experience in teaching decimals. Some suggestions have been made regarding the implications for pre- and in-service teacher training.

  1. Effective Teachers

    Directory of Open Access Journals (Sweden)

    Beverly A. King Miller

    2015-09-01

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

  2. 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 ...

  3. 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.

  4. Influence of preschool-teacher-efficacy, social skills and work satisfaction on mental health

    OpenAIRE

    前田, 直樹; 金丸, 靖代; 畑田, 惣一郎; マエダ, ナオキ; カネマル, ヤスヨ; ハタダ, ソウイチロウ; Naoki, MAEDA; Yasuyo, KANEMARU; Soichiro, HATADA

    2009-01-01

    The purpose of the present study was to investigate preschool teacher's mental health and to examine the influence of preschool-teacher-efficacy, social skills and work satisfaction on their mental health. One hundred preschool teachers (8 males, 92 females) were administered a questionnaire including preschool teacher-efficacy scale, Kiss-18, work satisfaction scale and BDI-II. With regard to the situation of mental health, preschool teachers scored slightly lower than the general level. Pas...

  5. 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

  6. A Study of the Physical Fitness and Influencing Fac-tors of Young PE Teachers in Higher Educational In-stitutions of Jiangsu Province%江苏省普通高校中青年体育教师体能现状及影响因素研究

    Institute of Scientific and Technical Information of China (English)

    李勇; 刘健

    2014-01-01

    以江苏省部分高校中青年体育教师体能测试的结果为研究对象,对其体能现状进行分析,发现体能测试成绩的高低与年龄的增长,不同专项的差异,男女性别的差异有相关性。但最主要因素是自身对体能的认知和体能训练的习惯。根据目前现状,有关部门应制定相关政策法规,定期组织体育教师进行体能训练与测试,并根据测试结果有相应的奖惩制度,督促体育教师加强体能训练,并适当合理安排教师的工作量,改善工作环境,提高福利待遇。%This essay analyses the results of young PE teachers’ fitness conditions in several schools in Jiangsu, and concludes that the scores in fitness tests are relevant to parameters such as age, sports, and gender with the training of physical fitness being the key factor. Based on current situation, the government departments concerned should make relevant laws and policies and organize regu-lar physical training and fitness tests for PE teachers. In addition,a corresponding system of rewards and penalties should also be established to urge PE teachers to improve their fitness conditions. Meanwhile, teaching staff should be wisely arranged to various teaching tasks so as to im-prove their teaching conditions and warfare system.

  7. Assessment of Teaching Strategies, Classroom Interaction and Teacher Concerns in the Implementation of Large Class Policy on a Speech Communication Course

    Directory of Open Access Journals (Sweden)

    Elizabeth Segura-Krueger

    2017-09-01

    Full Text Available This study aimed to identify the teaching strategies used in the classroom and concerns of teachers in the implementation of large class policy. This study also looked at the perception of teachers in their interaction with their students as well as the perception of students at their teacher’s interaction with them. The six speech communication lecturers and 716 undergraduate students in the 2nd semester of 2014-2015 were the participants of the study. Researchers asked teacher respondents to fill out several questionnaires to identify large class-teaching strategies, gauge teacher-student interaction in large classes and determine personal concerns. One-on-one interview with the teacher respondents was also done to validate the results obtained from surveys. Moreover, they also asked students to fill out the Questionnaire on Teacher Interaction (QTI to determine their perception of teacher’s interaction in the classroom. The teachers revealed their various large class teaching strategies, the most common of which is the discussion type. Teachers’ perceived classroom interaction with their students were in agreement with that of their students giving higher scores in the types depicting positive interpersonal behavior like leadership and helpfulness and lower scores in the types depicting negative behavior such as dissatisfaction and admonition. Based from the one-on-one interviews, teacher respondents felt lesser interaction with students in the large lecture class compared to the previous small classroom set-up. Results from teachers’ stages of concern profile showed that they were unconcerned on the implementation of large class policy. Some expressed their strong opposition on the policy and had other educational changes in mind that competed for their attention at the time of the study. There were also issues on credit loading and collaboration with recitation teachers raised during interviews.

  8. Assessment of Teaching Strategies, Classroom Interaction and Teacher Concerns in the Implementation of Large Class Policy on a Speech Communication Course (

    Directory of Open Access Journals (Sweden)

    Elizabeth Segura-Krueger

    2017-09-01

    Full Text Available This study aimed to identify the teaching strategies used in the classroom and concerns of teachers in the implementation of large class policy. This study also looked at the perception of teachers in their interaction with their students as well as the perception of students at their teacher’s interaction with them. The six speech communication lecturers and 716 undergraduate students in the 2nd semester of 2014-2015 were the participants of the study. Researchers asked teacher respondents to fill out several questionnaires to identify large class-teaching strategies, gauge teacher-student interaction in large classes and determine personal concerns. One-on-one interview with the teacher respondents was also done to validate the results obtained from surveys. Moreover, they also asked students to fill out the Questionnaire on Teacher Interaction (QTI to determine their perception of teacher’s interaction in the classroom. The teachers revealed their various large class teaching strategies, the most common of which is the discussion type. Teachers’ perceived classroom interaction with their students were in agreement with that of their students giving higher scores in the types depicting positive interpersonal behavior like leadership and helpfulness and lower scores in the types depicting negative behavior such as dissatisfaction and admonition. Based from the one-on-one interviews, teacher respondents felt lesser interaction with students in the large lecture class compared to the previous small classroom set-up. Results from teachers’ stages of concern profile showed that they were unconcerned on the implementation of large class policy. Some expressed their strong opposition on the policy and had other educational changes in mind that competed for their attention at the time of the study. There were also issues on credit loading and collaboration with recitation teachers raised during interviews.

  9. Skin scoring in systemic sclerosis

    DEFF Research Database (Denmark)

    Zachariae, Hugh; Bjerring, Peter; Halkier-Sørensen, Lars

    1994-01-01

    Forty-one patients with systemic sclerosis were investigated with a new and simple skin score method measuring the degree of thickening and pliability in seven regions together with area involvement in each region. The highest values were, as expected, found in diffuse cutaneous systemic sclerosis...... (type III SS) and the lowest in limited cutaneous systemic sclerosis (type I SS) with no lesions extending above wrists and ancles. A positive correlation was found to the aminoterminal propeptide of type III procollagen, a serological marker for synthesis of type III collagen. The skin score...

  10. The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

    Science.gov (United States)

    Pruitt, Stephen L.; Wallace, Carolyn S.

    2012-06-01

    This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

  11. Preschooler's social skills and behavior problems: comparison between mother and teacher assessments / Habilidades sociais e problemas de comportamento de pré-escolares: comparando avaliações de mães e de professoras

    Directory of Open Access Journals (Sweden)

    Alessandra Turini Bolsoni-Silva

    2006-01-01

    Full Text Available This work compared assessments carried out by mothers and teachers about the social skills and behavior problems of children identified by their teachers as having behavior problems. Participants were mothers and teachers of 24 preschool children presenting behavior problems, and 24 preschool children with high levels of social skills. The instruments used were the Socially Desired Behavior Questionnaire and the Rutter Child Behavior Scale: versions for parents and teachers. The main results were: (a mothers and teachers of children without behavior problems scored similar social skills, but different behavior problems, in which mothers perceived more behavior problems than teachers; (b mothers and teachers of children presenting behavior problems scored both social skills and behavior problems differently, in which mothers perceived higher levels of social skills and less behavior problems; (c gender differences were found only for behavior problems of the children presenting behavior problems. Results point to the need to have different informants, in different settings, in the assessment of child behavior.

  12. Sway Area and Velocity Correlated With MobileMat Balance Error Scoring System (BESS) Scores.

    Science.gov (United States)

    Caccese, Jaclyn B; Buckley, Thomas A; Kaminski, Thomas W

    2016-08-01

    The Balance Error Scoring System (BESS) is often used for sport-related concussion balance assessment. However, moderate intratester and intertester reliability may cause low initial sensitivity, suggesting that a more objective balance assessment method is needed. The MobileMat BESS was designed for objective BESS scoring, but the outcome measures must be validated with reliable balance measures. Thus, the purpose of this investigation was to compare MobileMat BESS scores to linear and nonlinear measures of balance. Eighty-eight healthy collegiate student-athletes (age: 20.0 ± 1.4 y, height: 177.7 ± 10.7 cm, mass: 74.8 ± 13.7 kg) completed the MobileMat BESS. MobileMat BESS scores were compared with 95% area, sway velocity, approximate entropy, and sample entropy. MobileMat BESS scores were significantly correlated with 95% area for single-leg (r = .332) and tandem firm (r = .474), and double-leg foam (r = .660); and with sway velocity for single-leg (r = .406) and tandem firm (r = .601), and double-leg (r = .575) and single-leg foam (r = .434). MobileMat BESS scores were not correlated with approximate or sample entropy. MobileMat BESS scores were low to moderately correlated with linear measures, suggesting the ability to identify changes in the center of mass-center of pressure relationship, but not higher-order processing associated with nonlinear measures. These results suggest that the MobileMat BESS may be a clinically-useful tool that provides objective linear balance measures.

  13. Relationship between mathematical abstraction in learning parallel coordinates concept and performance in learning analytic geometry of pre-service mathematics teachers: an investigation

    Science.gov (United States)

    Nurhasanah, F.; Kusumah, Y. S.; Sabandar, J.; Suryadi, D.

    2018-05-01

    As one of the non-conventional mathematics concepts, Parallel Coordinates is potential to be learned by pre-service mathematics teachers in order to give them experiences in constructing richer schemes and doing abstraction process. Unfortunately, the study related to this issue is still limited. This study wants to answer a research question “to what extent the abstraction process of pre-service mathematics teachers in learning concept of Parallel Coordinates could indicate their performance in learning Analytic Geometry”. This is a case study that part of a larger study in examining mathematical abstraction of pre-service mathematics teachers in learning non-conventional mathematics concept. Descriptive statistics method is used in this study to analyze the scores from three different tests: Cartesian Coordinate, Parallel Coordinates, and Analytic Geometry. The participants in this study consist of 45 pre-service mathematics teachers. The result shows that there is a linear association between the score on Cartesian Coordinate and Parallel Coordinates. There also found that the higher levels of the abstraction process in learning Parallel Coordinates are linearly associated with higher student achievement in Analytic Geometry. The result of this study shows that the concept of Parallel Coordinates has a significant role for pre-service mathematics teachers in learning Analytic Geometry.

  14. 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

  15. A scoring system for ascertainment of incident stroke; the Risk Index Score (RISc).

    Science.gov (United States)

    Kass-Hout, T A; Moyé, L A; Smith, M A; Morgenstern, L B

    2006-01-01

    The main objective of this study was to develop and validate a computer-based statistical algorithm that could be translated into a simple scoring system in order to ascertain incident stroke cases using hospital admission medical records data. The Risk Index Score (RISc) algorithm was developed using data collected prospectively by the Brain Attack Surveillance in Corpus Christi (BASIC) project, 2000. The validity of RISc was evaluated by estimating the concordance of scoring system stroke ascertainment to stroke ascertainment by physician and/or abstractor review of hospital admission records. RISc was developed on 1718 randomly selected patients (training set) and then statistically validated on an independent sample of 858 patients (validation set). A multivariable logistic model was used to develop RISc and subsequently evaluated by goodness-of-fit and receiver operating characteristic (ROC) analyses. The higher the value of RISc, the higher the patient's risk of potential stroke. The study showed RISc was well calibrated and discriminated those who had potential stroke from those that did not on initial screening. In this study we developed and validated a rapid, easy, efficient, and accurate method to ascertain incident stroke cases from routine hospital admission records for epidemiologic investigations. Validation of this scoring system was achieved statistically; however, clinical validation in a community hospital setting is warranted.

  16. The persistence of depression score

    NARCIS (Netherlands)

    Spijker, J.; de Graaf, R.; Ormel, J.; Nolen, W. A.; Grobbee, D. E.; Burger, H.

    2006-01-01

    Objective: To construct a score that allows prediction of major depressive episode (MDE) persistence in individuals with MDE using determinants of persistence identified in previous research. Method: Data were derived from 250 subjects from the general population with new MDE according to DSM-III-R.

  17. Score distributions in information retrieval

    NARCIS (Netherlands)

    Arampatzis, A.; Robertson, S.; Kamps, J.

    2009-01-01

    We review the history of modeling score distributions, focusing on the mixture of normal-exponential by investigating the theoretical as well as the empirical evidence supporting its use. We discuss previously suggested conditions which valid binary mixture models should satisfy, such as the

  18. Developing Scoring Algorithms (Earlier Methods)

    Science.gov (United States)

    We developed scoring procedures to convert screener responses to estimates of individual dietary intake for fruits and vegetables, dairy, added sugars, whole grains, fiber, and calcium using the What We Eat in America 24-hour dietary recall data from the 2003-2006 NHANES.

  19. Description and validation of a scoring system for tomosynthesis in pulmonary cystic fibrosis

    Energy Technology Data Exchange (ETDEWEB)

    Vult von Steyern, Kristina; Bjoerkman-Burtscher, Isabella M.; Bozovic, Gracijela; Wiklund, Marie; Geijer, Mats [Skaane University Hospital, Lund University, Centre for Medical Imaging and Physiology, Lund (Sweden); Hoeglund, Peter [Skaane University Hospital, Competence Centre for Clinical Research, Lund (Sweden)

    2012-12-15

    To design and validate a scoring system for tomosynthesis (digital tomography) in pulmonary cystic fibrosis. A scoring system dedicated to tomosynthesis in pulmonary cystic fibrosis was designed. Three radiologists independently scored 88 pairs of radiographs and tomosynthesis examinations of the chest in 60 patients with cystic fibrosis and 7 oncology patients. Radiographs were scored according to the Brasfield scoring system and tomosynthesis examinations were scored using the new scoring system. Observer agreements for the tomosynthesis score were almost perfect for the total score with square-weighted kappa >0.90, and generally substantial to almost perfect for subscores. Correlation between the tomosynthesis score and the Brasfield score was good for the three observers (Kendall's rank correlation tau 0.68, 0.77 and 0.78). Tomosynthesis was generally scored higher as a percentage of the maximum score. Observer agreements for the total score for Brasfield score were almost perfect (square-weighted kappa 0.80, 0.81 and 0.85). The tomosynthesis scoring system seems robust and correlates well with the Brasfield score. Compared with radiography, tomosynthesis is more sensitive to cystic fibrosis changes, especially bronchiectasis and mucus plugging, and the new tomosynthesis scoring system offers the possibility of more detailed and accurate scoring of disease severity. (orig.)

  20. Description and validation of a scoring system for tomosynthesis in pulmonary cystic fibrosis.

    Science.gov (United States)

    Vult von Steyern, Kristina; Björkman-Burtscher, Isabella M; Höglund, Peter; Bozovic, Gracijela; Wiklund, Marie; Geijer, Mats

    2012-12-01

    To design and validate a scoring system for tomosynthesis (digital tomography) in pulmonary cystic fibrosis. A scoring system dedicated to tomosynthesis in pulmonary cystic fibrosis was designed. Three radiologists independently scored 88 pairs of radiographs and tomosynthesis examinations of the chest in 60 patients with cystic fibrosis and 7 oncology patients. Radiographs were scored according to the Brasfield scoring system and tomosynthesis examinations were scored using the new scoring system. Observer agreements for the tomosynthesis score were almost perfect for the total score with square-weighted kappa >0.90, and generally substantial to almost perfect for subscores. Correlation between the tomosynthesis score and the Brasfield score was good for the three observers (Kendall's rank correlation tau 0.68, 0.77 and 0.78). Tomosynthesis was generally scored higher as a percentage of the maximum score. Observer agreements for the total score for Brasfield score were almost perfect (square-weighted kappa 0.80, 0.81 and 0.85). The tomosynthesis scoring system seems robust and correlates well with the Brasfield score. Compared with radiography, tomosynthesis is more sensitive to cystic fibrosis changes, especially bronchiectasis and mucus plugging, and the new tomosynthesis scoring system offers the possibility of more detailed and accurate scoring of disease severity. Tomosynthesis is more sensitive than conventional radiography for pulmonary cystic fibrosis changes. The radiation dose from chest tomosynthesis is low compared with computed tomography. Tomosynthesis may become useful in the regular follow-up of patients with cystic fibrosis.

  1. Description and validation of a scoring system for tomosynthesis in pulmonary cystic fibrosis

    International Nuclear Information System (INIS)

    Vult von Steyern, Kristina; Bjoerkman-Burtscher, Isabella M.; Bozovic, Gracijela; Wiklund, Marie; Geijer, Mats; Hoeglund, Peter

    2012-01-01

    To design and validate a scoring system for tomosynthesis (digital tomography) in pulmonary cystic fibrosis. A scoring system dedicated to tomosynthesis in pulmonary cystic fibrosis was designed. Three radiologists independently scored 88 pairs of radiographs and tomosynthesis examinations of the chest in 60 patients with cystic fibrosis and 7 oncology patients. Radiographs were scored according to the Brasfield scoring system and tomosynthesis examinations were scored using the new scoring system. Observer agreements for the tomosynthesis score were almost perfect for the total score with square-weighted kappa >0.90, and generally substantial to almost perfect for subscores. Correlation between the tomosynthesis score and the Brasfield score was good for the three observers (Kendall's rank correlation tau 0.68, 0.77 and 0.78). Tomosynthesis was generally scored higher as a percentage of the maximum score. Observer agreements for the total score for Brasfield score were almost perfect (square-weighted kappa 0.80, 0.81 and 0.85). The tomosynthesis scoring system seems robust and correlates well with the Brasfield score. Compared with radiography, tomosynthesis is more sensitive to cystic fibrosis changes, especially bronchiectasis and mucus plugging, and the new tomosynthesis scoring system offers the possibility of more detailed and accurate scoring of disease severity. (orig.)

  2. Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9-12 and the Influence of Age, Sex, Level of Parental Education.

    Science.gov (United States)

    van Tetering, Marleen A J; Jolles, Jelle

    2017-01-01

    Executive functions (EFs) develop over the period of early childhood and adolescence up until young adulthood. Individual children differ substantially in the pace at which their EFs develop, and characteristics such as sex and the level of parental education (LPE) are thought to contribute to these differences. In the present study, we assessed age-related changes in EFs as perceived and evaluated by teachers and parents as well as the influence of sex and LPE on their evaluations. We used a newly developed observer-report questionnaire, the Amsterdam Executive Function Inventory (AEFI). The AEFI assesses three important components of the executive aspects of daily life behavior in 13 questions: Attention; Self-control and Self-monitoring; and Planning and Initiative taking. Teachers and parents evaluated these aspects of executive functioning in 186 schoolchildren in grades 3-6 (age: 9-12 years). Age effects within grades and differences in social economic status between the four participating schools were controlled. Results showed a significant increase in teacher-perceived EFs from third to fourth grades and from fifth to sixth grades. This development was influenced both by the sex of the child and by the LPE. As perceived by teachers, the component self-control and self-monitoring was higher for girls than for boys, and planning abilities were higher for children from families with a higher LPE. Additional analyses showed that there is a systematic and statistically significant difference between the evaluations of the teachers and that of parents. Parents reported higher scores for planning, whereas teachers reported higher scores for self-control and self-monitoring. Evaluations by parents and teachers were different for girls, but not for boys. These findings are important because they imply that the development of EFs as perceived by parents and teachers is influenced by child-related factors. Second, there are clear differences in evaluations between

  3. 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…

  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. Atypical Corruption at Institutions of Higher Learning

    Science.gov (United States)

    Yang, Li

    2007-01-01

    This article describes an incident involving twelve teachers at Anhui Haozhou Normal Junior College who used purchased dissertations to apply for professional titles over three consecutive years. Academic corruption is not merely today's problem, and the academic corruption at the institutions of higher learning that the author discloses in this…

  6. Professionalizing tutors and tutorials in higher education

    Directory of Open Access Journals (Sweden)

    Colunga, Silvia

    2012-01-01

    Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

  7. 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)

  8. Curricula for sustainability in higher education

    CERN Document Server

    2017-01-01

    This books presents the curricula necessary for sustainability in higher education. It shows how the learning process is transforming in order to promote sustainability. It prepares administrators, teachers and students to diffuse the development in the field, showing a curricula based on three interconnected pillars: the environment, the economic and the social aspects. It contains 8 chapters introducing research advances in the field.

  9. Multiple Score Comparison: a network meta-analysis approach to comparison and external validation of prognostic scores

    Directory of Open Access Journals (Sweden)

    Sarah R. Haile

    2017-12-01

    Full Text Available Abstract Background Prediction models and prognostic scores have been increasingly popular in both clinical practice and clinical research settings, for example to aid in risk-based decision making or control for confounding. In many medical fields, a large number of prognostic scores are available, but practitioners may find it difficult to choose between them due to lack of external validation as well as lack of comparisons between them. Methods Borrowing methodology from network meta-analysis, we describe an approach to Multiple Score Comparison meta-analysis (MSC which permits concurrent external validation and comparisons of prognostic scores using individual patient data (IPD arising from a large-scale international collaboration. We describe the challenges in adapting network meta-analysis to the MSC setting, for instance the need to explicitly include correlations between the scores on a cohort level, and how to deal with many multi-score studies. We propose first using IPD to make cohort-level aggregate discrimination or calibration scores, comparing all to a common comparator. Then, standard network meta-analysis techniques can be applied, taking care to consider correlation structures in cohorts with multiple scores. Transitivity, consistency and heterogeneity are also examined. Results We provide a clinical application, comparing prognostic scores for 3-year mortality in patients with chronic obstructive pulmonary disease using data from a large-scale collaborative initiative. We focus on the discriminative properties of the prognostic scores. Our results show clear differences in performance, with ADO and eBODE showing higher discrimination with respect to mortality than other considered scores. The assumptions of transitivity and local and global consistency were not violated. Heterogeneity was small. Conclusions We applied a network meta-analytic methodology to externally validate and concurrently compare the prognostic properties

  10. Walk Score® and Transit Score® and Walking in the Multi-Ethnic Study of Atherosclerosis

    Science.gov (United States)

    Hirsch, Jana A.; Moore, Kari A.; Evenson, Kelly R.; Rodriguez, Daniel A; Diez Roux, Ana V.

    2013-01-01

    Background Walk Score® and Transit Score® are open-source measures of the neighborhood built environment to support walking (“walkability”) and access to transportation. Purpose To investigate associations of Street Smart Walk Score and Transit Score with self-reported transport and leisure walking using data from a large multi-city and diverse population-based sample of adults. Methods Data from a sample of 4552 residents of Baltimore MD; Chicago IL; Forsyth County NC; Los Angeles CA; New York NY; and St. Paul MN from the Multi-Ethnic Study of Atherosclerosis (2010–2012) were linked to Walk Score and Transit Score (collected in 2012). Logistic and linear regression models estimated ORs of not walking and mean differences in minutes walked, respectively, associated with continuous and categoric Walk Score and Transit Score. All analyses were conducted in 2012. Results After adjustment for site, key sociodemographic, and health variables, a higher Walk Score was associated with lower odds of not walking for transport and more minutes/week of transport walking. Compared to those in a “walker’s paradise,” lower categories of Walk Score were associated with a linear increase in odds of not transport walking and a decline in minutes of leisure walking. An increase in Transit Score was associated with lower odds of not transport walking or leisure walking, and additional minutes/week of leisure walking. Conclusions Walk Score and Transit Score appear to be useful as measures of walkability in analyses of neighborhood effects. PMID:23867022

  11. 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...

  12. 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.

  13. 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.

  14. Öğretmen Adaylarının Benlik Saygısı Puanları Kontrol Edilerek Kendini Sabotaj Eğilimlerinin Çeşitli Değişkenlere Göre İncelenmesi Investigation Of Self-Handicapping Tendencies Of Teacher Candidates According To Demographic Variables By Controlling Self-Esteem Scores

    Directory of Open Access Journals (Sweden)

    Rezzan GÜNDOĞDU

    2013-03-01

    Full Text Available The purpose of this study is to analyze self-handicappingtendencies of teacher candidates as to gender, type of accommodation,place of settlement, level of income, satisfaction with the undergraduateprogram and as to whether the undergraduate program was their idealor not by controlling self-respect points. The sample of the researchconsists 4th grade of 280 voluntary selected through random samplingamong 1024 students studying in different departments of AksarayUniversity, Faculty of Education located in Turkey. 94 students (33.6%were female, 186 (66.4% were male. Teacher candidates' ages rangedfrom 20-29. For collection data of students, a scale developed byRhodewalt and adopted to Turkish by Akın, Abacı ve Akın (2010, andthe Self-Handicapping Scale (SHS developed by Rosenberg and adoptedto Turkish by Çuhadaroğlu (1986 the Self-Esteem Scale (RSES wereused in this study. Analysis of the data, analysis of covariance(ANCOVA, Bonferroni test was used to test the source of the difference.The findings obtained from the study show that no significant differenceexists in SHS points of teacher candidates corrected according to RSESpoints as to gender, type of accommodation, settlement they have comefrom, income level and as to whether the undergraduate program theyhave studied is their ideal or not. On the other hand, as we examinedthe means of SHS points corrected according to RSES points, it hasbeen determined that the SHS points of those who were not satisfiedwith their undergraduate program was higher, but that the effect size ofthe variable concerning the satisfaction with the undergraduateprogram on SHS points was small. Bu çalışmanın amacı benlik saygısı puanları kontrol edilereköğretmen adaylarının kendini sabotaj eğilimleri cinsiyet, barınma şekli,yerleşim yeri, gelir düzeyi, lisans programından memnuniyeti ve lisans programının ideali olup olmadığına göre incelemektir. Araştırmanınörneklemi, T

  15. 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.

  16. Gender Differences in the Reporting of Vocal Fatigue in Teachers as Quantified by the Vocal Fatigue Index.

    Science.gov (United States)

    Hunter, Eric J; Banks, Russell E

    2017-12-01

    Occupational voice users report higher instances of vocal health problems. Women, who are more likely than men to report voice problems, are the largest members of some occupational voice users, such as teachers. While a common complaint among this population is vocal fatigue, it has been difficult to quantify. Therefore, the goal of this study is to quantify vocal fatigue generally in school teachers and investigate any related gender differences. Six hundred forty (518 female, 122 male) teachers were surveyed using an online questionnaire consisting in part of the Vocal Fatigue Index (VFI), an index specifically designed to quantify vocal fatigue. Compared to vocally healthy adults, the teachers surveyed were 3 times as likely to report vocal tiredness or vocal avoidance and over 3 times as likely to report physical voice discomfort. Additionally, female teachers were more likely to have scores approaching those with dysphonia. The VFI quantified elevated levels of vocal fatigue in teachers, with a significant prevalence of symptoms reported among females compared to males. Further, because the VFI indicated elevated complaints (between normal and dysphonic) in a population likely to be elevated, the VFI might be used to identify early indications of voice problems and/or track recovery.

  17. Avaliação docente em relação às novas tecnologias para a didática e atenção no ensino superior Teacher evaluation in relation to new technologies for teaching and attention in higher education

    Directory of Open Access Journals (Sweden)

    Luciana Lozza de Moraes Marchiori

    2011-07-01

    Full Text Available Discute-se a importância da atenção no ensino/aprendizagem na universidade em conexão com as novas tecnologias, propondo-se de forma simples, o aprimoramento do desempenho do professor universitário em relação a estas tecnologias, visando à melhoria da atenção do aluno no ensino superior.It discusses the importance of attention in teaching and learning at the university in connection with new technologies, proposing, in a simple way to improve the performance of university teachers vis-à-visthese technologies, with the purpose of improving student attention in higher education.

  18. Development of a severity score for CRPS.

    Science.gov (United States)

    Harden, R Norman; Bruehl, Stephen; Perez, Roberto S G M; Birklein, Frank; Marinus, Johan; Maihofner, Christian; Lubenow, Timothy; Buvanendran, Asokumar; Mackey, Sean; Graciosa, Joseph; Mogilevski, Mila; Ramsden, Christopher; Schlereth, Tanja; Chont, Melissa; Vatine, Jean-Jacques

    2010-12-01

    The clinical diagnosis of Complex Regional Pain Syndrome (CRPS) is a dichotomous (yes/no) categorization necessary for clinical decision-making. However, such dichotomous diagnostic categories do not convey an individual's subtle and temporal gradations in severity of the condition, and have poor statistical power when used as an outcome measure in research. This study evaluated the validity and potential utility of a continuous type score to index severity of CRPS. Psychometric and medical evaluations were conducted in 114 CRPS patients and 41 non-CRPS neuropathic pain patients. Based on the presence/absence of 17 clinically-assessed signs and symptoms of CRPS, an overall CRPS Severity Score (CSS) was derived. The CSS discriminated well between CRPS and non-CRPS patients (pCRPS diagnoses using both IASP diagnostic criteria (Eta=0.69) and proposed revised criteria (Eta=0.77-0.88). Higher CSS was associated with significantly higher clinical pain intensity, distress, and functional impairments, as well as greater bilateral temperature asymmetry and thermal perception abnormalities (p'sCRPS, and support its validity as an index of CRPS severity. Its utility as an outcome measure in research studies is also suggested, with potential statistical advantages over dichotomous diagnostic criteria. Copyright © 2010. Published by Elsevier B.V.

  19. TEACHER NEEDED

    CERN Multimedia

    2002-01-01

    Part-time teacher of primary English needed from 1st December 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: engnat@hotmail.com or 04 50 40 82 66. Apply as soon as possible, and in any case before November 20th. English National Programme - Lycée International, Ferney-Voltaire

  20. Adult teachers

    DEFF Research Database (Denmark)

    Larsen, Lea Lund

    2011-01-01

    In this paper I examine the research into the process of adult teachers’ practice-based learning as a part of an on-going project titled “Competence development through practice-based learning – a study of adult teacher’s learning processes”. The project relies on the notion of the adult teacher...... as a 'reflective practitioner’, who develops 'the language of practice’, through experience and learns when she is exposed to 'disjuncture’. Research done on continuing professional development and the inquiries done in the field of teacher thinking and within this the research on novices becoming expert...

  1. Mongolian Teachers

    DEFF Research Database (Denmark)

    Madsen, Ulla Ambrosius

    2002-01-01

    The article comprises the result of a research project conducted among Mongolian teachers in a period of transition. The study is based on quantitative as well as on qualitative data. The study is carried out as part of research activities in an educational development programme.......The article comprises the result of a research project conducted among Mongolian teachers in a period of transition. The study is based on quantitative as well as on qualitative data. The study is carried out as part of research activities in an educational development programme....

  2. SOS score: an optimized score to screen acute stroke patients for obstructive sleep apnea.

    Science.gov (United States)

    Camilo, Millene R; Sander, Heidi H; Eckeli, Alan L; Fernandes, Regina M F; Dos Santos-Pontelli, Taiza E G; Leite, Joao P; Pontes-Neto, Octavio M

    2014-09-01

    Obstructive sleep apnea (OSA) is frequent in acute stroke patients, and has been associated with higher mortality and worse prognosis. Polysomnography (PSG) is the gold standard diagnostic method for OSA, but it is impracticable as a routine for all acute stroke patients. We evaluated the accuracy of two OSA screening tools, the Berlin Questionnaire (BQ), and the Epworth Sleepiness Scale (ESS) when administered to relatives of acute stroke patients; we also compared these tools against a combined screening score (SOS score). Ischemic stroke patients were submitted to a full PSG at the first night after onset of symptoms. OSA severity was measured by apnea-hypopnea index (AHI). BQ and ESS were administered to relatives of stroke patients before the PSG and compared to SOS score for accuracy and C-statistics. We prospectively studied 39 patients. OSA (AHI ≥10/h) was present in 76.9%. The SOS score [area under the curve (AUC): 0.812; P = 0.005] and ESS (AUC: 0.789; P = 0.009) had good predictive value for OSA. The SOS score was the only tool with significant predictive value (AUC: 0.686; P = 0.048) for severe OSA (AHI ≥30/h), when compared to ESS (P = 0.119) and BQ (P = 0.191). The threshold of SOS ≤10 showed high sensitivity (90%) and negative predictive value (96.2%) for OSA; SOS ≥20 showed high specificity (100%) and positive predictive value (92.5%) for severe OSA. The SOS score administered to relatives of stroke patients is a useful tool to screen for OSA and may decrease the need for PSG in acute stroke setting. Copyright © 2014 Elsevier B.V. All rights reserved.

  3. Scoring System Improvements to Three Leadership Predictors

    National Research Council Canada - National Science Library

    Dela

    1997-01-01

    .... The modified scoring systems were evaluated by rescoring responses randomly selected from the sample which had been scored according to the scoring systems originally developed for the leadership research...

  4. Interpreting force concept inventory scores: Normalized gain and SAT scores

    Directory of Open Access Journals (Sweden)

    Jeffrey J. Steinert

    2007-05-01

    Full Text Available Preinstruction SAT scores and normalized gains (G on the force concept inventory (FCI were examined for individual students in interactive engagement (IE courses in introductory mechanics at one high school (N=335 and one university (N=292 , and strong, positive correlations were found for both populations ( r=0.57 and r=0.46 , respectively. These correlations are likely due to the importance of cognitive skills and abstract reasoning in learning physics. The larger correlation coefficient for the high school population may be a result of the much shorter time interval between taking the SAT and studying mechanics, because the SAT may provide a more current measure of abilities when high school students begin the study of mechanics than it does for college students, who begin mechanics years after the test is taken. In prior research a strong correlation between FCI G and scores on Lawson’s Classroom Test of Scientific Reasoning for students from the same two schools was observed. Our results suggest that, when interpreting class average normalized FCI gains and comparing different classes, it is important to take into account the variation of students’ cognitive skills, as measured either by the SAT or by Lawson’s test. While Lawson’s test is not commonly given to students in most introductory mechanics courses, SAT scores provide a readily available alternative means of taking account of students’ reasoning abilities. Knowing the students’ cognitive level before instruction also allows one to alter instruction or to use an intervention designed to improve students’ cognitive level.

  5. Interpreting force concept inventory scores: Normalized gain and SAT scores

    Directory of Open Access Journals (Sweden)

    Vincent P. Coletta

    2007-05-01

    Full Text Available Preinstruction SAT scores and normalized gains (G on the force concept inventory (FCI were examined for individual students in interactive engagement (IE courses in introductory mechanics at one high school (N=335 and one university (N=292, and strong, positive correlations were found for both populations (r=0.57 and r=0.46, respectively. These correlations are likely due to the importance of cognitive skills and abstract reasoning in learning physics. The larger correlation coefficient for the high school population may be a result of the much shorter time interval between taking the SAT and studying mechanics, because the SAT may provide a more current measure of abilities when high school students begin the study of mechanics than it does for college students, who begin mechanics years after the test is taken. In prior research a strong correlation between FCI G and scores on Lawson’s Classroom Test of Scientific Reasoning for students from the same two schools was observed. Our results suggest that, when interpreting class average normalized FCI gains and comparing different classes, it is important to take into account the variation of students’ cognitive skills, as measured either by the SAT or by Lawson’s test. While Lawson’s test is not commonly given to students in most introductory mechanics courses, SAT scores provide a readily available alternative means of taking account of students’ reasoning abilities. Knowing the students’ cognitive level before instruction also allows one to alter instruction or to use an intervention designed to improve students’ cognitive level.

  6. The effects of online science instruction using geographic information systems to foster inquiry learning of teachers and middle school science students

    Science.gov (United States)

    Hagevik, Rita Anne

    This study investigated the effects of using Geographic Information Systems (GIS) to improve middle school students' and their teachers' understanding of environmental content and GIS. Constructivism provided the theoretical framework with Bonnstetter's inquiry evolution and Swartz's problem solving as the conceptual framework for designing these GIS units and interpreting the results. Teachers from nine schools in five counties attended a one-week workshop and follow-up session, where they learned how to teach the online Mapping Our School Site (www.ncsu.edu/scilink/studysite) and CITYgreen GIS inquiry-based problem-solving units. Two years after the workshop, two teachers from the workshop taught the six week Mapping Our School Site (MOSS) unit in the fall and one teacher from a different school taught the MOSS unit in the fall and the CITYgreen GIS unit in the spring. The students in the MOSS experimental group (n = 131) and the CITYgreen GIS comparison group (n = 33) were compared for differences in understanding of environmental content. Other factors were investigated such as students' spatial abilities, experiences, and learning preferences. Teachers and students completed the online Learning Styles Inventory (LSI), Spatial Experience Survey (SES), and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Using qualitative and quantitative analyses, results indicated that the CITYgreen GIS group learned the environmental content better than the MOSS group. The MOSS group better understood how to design experiments and to use GIS to analyze problem questions. Both groups improved in problem identification and problem solving, data accuracy, and hypothesis testing. The spatial reasoning score was compared to learning style as reported on the LSI, and other spatial experiences as reported on the SES. Males scored higher than females on the spatial reasoning test, the more computer games played the higher the score, and the fewer shop classes taken the

  7. 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...

  8. Blind Grid Scoring Record No. 290

    National Research Council Canada - National Science Library

    Overbay, Larry; Robitaille, George

    2005-01-01

    ...) utilizing the APG Standardized UXO Technology Demonstration Site Blind Grid. Scoring Records have been coordinated by Larry Overbay and the Standardized UXO Technology Demonstration Site Scoring Committee...

  9. Blind Grid Scoring Record No. 293

    National Research Council Canada - National Science Library

    Overbay, Larry; Robitaille, George; Archiable, Robert; Fling, Rick; McClung, Christina

    2005-01-01

    ...) utilizing the YPG Standardized UXO Technology Demonstration Site Blind Grid. Scoring Records have been coordinated by Larry Overbay and the Standardized UXO Technology Demonstration Site Scoring Committee...

  10. Open Field Scoring Record No. 298

    National Research Council Canada - National Science Library

    Overbay, Jr., Larry; Robitaille, George; Fling, Rick; McClung, Christina

    2005-01-01

    ...) utilizing the APG Standardized UXO Technology Demonstration Site Open Field. Scoring Records have been coordinated by Larry Overbay and the Standardized UXO Technology Demonstration Site Scoring Committee...

  11. Open Field Scoring Record No. 299

    National Research Council Canada - National Science Library

    Overbay, Larry; Robitaille, George

    2005-01-01

    ...) utilizing the YPG Standardized UXO Technology Demonstration Site Open Field. Scoring Records have been coordinated by Larry Overbay and the standardized UXO Technology Demonstration Site Scoring Committee...

  12. Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

    Science.gov (United States)

    Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

    2015-06-01

    This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. (c) 2015 APA, all rights reserved).

  13. Literacy Coaching through Teachers' Lenses: A Phenomenological Study

    Science.gov (United States)

    Davis, Stephanie Lee

    2016-01-01

    With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to improve reading test scores. This study seeks sought to understand teachers' perceptions of literacy coaching to answer this primary research question: "What meanings do teachers make of literacy…

  14. Innovation through College Classroom Teacher: an Analysis of Experience

    Science.gov (United States)

    Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia

    2014-05-01

    satisfaction of what they do is well done. Although this statement can be seen truncated as in the current moment research has higher priority versus teaching and scientific publications address the training and even mobility management or come to have more value than the training itself and learning along the life, although this phrase is used a lot from Bologna called Treaty. In these circumstances it is very difficult to practicing teachers, their training and educational needs updating, because what they are going to value professional development is, first, their research experience, giving the highest score at CV than to your educational background, teaching experience, also valued more educational management and administration. In this work we will provide objective data on the results regarding the university teachers training and different learning models that we have developed, as well as the achievements on the level of participation in the last ten years, the level of satisfaction and the innovation performance in the classroom, after receiving training. In addition, we would like to raise a discussion forum on the future of university faculty training for the profession of teaching and provoke interest here some questions for discussion and possible solutions: • Where should we focus on the university teachers training? • What is the status of university teacher Centers training in other EU countries? • What are the training models in other countries of the European Union? • What is the value and who appreciates the teacher training? • Should be mandatory or would be detrimental and would not be interested? A teacher should be an expert, brushing or reaching the excellence of their own knowledge, not to mention minimum-pedagogical training bases. Otherwise he will be an excellent researcher, something that is always needed, but mediocre or bad teacher that can cause irreparable damage to some students that fall in his class.

  15. 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 ...

  16. 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

  17. 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…

  18. 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)

  19. TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION.

    Science.gov (United States)

    AMIDON, EDMUND; BLUMBERG, ARTHUR

    TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION WERE ANALYZED TO SUPPORT THE HYPOTHESIS THAT FOUR GROUPS, REPRESENTING DIFFERENT PERCEPTIONS OF SUPERVISORY BEHAVIOR, WOULD DIFFER WITH RESPECT TO TEACHER EVALUATIONS OF CONFERENCE PRODUCTIVITY, CONFERENCE LEARNING, AND THE COMMUNICATIVE ATMOSPHERE. THE 166 GRADUATE INSERVICE TEACHERS AT TEMPLE…

  20. An Exploratory Study of Value-Added and Academic Optimism of Urban Reading Teachers

    Science.gov (United States)

    Huff-Franklin, Clairie L.

    2017-01-01

    The purpose of this study is to explore the correlation between state-recorded value- added (VA) scores and academic optimism (AO) scores, which measure teacher self-efficacy, trust, and academic emphasis. The sample for this study is 87 third through eighth grade Reading teachers, from fifty-five schools, in an urban school district in Ohio who…

  1. Does content knowledge matter for new teachers?

    Science.gov (United States)

    Reeves, Todd D.

    There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to

  2. The Use of Tests in Admissions to Higher Education.

    Science.gov (United States)

    Fruen, Mary

    1978-01-01

    There are both strengths and weaknesses of using standardized test scores as a criterion for admission to institutions of higher education. The relative importance of scores is dependent on the institution's degree of selectivity. In general, decision processes and admissions criteria are not well defined. Advantages of test scores include: use of…

  3. Gender Gaps in High School GPA and ACT Scores: High School Grade Point Average and ACT Test Score by Subject and Gender. Information Brief 2014-12

    Science.gov (United States)

    ACT, Inc., 2014

    2014-01-01

    Female students who graduated from high school in 2013 averaged higher grades than their male counterparts in all subjects, but male graduates earned higher scores on the math and science sections of the ACT. This information brief looks at high school grade point average and ACT test score by subject and gender

  4. Pain Scores Are Not Predictive of Pain Medication Utilization

    Directory of Open Access Journals (Sweden)

    Suzanne Galloway

    2011-01-01

    Full Text Available Objective. To compare Visual Analogue Scale (VAS scores with overall postoperative pain medication requirements including cumulative dose and patterns of medication utilization and to determine whether VAS scores predict pain medication utilization. Methods. VAS scores and pain medication data were collected from participants in a randomized trial of the utility of phenazopyridine for improved pain control following gynecologic surgery. Results. The mean age of the 219 participants was 54 (range19 to 94. We did not detect any association between VAS and pain medication utilization for patient-controlled anesthesia (PCA or RN administered (intravenous or oral medications. We also did not detect any association between the number of VAS scores recorded and mean pain scores. Conclusion. Postoperative VAS scores do not predict pain medication use in catheterized women inpatients following gynecologic surgery. Increased pain severity, as reflected by higher VAS scores, is not associated with an increase in pain assessment. Our findings suggest that VAS scores are of limited utility for optimal pain control. Alternative or complimentary methods may improve pain management.

  5. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  6. Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

    Science.gov (United States)

    Swanson, Peter B.

    2013-01-01

    Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in-service Spanish teachers' (n?=?102) and their students' (n?=?5,419) score on the National Spanish Exams…

  7. Interval Coded Scoring: a toolbox for interpretable scoring systems

    Directory of Open Access Journals (Sweden)

    Lieven Billiet

    2018-04-01

    Full Text Available Over the last decades, clinical decision support systems have been gaining importance. They help clinicians to make effective use of the overload of available information to obtain correct diagnoses and appropriate treatments. However, their power often comes at the cost of a black box model which cannot be interpreted easily. This interpretability is of paramount importance in a medical setting with regard to trust and (legal responsibility. In contrast, existing medical scoring systems are easy to understand and use, but they are often a simplified rule-of-thumb summary of previous medical experience rather than a well-founded system based on available data. Interval Coded Scoring (ICS connects these two approaches, exploiting the power of sparse optimization to derive scoring systems from training data. The presented toolbox interface makes this theory easily applicable to both small and large datasets. It contains two possible problem formulations based on linear programming or elastic net. Both allow to construct a model for a binary classification problem and establish risk profiles that can be used for future diagnosis. All of this requires only a few lines of code. ICS differs from standard machine learning through its model consisting of interpretable main effects and interactions. Furthermore, insertion of expert knowledge is possible because the training can be semi-automatic. This allows end users to make a trade-off between complexity and performance based on cross-validation results and expert knowledge. Additionally, the toolbox offers an accessible way to assess classification performance via accuracy and the ROC curve, whereas the calibration of the risk profile can be evaluated via a calibration curve. Finally, the colour-coded model visualization has particular appeal if one wants to apply ICS manually on new observations, as well as for validation by experts in the specific application domains. The validity and applicability

  8. Metacognition in higher education

    NARCIS (Netherlands)

    Vos, Henk

    2001-01-01

    This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition.

  9. 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…

  10. Conceptual Change and Science Achievement Related to a Lesson Sequence on Acids and Bases Among African American Alternative High School Students: A Teacher's Practical Arguments and the Voice of the "Other"

    Science.gov (United States)

    Wood, Lynda Charese

    The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the Common Knowledge Construction Model (CKCM), a conceptual change inquiry model of teaching and learning, on African American students' conceptual change and achievement; (2) observe the shift in teacher's practical arguments; and (3) narrate the voice of "the Other" about teacher professional learning. This study uses retrospective data from a mixed-method approach consisting of Phenomenography, practical arguments and story-telling. Data sources include audio-recordings of a chemistry teacher's individual interviews of her students' prior- and post-intervention conceptions of acids and bases; results of Acid-Base Achievement Test (ABA-T); video-recordings of a chemistry teacher's enactment of CKCM acid-base lesson sequence; audio-recordings of teacher-researcher reflective discourse using classroom video-clips; teacher interviews; and teacher and researcher personal reflective journals. Students' conceptual changes reflect change in the number of categories of description; shift in language use from everyday talk to chemical talk; and development of a hierarchy of chemical knowledge. ABA-T results indicated 17 students in the experimental group achieved significantly higher scores than 22 students in the control group taught by traditional teaching methods. The teacher-researcher reflective discourse about enactment of the CKCM acid-base lesson sequence reveals three major shifts in teacher practical arguments: teacher inadequate preparedness to adequate preparedness; lack of confidence to gain in confidence; and surface learning to deep learning. The developing story uncovers several aspects about teaching and learning of African American students: teacher caring for the uncared; cultivating

  11. Exploring a Source of Uneven Score Equity across the Test Score Range

    Science.gov (United States)

    Huggins-Manley, Anne Corinne; Qiu, Yuxi; Penfield, Randall D.

    2018-01-01

    Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have…

  12. Designing Social Media into Higher Education Courses

    OpenAIRE

    Thapanee Seechaliao

    2015-01-01

    This research paper presents guiding on how to design social media into higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about guiding on how to design social media into higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results were the lecturers' opinions concerning the designing social media into higher education ...

  13. Influence of Teachers' Personal Health Behaviors on Operationalizing Obesity Prevention Policy in Head Start Preschools: A Project of the Children's Healthy Living Program (CHL).

    Science.gov (United States)

    Esquivel, Monica Kazlausky; Nigg, Claudio R; Fialkowski, Marie K; Braun, Kathryn L; Li, Fenfang; Novotny, Rachel

    2016-05-01

    To quantify the Head Start (HS) teacher mediating and moderating influence on the effect of a wellness policy intervention. Intervention trial within a larger randomized community trial. HS preschools in Hawaii. Twenty-three HS classrooms located within 2 previously randomized communities. Seven-month multi-component intervention with policy changes to food served and service style, initiatives for employee wellness, classroom activities for preschoolers promoting physical activity (PA) and healthy eating, and training and technical assistance. The Environment and Policy Assessment and Observation (EPAO) classroom scores and teacher questionnaires assessing on knowledge, beliefs, priorities, and misconceptions around child nutrition and changes in personal health behaviors and status were the main outcome measures. Paired t tests and linear regression analysis tested the intervention effects on the classroom and mediating and moderating effects of the teacher variables on the classroom environment. General linear model test showed greater intervention effect on the EPAO score where teachers reported higher than average improvements in their own health status and behaviors (estimate [SE] = -2.47 (0.78), P teacher health status and behaviors included in a multi-component policy intervention aimed at child obesity prevention may produce a greater effect on classroom environments. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  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. 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…

  16. 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.

  17. Perceptions of High School Principals about Teacher Motivation in in the Metropolitan Area of Medellin, 2015

    Directory of Open Access Journals (Sweden)

    Hernán López-Arellano

    2017-04-01

    Full Text Available This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score in private schools than in public ones.

  18. 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…

  19. Elementary school teachers' attitudes to teamwork

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    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.

  20. Gender differences of the influential factors on the mental health condition of teachers in the A university.

    Science.gov (United States)

    Kataoka, Mika; Ozawa, Kazuhiro; Tanioka, Tetsuya; Okuda, Kikuko; Chiba, Shinichi; Tomotake, Masahito; King, Beth

    2015-01-01

    The purpose of this research was to investigate the gender differences of the influential factors on the mental health condition among university teachers in the A university in Japan. A questionnaire survey was mailed to 924 university teachers in Japan, with a survey return rate of 43.8% (N=405). The General Health Questionnaire 28 (GHQ-28), Multidimensional Scale of Perceived Social Support (MSPSS), the Japanese version of the Brief Coping Orientation to Problems Experienced (COPE) and the Work Situation Questionnaire (WSQ) developed by the authors were administered to subjects. The GHQ-28 total score and all of sub-score of the woman was significantly higher than men. In the correlated factor of mental health, level of job satisfaction and job control, social support of significant others was observed in the both sexes. However, gender differences was observed in the coping style. Some copings including self-distraction and self-blame were related to the men, but the woman was related to the substance use. University teachers had some gender differences in the factors affecting their mental health condition. In order to improve university teacher's mental health condition, it is necessary to increase their level of job satisfaction and feeling of job control in the workplace. Especially, it was considered women's coping using substance use was important.